Self-Regulated Learning, Self-Efficacy, and Instructional Practices among Teachers in New York City
Abstract
This study examined the extent to which teachers implemented instructional practices that promote and motivate self-regulated learning (SRL) to enhance deeper learning. Further, it explored whether teacher factors, including subject taught, teaching efficacy, and SRL strategy use, interacted with the instructional practices teachers implemented. Two studies utilizing self-report measures were conducted. In Study 1 (n = 123), 37 of the teachers taught English language arts (ELA) classes only and 46 taught math/science classes only. Study 1 found that, on average, math teachers implemented significantly more instructional practices that promoted rigor than English teachers. In Study 2 (n = 117), 21 of the teachers taught English only, 54 taught math/science classes only. Study 2 found that English teachers implemented more SRL strategies, created greater access to learning, and included more relevant content in their instruction than math teachers. English teachers also reported significantly higher teaching efficacy in Study 2. Lastly, the results of Study 2 indicated that teachers with higher efficacy utilized more SRL strategies in their own learning; the more they utilized SRL strategies in their own learning, the more they implemented instructional practices that promote SRL strategies in their students. Overall, across both studies, math and English teachers engaged in instructional practices associated with deeper learning either sometimes or often.
Subject Area
Educational psychology|Curriculum development|Cognitive psychology
Recommended Citation
Haslett, Allison McLaren, "Self-Regulated Learning, Self-Efficacy, and Instructional Practices among Teachers in New York City" (2019). ETD Collection for Fordham University. AAI22585359.
https://research.library.fordham.edu/dissertations/AAI22585359
