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Teacher Self-Regulation and Its Relationship with Student Self-Regulation in Secondary Education

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  • Fabiola Sáez-Delgado

    (Centro de Investigación en Educación y Desarrollo (CIEDE), Facultad de Educación, Universidad Católica de la Santísima Concepción, Concepción 4330000, Chile)

  • Yaranay López-Angulo

    (Departamento de Psicología, Facultad de Ciencias Sociales, Universidad de Concepción, Concepción 4330000, Chile)

  • Javier Mella-Norambuena

    (Departamento de Ciencias, Universidad Técnica Federico Santa María, Concepción 4330000, Chile)

  • Catherine Baeza-Sepúlveda

    (Programa de Magíster en Ciencias de la Educación, Facultad de Educación, Universidad Católica de la Santísima Concepción, Concepción 4330000, Chile)

  • Carolina Contreras-Saavedra

    (Programa de Doctorado en Educación, Facultad de Educación, Universidad Católica de la Santísima Concepción, Concepción 4330000, Chile)

  • Gisela Lozano-Peña

    (Programa de Doctorado en Educación, Facultad de Educación, Universidad Católica de la Santísima Concepción, Concepción 4330000, Chile)

Abstract

Self-regulation is relevant to understanding the teaching–learning process; however, few studies have focused on teachers’ self-regulatory processes. The aim of this study was to characterize and analyze the relationship between teachers’ and students’ self-regulation. The design was cross-sectional and correlational. The sample consisted of 1481 participants (students n = 1123 and teachers n = 358) from 25 secondary schools in 17 cities of the Biobío region of Chile. In students, self-regulatory strategies were found to be deployed only half of the time; women were more self-regulated, and there was no difference in the levels of self-regulation according to grade. Teachers, it was found, almost always self-regulate their teaching, and the variables that influence their self-regulation are motivation, gender, and age, explaining between 25% and 28% of the variance. Positive and small correlations were evidenced between teacher role disposition with learning performance ( rho = 0.10, p < 0.05) and teacher role self-evaluation with both learning performance and self-evaluation of learning in their students ( rho = 0.12, p < 0.05). This study provides relevant evidence and proposes changes that could have a positive impact on teacher training and improve current teaching–learning practices in Chile, which would contribute to the quality of education.

Suggested Citation

  • Fabiola Sáez-Delgado & Yaranay López-Angulo & Javier Mella-Norambuena & Catherine Baeza-Sepúlveda & Carolina Contreras-Saavedra & Gisela Lozano-Peña, 2022. "Teacher Self-Regulation and Its Relationship with Student Self-Regulation in Secondary Education," Sustainability, MDPI, vol. 14(24), pages 1-21, December.
  • Handle: RePEc:gam:jsusta:v:14:y:2022:i:24:p:16863-:d:1004878
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    References listed on IDEAS

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    1. Breusch, T S & Pagan, A R, 1979. "A Simple Test for Heteroscedasticity and Random Coefficient Variation," Econometrica, Econometric Society, vol. 47(5), pages 1287-1294, September.
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    1. Jooyoung Lee & Ki Han Kwon, 2023. "Promoting Sustainable Learning in the Post-Pandemic Era: Focused on the Role of Motivation, Growth Mindset, Self-Regulated Learning, Well-Being, and Smart Device Utilization," Sustainability, MDPI, vol. 15(17), pages 1-21, September.

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