Efklides and colleagues developed the Metacognitive and Affective model of Self-Regulated Learning (MASRL) to provide a comprehensive theoretical framework of self-regulated learning (SRL). The distinguishing feature of MASRL is that it stresses metacognitive experiences and other subjective experiences (e.g., motivational, affective) as critical…

To address teachers' difficulties in implementing effective self-regulated learning (SRL) for their professional knowledge and practice as well as for their students' learning, a conceptual framework and a practical model for professional development is proposed that can help bridge theory, practice, and research on teachers' SRL. Expanding on…

Social and emotional learning (SEL) skills such as growth mindset and perseverance have always been important for learning mathematics, but educators are not always explicit about how or intentional about integrating them into math classrooms. In the North East Independent School District in San Antonio, Texas, they are working to change that. Two…

We present a conceptual framework that leverages synergies between classroom assessment (CA) practices and self-regulated learning (SRL) theory to support academic growth and instruction. We articulate the processes shared by CA and SRL, drawing on a model of SRL with three phases: forethought, performance, and self-reflection. We blend this SRL…

Models of self-regulated learning emphasize the active and intentional role of learners and, thereby, focus mainly on conscious processes in working memory and long-term memory. Cognitive load theory supports this view on learning. As a result, both fields of research ignore the potential role of unconscious processes for learning. In this review…

In the era of 21st century learning, many secondary students with learning disabilities continue to struggle with mathematics problem solving. Emerging evidence suggests self-regulated strategy development can be combined with existing evidence-based and promising practices during mathematics instruction. These practices include explicit…

The emotional intelligence models have helped to develop different tools for construct assessment. Each theoretical paradigm conceptualizes emotional intelligence from one of two perspectives: ability or mixed model. Ability models consider emotional intelligence as a pure form of mental ability and therefore as pure intelligence. Mixed models of…

We propose a novel model for learning environments to target the characteristics of digital natives and to improve informal learning practices, i.e. the exploration, discovery and self-monitoring of learning content and the reflection on learning activities. The Mobile Playful Learning Environment (MPLE) model is defined as consisting of seven…

Recently, the concept of evaluative judgement has gained attention as a pedagogical approach to classroom formative assessment practices. Evaluative judgement is the capacity to be able to judge the work of oneself and that of others, which implies developing knowledge about one's own assessment capability. A focus on evaluative judgement helps us…

Self-regulation is the control mechanism that enables a student to manage attention, emotion, behavior, and cognition to engage in goal-directed actions, such as learning. Too often, students at risk for poor school outcomes do not enter school with strongly developed self-regulation skills and have difficulty developing them on their own.…

Self-regulation is a process referring to the knowledge and awareness of one's own ability to learn. Recent studies focus on self-regulation in the classroom environment, because it is recognized as an important component of student academic achievement. Exploring factors such as the five-domain model, learning disabilities, mindfulness, and the…

Academic procrastination is a common problem among secondary students. This paper provides secondary teachers with evidence-based strategies to reduce or prevent academic procrastination in their classrooms. Given that reducing academic procrastination is a responsibility for teachers as well as students, the paper describes teacher-administered…

This is one of two papers developed for an Ministry of Education funded project, Competencies in New Zealand Council for Educational Research (NZC). This paper draws on archived policy discussion papers to document the provenance of the key competencies included in the "New Zealand Curriculum" ("NZC"). The second paper analyses…

Executive skills are the cognitive abilities that make it possible for people to set goals, regulate impulses, and complete the steps necessary to achieve their objectives. Examples of these skills include time management, emotional control, and organization. Richard Guare and Peggy Dawson have developed a coaching strategy based on executive…

While the link between schooling and health has been well established, the direct and indirect effects of early childhood education programs on health have recently become a more substantial focus of research. This brief summarizes the research evidence, organized by three theoretical models that explain how early childhood education and…