Studies pinpoint the importance of exploring factors in the classroom environment that might foster students’ SRL-skills in various domains. This study explored specific teacher and classroom factors, including self-efficacy for SRL-skills (TSE) and teacher–student interactions in relation to students’ self-regulated learning skills in various domains (metacognitive, motivational, and behavioral). Additionally, the moderating role of teacher–student interactions in the relationship between TSE and SRL-skills was examined.
Third-to sixth grade students (
Multilevel analyses generally revealed that individual students reported better metacognitive, motivational, and behavioral SRL-skills when their teachers felt efficacious in teaching SRL-skills. However, none of the associations at the class level were significant. Moreover, when high-quality teacher–student interactions were observed, students reported lower levels of metacognitive, motivational, and behavioral SRL-skills. No moderating effect of teacher–student interactions on the relation between TSE and SRL-skills was found.
These findings show that specific measures of TSE at the appropriate level of analysis may help to better explain variation in TSE and students’ SRL-skills.