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Self-regulation, also known as self-control, encompasses a range of cognitive and behavioral processes that allow individuals to adjust their internal states and outward actions to align with socially acceptable norms and long-term goals. It plays a fundamental role in adaptive functioning, from resisting impulsive behaviors to persisting through challenging tasks. While its benefits are widely recognized, self-regulation is not limitless. Muraven and Baumeister's theory posits that...
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Training Teachers for Self-Regulated Learning: A Structured Narrative Review.

Lucía Poladura1, Elena Blanco1, Ellián Tuero1

  • 1Department of Psychology, University of Oviedo, 33003 Oviedo, Spain.

European Journal of Investigation in Health, Psychology and Education
|April 27, 2026
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Summary
This summary is machine-generated.

Self-Regulated Learning (SRL) training improves teachers' knowledge and skills. However, more research is needed to confirm its impact on teaching practices and student outcomes.

Keywords:
SRLin-service teacherpre-serviceprofessional developmentself-regulated learningteacher training

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Area of Science:

  • Education
  • Psychology
  • Teacher Professional Development

Background:

  • Self-Regulated Learning (SRL) is crucial for effective teaching.
  • Understanding the impact of SRL training on teachers is essential for improving educational practices.

Purpose of the Study:

  • To evaluate the efficacy of Self-Regulated Learning (SRL) training for teachers.
  • To assess the transfer of SRL training to teaching practice and student outcomes.

Main Methods:

  • A structured narrative review following PRISMA guidelines.
  • Systematic literature search across Web of Science, Scopus, and PsycInfo.
  • Inclusion of 30 intervention studies on SRL training for teachers.

Main Results:

  • SRL professional development effectively enhances teachers' knowledge, skills, and beliefs.
  • Methodological diversity limited the ability to unify findings on sample type (in-service vs. pre-service) and impact.
  • While teacher competency improved, definitive evidence of changes in teaching practice or student outcomes was limited.

Conclusions:

  • SRL training positively impacts teacher competency.
  • Further research with longitudinal designs and student-level measures is recommended.
  • The transferability of SRL training to consistent changes in teaching practice requires more investigation.