Empowering Teachers: Self-Regulated Learning Strategies for Sustainable Professional Development in Initial Teacher Education at Higher Education Institutions
Open accessAbstract
Promoting self-regulated learning (SRL) skills among teachers has emerged as a sustainable professional-learning approach, contributing not only to equip teachers with tools for lifelong learning and professional growth but also to the overall quality of the educational system. Recognising teachers as pivotal agents in this endeavour, this study addresses the under-researched area of promoting SRL skills during initial teacher education at higher education institutions. This study examines factors promoting key SRL strategies among 546 Catalan pre-service teachers. Controlling for students’ sociodemographic information, multiple regression analyses are used to make inferential judgments and test the separate effects of the independent variables. The findings emphasise the importance of maintaining a proactive attitude that does not preclude them from seeking help when needed, as well as equipping pre-service teachers with the ability to identify the required academic resources and to maintain their engagement and motivation for self-directed learning. Through rigorous analysis, this study not only provides valuable insights into the factors shaping SRL skills but also highlights the broader sustainability narrative within education. Moreover, the study advocates equipping pre-service teachers with the skills to identify necessary academic resources, promoting resource efficiency, and fostering a culture of continuous learning and adaptation.
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Developing self-regulated learning skills has been found to be instrumental in facilitating successful and sustainable placement performance.
“Developing SRL skills has been found to be instrumental in facilitating successful and sustainable placement performance (Rodriguez-Gomez et al., 2024).”
From Mentorship in the Age of Generative AI: ChatGPT to Support Self-Regulated Learning of Pre-Service Teachers Before and During Placements (2025) · cites this paper as Rodriguez-Gomez et al., 2024
The Introduction and Discussion (page numbers unavailable) describe SRL skills as supporting sustained learning and better student performance. They do not establish that developing those skills improves performance on teaching placements specifically. (LLM, conf=0.84)
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Cites
Becoming a Self-Regulated Learner: An Overview
Zimmerman, B. J. (2002) · Theory Into Practice · doi:10.1207/s15430421tip4102_2 · Cited by 7,305 · cited 1× · see citing works
“In fact, Zimmerman [59] describes the self-regulated learner as proactive in their e ff orts to learn and be aware of their strengths and weaknesses.”
Zimmerman, B. J. (2008) · American Educational Research Journal · doi:10.3102/0002831207312909 · Cited by 3,735 · see citing works
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
Pintrich, P. R. (2004) · Educational Psychology Review · doi:10.1007/s10648-004-0006-x · Cited by 3,269 · see citing works
A Review of Self-regulated Learning: Six Models and Four Directions for Research
Panadero, E. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.00422 · Cited by 2,915 · cited 5× · see citing works
“The bene fi ts of SRL on student learning are evident, as the systematic reviews by Panadero [14] demonstrate, linking SRL with a long-term e ff ect due to its transferability to the world of work and lifelong learning.”
InfluentialSelf-regulation in the classroom: a perspective on assessment and intervention.
Boekaerts, M., & Corno, L. (2005) · Applied Psychology · doi:10.1111/j.1464-0597.2005.00205.x · Cited by 1,479 · see citing works
Classroom Applications of Research on Self-Regulated Learning
Paris, S. G., & Paris, A. H. (2001) · Educational Psychologist · doi:10.1207/s15326985ep3602_4 · Cited by 1,343 · see citing works
Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017) · Computers & Education · doi:10.1016/j.compedu.2016.10.001 · Cited by 1,003 · see citing works
Preparing Teachers and Developing School Leaders for the 21st Century
OECD (2012) · International Summit on the Teaching Profession · doi:10.1787/9789264174559-en · Cited by 895 · see citing works
How Far Have We Moved Toward the Integration of Theory and Practice in Self-Regulation?
Boekaerts, M., & Cascallar, E. (2006) · Educational Psychology Review · doi:10.1007/s10648-006-9013-4 · Cited by 583 · see citing works
Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers
Kunter, M., Baumert, J., Blum, W. F., Klusmann, U., Krauß, S., & Neubrand, M. (2013) · Springer eBooks · doi:10.1007/978-1-4614-5149-5 · Cited by 547 · see citing works
Boekaerts, M., Pintrich, P. R., & Zeidner, M. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50030-5 · Cited by 449 · see citing works
Diseth, Å. (2011) · Learning and Individual Differences · doi:10.1016/j.lindif.2011.01.003 · Cited by 440 · see citing works
Self-regulation and academic achievement and resilience: A longitudinal study
Nota, L., Soresi, S., & Zimmerman, B. J. (2004) · International Journal of Educational Research · doi:10.1016/j.ijer.2005.07.001 · Cited by 418 · see citing works
Collaboration and self-regulation in teachers’ professional development
Butler, D. L., Lauscher, H. N., Jarvis-Selinger, S., & Beckingham, B. (2004) · Teaching and Teacher Education · doi:10.1016/j.tate.2004.04.003 · Cited by 418 · see citing works
Kistner, S., Rakoczy, K., Otto, B., Dignath, C., Büttner, G., & Klieme, E. (2010) · Metacognition and Learning · doi:10.1007/s11409-010-9055-3 · Cited by 384 · see citing works
The role of self-regulated learning in students' success in flipped undergraduate math courses
Sun, Z., Xie, K., & Anderman, L. H. (2017) · The Internet and Higher Education · doi:10.1016/j.iheduc.2017.09.003 · Cited by 326 · see citing works
Roth, A., Ogrin, S., & Schmitz, B. (2016) · Educational Assessment, Evaluation and Accountability · doi:10.1007/s11092-015-9229-2 · Cited by 294 · see citing works
The Role of Epistemic Emotions in Personal Epistemology and Self-Regulated Learning
Muis, K. R., Chevrier, M., & Singh, C. A. (2018) · Educational Psychologist · doi:10.1080/00461520.2017.1421465 · Cited by 271 · see citing works
Granularity matters: comparing different ways of measuring self-regulated learning
Rovers, S. F. E., Clarebout, G., Savelberg, H. H. C. M., de Bruin, A. B. H., & van Merriënboer, J. J. G. (2019) · Metacognition and Learning · doi:10.1007/s11409-019-09188-6 · Cited by 226 · see citing works
Motivation and Self-Regulated Learning Influences on Middle School Mathematics Achievement
Cleary, T. J., & Kitsantas, A. (2017) · School Psychology Review · doi:10.1080/02796015.2017.12087607 · Cited by 222 · cited 1× · see citing works
“Promoting SRL skills, through active teaching methods, is a key factor for improving education quality and sustainability, since these skills allow students to perform be tt er and increase their wellbeing [44,45].”
Yan, Z. (2020) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2019.1629390 · Cited by 217 · cited 1× · see citing works
“Formative assessment strategies, in any of their modalities (i.e., tutor assessment, peer-assessment, or self-assessment), are directly linked to SRL processes (e.g., [61,62]).”
Rubric-Referenced Self-Assessment and Self-Efficacy for Writing
Andrade, H., Wang, X., Du, Y., & Akawi, R. L. (2009) · The Journal of Educational Research · doi:10.3200/joer.102.4.287-302 · Cited by 203 · see citing works
The development of a brief measure of learner autonomy in university students
Macaskill, A., & Taylor, E. (2010) · Studies in Higher Education · doi:10.1080/03075070903502703 · Cited by 181 · see citing works
Self-Regulated Learning in the Classroom: A Literature Review on the Teacher’s Role
Moos, D. C., & Ringdal, A. (2012) · Education Research International · doi:10.1155/2012/423284 · Cited by 177 · see citing works
Assessment and the Co-regulation of Learning in the Classroom
Allal, L. (2020) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969594x.2019.1609411 · Cited by 176 · see citing works
Jivet, I., Scheffel, M., Schmitz, M., Robbers, S., Specht, M. M., & Drachsler, H. (2020) · The Internet and Higher Education · doi:10.1016/j.iheduc.2020.100758 · Cited by 172 · see citing works
Karlen, Y., Hertel, S., & Hirt, C. N. (2020) · Frontiers in Education · doi:10.3389/feduc.2020.00159 · Cited by 149 · see citing works
The Effect of Learning and Motivation Strategies Training on College Studentsi Achievement
Tuckman, B. W. (2003) · Journal of college student development · doi:10.1353/csd.2003.0034 · Cited by 145 · see citing works
Fostering self-regulated learning in higher education: Making self-regulation visible
Russell, J. M., Baik, C., Ryan, A., & Molloy, E. (2020) · Active Learning in Higher Education · doi:10.1177/1469787420982378 · Cited by 120 · see citing works
Smul, M. D., Heirweg, S., Keer, H. V., Devos, G., & Vandevelde, S. (2018) · Teaching and Teacher Education · doi:10.1016/j.tate.2018.01.001 · Cited by 117 · see citing works
Turan, S., Demirel, Ö., & Sayek, İ. (2009) · Medical Teacher · doi:10.3109/01421590903193521 · Cited by 116 · see citing works
Student perceptions of their autonomy at University
Henri, D. C., Morrell, L. J., & Scott, G. W. (2017) · Higher Education · doi:10.1007/s10734-017-0152-y · Cited by 113 · see citing works
Students’ Help Seeking During Problem Solving: Effects of Grade, Goal, and Prior Achievement
Newman, R. S., & Schwager, M. T. (1995) · American Educational Research Journal · doi:10.3102/00028312032002352 · Cited by 112 · see citing works
Chen, J. H., Björkman, A., Zou, J. H., & Engström, M. (2019) · Nurse Education in Practice · doi:10.1016/j.nepr.2019.04.014 · Cited by 103 · see citing works
Michalsky, T., & Schechter, C. (2012) · Teaching and Teacher Education · doi:10.1016/j.tate.2012.10.009 · Cited by 97 · see citing works
Flores, M. A. (2020) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1771895 · Cited by 90 · see citing works
The Importance of Autonomous, Self-Regulated Learning in Primary Initial Teacher Training
Oates, S. (2019) · Frontiers in Education · doi:10.3389/feduc.2019.00102 · Cited by 88 · see citing works
König, J. A., Bremerich-Vos, A., Buchholtz, C., Fladung, I., & Glutsch, N. (2019) · European Journal of Teaching and Education · doi:10.1080/02619768.2019.1679115 · Cited by 87 · see citing works
Hawe, E. M., Lightfoot, U., & Dixon, H. R. (2017) · Journal of Further and Higher Education · doi:10.1080/0309877x.2017.1349894 · Cited by 74 · see citing works
Bridging classroom assessment and self-regulated learning
Brandmo, C., Panadero, E., & Hopfenbeck, T. N. (2020) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2020.1803589 · Cited by 74 · see citing works
Ainscough, L., Stewart, E., Colthorpe, K. L., & Zimbardi, K. (2017) · Studies in Higher Education · doi:10.1080/03075079.2017.1315085 · Cited by 66 · see citing works
Nieminen, J., Asikainen, H., & Rämö, J. (2019) · Studies in Higher Education · doi:10.1080/03075079.2019.1688282 · Cited by 65 · see citing works
Self-assessment to incite learning in higher education: developing ontological awareness
Bourke, R. (2018) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2017.1411881 · Cited by 61 · see citing works
Sustainable assessment for lifelong learning
Nguyen, T. T. H., & Walker, M. (2014) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2014.985632 · Cited by 59 · see citing works
How Teachers Define and Identify Self-Regulated Learning
Callan, G. L., & Shim, S. S. (2019) · The Teacher Educator · doi:10.1080/08878730.2019.1609640 · Cited by 57 · see citing works
Hooshyar, D., Kori, K., Pedaste, M., & Bardone, E. (2019) · British Journal of Educational Technology · doi:10.1111/bjet.12826 · Cited by 56 · see citing works
Developing Self-regulation of Learning and Teaching Skills Among Teacher Candidates
Bembenutty, H., White, M. C., & Vélez, M. R. (2015) · Springer briefs in education · doi:10.1007/978-94-017-9950-8 · Cited by 55 · see citing works
Kittel, A. F. D., Kunz, R. A. C., & Seufert, T. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.643748 · Cited by 52 · see citing works
Active Learning and Self-Regulation Enhance Student Teachers’ Professional Competences
Virtanen, P., Niemi, H., & Nevgi, A. (2017) · The Australian journal of teacher education · doi:10.14221/ajte.2017v42n12.1 · Cited by 48 · see citing works
Smul, M. D., Heirweg, S., Devos, G., & Keer, H. V. (2018) · Research Papers in Education · doi:10.1080/02671522.2018.1536888 · Cited by 46 · see citing works
Lin, S., Mastrokoukou, S., Longobardi, C., Bozzato, P., Gastaldi, F. G. M., & Berchiatti, M. (2022) · Higher Education Quarterly · doi:10.1111/hequ.12374 · Cited by 44 · see citing works
Mejeh, M., & Held, T. (2022) · Vocations and Learning · doi:10.1007/s12186-022-09298-4 · Cited by 43 · see citing works
A 20-Year Review of Outcome Reporting Bias in Moderated Multiple Regression
O’Boyle, E. H., Banks, G. C., Carter, K., Walter, S. L., & Yuan, Z. (2018) · Journal of Business and Psychology · doi:10.1007/s10869-018-9539-8 · Cited by 40 · see citing works
Losing touch – Teachers’ self-regulation in physical education
Öhman, M. (2016) · European Physical Education Review · doi:10.1177/1356336x15622159 · Cited by 40 · see citing works
Xu, H., & Ko, P. Y. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.01.002 · Cited by 38 · see citing works
The challenge of keeping teacher professional development relevant
Fairman, J. C., Smith, D. J., Pullen, P. C., & Lebel, S. J. (2022) · Routledge eBooks · doi:10.4324/9781003357384-17 · Cited by 32 · see citing works
Lee, J., & Kwon, K. H. (2023) · Sustainability · doi:10.3390/su151713247 · Cited by 24 · see citing works
Alvi, E., & Gillies, R. M. (2020) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1728739 · Cited by 23 · see citing works
Enhancing self-regulated learning in higher education
Šteh, B., & Šarić, M. (2020) · Revija za elementarno izobraževanje · doi:10.18690/rei.13.special.129-150.2020 · Cited by 22 · see citing works
EXPERIENCIAS INTERNACIONALES EN MATERIA DE RESPONSABILIDAD SOCIAL UNIVERSITARIA
Fernández, I. A., & Quintero, J. A. J. (2013) · Visión de Futuro · Cited by 15 · see citing works
Hsieh, T.-L. (2021) · Higher Education Research & Development · doi:10.1080/07294360.2021.1877624 · Cited by 8 · see citing works
Kindekens, A., Reina, V. R., Backer, F. D., Peeters, J., Buffel, T., & Lombaerts, K. (2014) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2014.01.507 · Cited by 7 · see citing works
Flagged first, then by citations
2 of the 64 references couldn’t be matched to a known paper.
Research works printed but not linked: 7
- OECD. A Flying Start: Improving Initial Teacher Preparation Systems; OECD Publishing: Paris, France, 2019. [CrossRef] · DOI
- Zimmerman, B.J. Attaining Self-Regulation: A Social Cognitive Perspective. In Handbook of Self-Regulation; Boekaerts, M., Pintrich, P.R., Zeidner, M., Eds.; Academic Press: London, UK, 2000; pp. 13-39.
- Dignath-van Ewijk, C.; Van der Werf, G. What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behaviour of Enhancing Sutentds' Self-Regulation. Educ. Res. Int. 2012, 2012, 741713. [CrossRef] · DOI
- García, I.; Castellanos, D.; Andreu, A. Formación de competencias para la autorregulación del aprendizaje em estudiantes de la Universidad Pedagógica Nacional desde el enfoque histórico-cultural. In Proceedings of the XIV Congreso Nacional de Investigación Educativa COMIE, San Luis Potosí, Mexico, 20 November 2017. Available online: https://www.comie.org.mx/ congreso/memoriaelectronica/v14/doc/1095.pdf (accessed on 13 March 2024).
- Boekaerts, M. Emotions, Emotion Regulation, and Self-Regulation of Learning. In Educational Psychology Handbook Series. Handbook of Self-Regulation of Learning and Performance; Zimmerman, B.J., Schunk, D.H., Eds.; Routledge/Taylor & Francis Group: New York, NY, USA, 2011; pp. 408-425.
- Karabenick, S.A.; Gonida, E.N. Academic Help Seeking as a Self-Regulated Learning Strategy: Current Issues, Future Directions. In Educational Psychology Handbook Series. Handbook of Self-Regulation of Learning and Performance; Dale, H.S., Jeffrey, A.G., Eds.; Routledge/Taylor & Francis Group: New York, NY, USA, 2018; pp. 421-433.
- Fernández, A. Education for sustainability: A new challenge for the current university model. Res. Soc. Dev. 2018, 7, e174165. [CrossRef] · DOI
Cited by
Sorted by citations
Nguyen (Ruby), N. N., & Barbieri, W. (2025) · Education Sciences · doi:10.3390/educsci15060642 · Cited by 15 · see citing works
Firescu, V. (2025) · Sustainability · doi:10.3390/su17051989 · Cited by 11 · see citing works
Hwang, S. (2025) · Education Sciences · doi:10.3390/educsci15070804 · Cited by 6 · see citing works
Yang, J., Liang, Y., & Lomlai, S. (2026) · Cogent Education · doi:10.1080/2331186x.2026.2644113 · Cited by 2 · see citing works
Eker, C. (2026) · Acta Psychologica · doi:10.1016/j.actpsy.2026.106517 · Cited by 3 · see citing works
Model Self Regulated Learning Berbasis High Order Thinking Skills di Prodi PPKn
Herianto, E. (2024) · Jurnal Ilmiah Profesi Pendidikan · doi:10.29303/jipp.v9i2.1120
Prospective Teachers’ Self-Regulation: The History of Mathematics as a Tool for Perseverance
Panaoura, A. (2024) · Education Sciences · doi:10.3390/educsci14121335
Tarsono, T., Anisa, H., Khomah, I., Fahrurozi, A., & Noor, N. M. B. M. (2025) · Tadris Jurnal Keguruan dan Ilmu Tarbiyah · doi:10.24042/tadris.v10i1.26008
Lape, L. J., & Baradillo, D. G. (2025) · Psychology and Education A Multidisciplinary Journal · doi:10.70838/pemj.480708
Kitlesel Açık Çevrim İçi Derslerde Öğretmenlerin Öz-Düzenlemeli Öğrenme Becerilerinin İncelenmesi
Atlay, A., & Kayabaş, B. K. (2026) · Türk Eğitim Bilimleri Dergisi · doi:10.37217/tebd.1747509
Beyond Symptoms: ADHD and the Role of SRL in the School Context
Tielve, C., Areces, D., Álvarez-González, C. R. A. A. I., & Álvarez-González, A. I. (2026) · IntechOpen eBooks · doi:10.5772/intechopen.1015496
Reflective CPD in Higher Education: A Pilot Study of the Progress Evaluation Practice (PEP)
Uzun, Ş., & Mirici, İ. H. (2026) · Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi · doi:10.31592/aeusbed.1879899
Ning, P., DeWitt, D., & Chin, H. L. (2026) · Quarterly review of distance education · doi:10.1108/qrde-11-2025-0022
- Authors
- Rodriguez-Gomez, D., Muñoz-Moreno, J. L., & Ion, G.
- Affiliations
- Center of Research and Studies for Organizational Development, Universitat Autonoma de Barcelona, 08193 Barcelona, Spain
- Universitat Autònoma de Barcelona (ES)
- Venue
- Sustainability
- Publisher
- MDPI AG
- Published
- 2024-04-04
- Volume
- 16
- Issue
- 7
- Pages
- 3021
- ISSN
- 2071-1050 (ISSN-L)
- OpenAlex
- W4393987946
- Cited by
- 13
- References
- 64
- Citations by year
- 2026: 6 · 2025: 5 · 2024: 2
- FWCI
- 16.30
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Sustainability (publishedVersion, cc-by)
- Dipòsit Digital de Documents de la UAB (Universitat Autònoma de Barcelona) (submittedVersion, cc-by)
- RePEc: Research Papers in Economics (submittedVersion)
- Funders
- Agency for Management of University and Research Grants of the Catalan Government (2017ARMIF00006)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Educational Leadership and Innovation
- Keywords
- student self-regulation, pre-service teachers, initial teacher education, teacher professional development, self-directed learning, student motivation, help-seeking, continuous professional learning, higher education
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
