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TEACHER CHARACTERISTICS AS PREDICTORS OF SELF-REGULATED LEARNING ENCOURAGEMENT

Slavica Šimić Šašić orcid.org/0000-0002-4465-1716 ; Odjel za izobrazbu učitelja i odgojitelja, Sveučilište u Zadru
Mira Klarin ; Odjel za izobrazbu učitelja i odgojitelja, Sveučilište u Zadru
Maja Cindrić ; Odjel za izobrazbu učitelja i odgojitelja, Sveučilište u Zadru

Sažetak

The aim of the research was to examine the predictors of teachers’ encouragement of Self-Regulated Learning (SRL), specifically focusing on the independent contribu tion of various teacher characteristics. These characteris tics include: a) sociodemographic factors (gender, age), b) teacher beliefs, teaching approaches, and teaching effica cy, c) personality traits, d) type of school where the teacher works, school subject’s field of study and subject status, and e) the quality of teacher interactions in explaining teachers’ perceptions of SRL encouragement. The research was conducted on a sample of 251 teachers from primary and secondary schools using an online questionnaire. The results indicated that teacher characteristics (gender, age, teacher beliefs, teaching approaches, teaching efficacy, personality traits, subject’s field and subject status, and teacher behaviours) were related to SRL encouragement. This set of variables explained a moderate to relatively high proportion of the criterion variance (28% - 52%), with the most significant contributors being teacher be liefs, gender and age, personality traits, subject’s field of study and subject status, and teacher interactions, respec tively. A mastery-oriented approach to teaching emerged as the most significant predictor of encouraging SRL. The encouragement of self-regulated learning is influenced by several factors, including the perception of teaching and learning as a process of empowerment, a mastery-orient ed approach, higher teacher self-efficacy, female gender, older age, agreeableness, conscientiousness, intellect, sub ject’s positioning within the humanistic and social fields, optional subjects, and greater teacher helpfulness and friendliness. This research holds significant theoretical and practical implications for teacher encouragement of self-regulated learning.

Ključne riječi

teacher characteristics; encouraging self-regulated learning; primary and secondary school

Hrčak ID:

322451

URI

https://hrcak.srce.hr/322451

Datum izdavanja:

1.11.2024.

Posjeta: 63 *