Teachers and the Teaching of Self-Regulated Learning (SRL): The Emergence of an Integrative, Ecological Model of SRL-in-Context

Teachers are effective agents who can introduce and support students’ self-regulated learning (SRL) in classrooms. This qualitative study presents an integrative, ecological model of SRL-in-context from the teachers’ perspectives. Data were obtained from in-depth interviews, participant observations and informal conversations gathered from the classrooms of six teachers working in three different state primary schools located in Queensland,...