Teacher Involvement in the Self-Regulated Learning Process: A Systematic Review

Abstract

In the field of educational psychology self-regulated learning has gained importance in the literature, since learning is increasingly understood as a process in which students are actively involved, directing and regulating their study process to achieve their academic goals. Research in recent decades indicates the clear explanatory potential of this construct on educational processes and, therefore, in students’ academic success (Boekaerts & Corno, 2005). Although there are several studies conducted in different countries, in order to study the self-regulated learning processes and how to promote these skills in the classroom context (Gaeta, 2011; Zimmerman, 2008), there is still little research on the role of teachers in this process (Rosário et al., 2014). Therefore, this study aims to conduct a systematic review of the literature, based on data from Dialnet, in the period between 2003 and 2013, to collect evidence about the research done in this database journals, which have focused on teacher involvement in the self-regulated learning process, to provide a framework and a contribution to the educational practice.