Classical conceptualisations of self-regulated learning typically ignore the role of teaching strategies in real-world classrooms. Therefore, the present exploratory study aimed to examine the different clusters of perceived teaching strategies and students' metacognitive knowledge and experiences, and motivation. The data came from 6365 (49.63%…

This volume of PISA examines the readiness of students to engage with learning strategies, to be motivated to learn and to be confident in their abilities and in their capacity to improve their skills and knowledge. Countries like Korea have reduced mathematics anxiety, Portugal excels in critical thinking, and more low-performing students in…

This article presents two independent studies of Finnish teachers' conceptions of giftedness and considers whether it is a malleable or fixed quality. The first qualitative study examined elementary school teachers' (N = 212) conceptions via inductive-oriented content analysis, whereas the second study measured teachers' (elementary n = 184,…

This study investigated mathematics teachers' professional knowledge among elementary school teachers exposed to a professional training program that either supported self-regulated learning (SRL) or offered no SRL support (no-SRL). The SRL support was based on the IMPROVE metacognitive self-questioning method that directs students' attention to…