Publication: Understanding the development of teachers’ self-efficacy to promote self-regulated learning: a quasi-experimental study on the role of experience, mindset, and self-regulated learning skills
Understanding the development of teachers’ self-efficacy to promote self-regulated learning: a quasi-experimental study on the role of experience, mindset, and self-regulated learning skills
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Jud, J., Hirt, C. N., Eberli, T. D., Rosenthal, A., & Karlen, Y. (2025). Understanding the development of teachers’ self-efficacy to promote self-regulated learning: a quasi-experimental study on the role of experience, mindset, and self-regulated learning skills. European Journal of Psychology of Education, 40(3), 94. https://doi.org/10.1007/s10212-025-00996-w
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Teachers’ self-efficacy in promoting self-regulated learning (TSE-SRL) is pivotal for self-regulated learning (SRL) practices. This study investigated the effects of mastery and vicarious experiences as sources of self-efficacy within a professional development (PD) program on TSE-SRL. Additionally, the moderating role of teachers’ prior SRL experience, SRL mindsets and their own SRL skills was examined. The sample included fifty-four lower secondary school teachers who participated in a quasi-experimental PD program with an experimen
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Jud, J., Hirt, C. N., Eberli, T. D., Rosenthal, A., & Karlen, Y. (2025). Understanding the development of teachers’ self-efficacy to promote self-regulated learning: a quasi-experimental study on the role of experience, mindset, and self-regulated learning skills. European Journal of Psychology of Education, 40(3), 94. https://doi.org/10.1007/s10212-025-00996-w
