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

Area of Science:

• Educational Psychology
• Classroom Instruction

Background:

• Self-Regulated Learning (SRL) strategies are crucial for student achievement.
• Effective classroom instruction in SRL strategies remains a challenge.

Purpose of the Study:

• To explore Australian secondary students' perspectives on teachers' promotion of SRL strategies.
• To identify effective methods for teachers to promote SRL in classrooms.

Main Methods:

• Novel methodology using video-recorded lessons and stimulated recall interviews with students.
• Eight teachers participated in a professional learning program on SRL.
• 25 students were interviewed about their teachers' SRL strategy instruction.

Main Results:

• Students best noticed SRL instruction when strategies were named, processes explained, and teachers clarified the 'how' and 'why' of strategy use.
• Teacher explanations of strategy purpose and prompts for transfer examples were associated with student understanding.
• Effective SRL promotion involved clear strategy identification, procedural guidance, and explicit transfer encouragement.

Conclusions:

• Teachers can enhance SRL promotion by explicitly naming strategies, detailing their application, and explaining their benefits for learning and transfer.
• Student-centered approaches, focusing on the 'what, when, why, and how' of SRL, are key to effective instruction.
• Implications for professional development highlight the need for practical strategies to integrate SRL promotion into daily teaching.