Fostering self-regulated learning

In recent years, scientific research work and literature have paid great attention to the ability of students to self-regulate their learning. Numerous theories and models of self-regulated learning have been developed (Boekaerts, 2011; Butler and Cartier, 2018; Efklides, 2011; Hadwin, Järvelä, and Miller, 2017; Pintrich, 2000; Winne and Hadwin, 1998; Zimmmerman, 2000). The authors agree that self-regulated learning is a cyclical, multidimensional process that includes the interaction of personal (cognitive, metacognitive, motivational, emotional), behavioral and environmental factors (Panadero, 2017), which enable students to better manage their learning. The ability to self-regulate learning contributes to positive educational outcomes, but also to the development of lifelong learning skills, which facilitate coping with the demands of modern society. However, the learning of a significant part of students is not optimally self-regulated (Kramarski and Michalsky, 2009). Teachers, as agents of self-regulated learning (SRL), can promote SRL in a variety of direct and indirect ways: by teaching students effective learning strategies, or by structuring stimulating learning environments (Dignath-van Ewijk and van der Werf, 2012). Most teachers agree that students need help to become self-regulated learners and express positive beliefs about SRL. However, they feel uncertain about how to promote students' SRL, and stimulate SRL to a limited extent (Dignath and Büttner, 2018; Dignath-van Ewijk et al., 2012; Karlen et al., 2020; Kistner et al., 2015; Perry et al., 2008; Spruce and Bol, 2015; Šimić Šašić et al., 2023; Vandevelde et al., 2012). Teaching students how to self-regulate their learning improves their performance. However, it is still not clear which specific learning strategies should be taught and how they should be taught in order to improve student performance. Research shows that different strategies are effective in different disciplines (reading, writing, mathematics, science)(de Boer et al., 2012).

Encouraging SRL depends on numerous factors related to the teacher (teacher beliefs, gender, teaching experience, competences, etc.), class, school, subject, but also the students themselves (abilities, age, SES, etc.) (Chatzistamatiou et al., 2013; De Smul et al., 2018; Dignath-van Ewijk, 2016; Dignath-van Ewijk and van der Wert, 2012; Elmas et al., 2011; Fauzi and Widjajanti, 2018; Hargreaves, 2005; Karlen et al., 2023; Lombaerts et al., 2007; Lombaerts et al., 2009; Moos and Ringdal, 2012; Peeters et al., 2015; Šimić Šašić et al., 2021; Šimić Šašić et al., 2023; Vandevelde et al., 2012; Yan, 2018). The results of these studies are often inconclusive. Therefore, the goal of this Research Topic is to gather new knowledge about the factors that influence the activation of SRL from the perspective of teachers, students, classes, schools, and even from the perspective of educational policies of different educational systems (countries). Of particular interest is to examine the effects of different strategies for improving SRL, considering different characteristics of students, fields/disciplines, and level of education (early childhood, primary, secondary, or higher education), and to examine the mechanisms of these effects. It is necessary to investigate how students and teachers perceive the effectiveness of different methods of encouraging SRL. Most studies of teachers' promotion of SRL were conducted on preservice teachers, as part of the evaluation of teacher training programs for the promotion of SRL, but there is little research in the area of in-service teachers' practice to promote SRL.

Therefore, this Research Topic aims to offer a synthesis of the latest research on fostering SRL and to collect original contributions that can offer new insights and incentives for future research. This collection of articles welcomes both theoretical and empirical (qualitative and/or quantitative) papers that contribute to the consolidation of current knowledge, highlight limitations and critical issues of current research, or offer new ideas and thinking to support future research. Original empirical research from different parts of the world (including validation of instruments in cultures where they have not yet been tested) is welcome, and cross-cultural comparisons are especially appreciated. We also welcome review papers, systematic reviews and meta-analyses that have a significant impact on understanding the relationship between fostering self-regulated learning and self-regulation of learning and the relationship with learning outcomes. Papers within this research topic should offer a synthesis of the latest knowledge in this research area and stimulate future research.