Australian Students’ Perceptions of Their Teachers’ Self-Regulated Learning Strategy Instruction

Abstract

While research has established the importance of Self-Regulated Learning (SRL) strategies for student achievement, their effective instruction in classrooms is often lacking. This study adopted a novel methodology that focused on Australian students’ perspectives of their teachers’ promotion of SRL strategies. Eight secondary school teachers completed a professional learning programme aimed at promoting SRL during regular classroom instruction and submitted a video excerpt of their instruction. These videos were used as stimuli for semi-structured stimulated recall interviews conducted with 25 students. Students were asked to describe their teachers’ SRL strategy instruction in terms of ‘Wha..