Stimulating Self-Regulated Learning in Primary Education: Encouraging Versus Hampering Factors for Teachers

Self-regulated learning (SRL) has become an important educational goal. This study explores primary school teachers’ activities in stimulating SRL and teacher, class, and school-level determinants hereof. Results reveal that SRL is only stimulated limitedly. Teachers holding developmental educational beliefs and acknowledging the value of SRL report more SRL practices. Also teachers in higher grades and with smaller classes integrate SRL more often. At school level, a clear shared opinion on SRL is reported as an important stimulating condition. Perceived pressure of time and work, diversity between pupils, and limited teacher willingness to change one's practice are the most important barriers.