Secondary and University Teachers’ Perspectives on Self-Regulated Learning

Abstract

Educational innovations in Dutch pre-university education have, since 1998, changed not only the content of the subjects but also the pedagogy. Due to changing demands in higher education, which requires students with an inquiring and reflective attitude and the necessary skills for lifelong learning, self-regulated learning has been implemented in secondary education. The assumption underlying this innovation is that students are better prepared for university if they have learned to plan, control, and monitor their own learning, i.e., if they are “meta-cognitively, motivationally, and behaviorally active participants in their own learning process” (Zimmerman & Schunk, 2001).