[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588541-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588541-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","volume-4-4-primary-school-teachers-self-regulated-learning-skills","Volume 4 - 4 - PRIMARY SCHOOL TEACHERS’ SELF-REGULATED LEARNING SKILLS","","Self-regulated learning (SRL) skills are essential for effective problem solving and should be cultivated from the earliest years of schooling. The article reports research conducted with 31 primary school teachers, using a purpose-built questionnaire with 19 items rated on a 5-point Likert scale based on SRL theory. Findings indicate low problem-analyzing and help-seeking abilities, while self-monitoring is comparatively strong, highlighting the need to develop teachers’ SRL and problem-solving skills.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/volume-4-4-primary-school-teachers-self-regulated-learning-skills/588541/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/volume-4-4-primary-school-teachers-self-regulated-learning-skills/588541.png","ImageObject",300,407,{"name":42,"@type":43},"Rizky","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why are self-regulated learning (SRL) skills important for primary problem solving?","Question",{"text":63,"@type":64},"SRL supports learners in setting goals and plans, monitoring and regulating cognition and motivation during learning, and reflecting on outcomes, which is directly linked to problem solving.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the teachers’ SRL ability assessed in the study?",{"text":68,"@type":64},"The study used a specially developed questionnaire for 31 primary school teachers, containing 19 questions rated on a 5-point Likert scale.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the results show about teachers’ SRL-related behaviors?",{"text":72,"@type":64},"Teachers’ problem analyzing and help-seeking skills were reported as low, whereas self-monitoring was relatively good, including checking solutions and whether all given data were used.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588541,1792875917,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":111,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":117,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Volume 4, Number 4, 2011  \nPRIMARY SCHOOL TEACHERS’ SELF-REGULATED  \nLEARNING SKILLS  \nIuliana Marchis  \nAbstract. Self-regulated learning (SRL) skills are very important in problem solving. It is important to strat to develop these skills from the first years of school. Thus, it is essential that primary school teachers master self-regulated learning skills and they know how to develop these skills in their pupils. In this article, we present the results of a research made among 31 primary school teachers regarding their self-regulated learning skills. The tool is a questionnaire developed specially for this purpose. This questionnaire has 19 questions, 16 items are related with the topic of the research and they are affirmations, which have to be evaluated by the respondents on a 5-point Likert scale: from 1-not at all typical for me to 5 – totally describes me. We have formulated the affirmations based on the theory of SRL. The results show that the respondents’ problem analyzing and help-seeking skills are low, but their self-monitoring skills are good. When analyzing the problem, only one third of the respondents rephrases the text of it and makes drawings for a deeper understanding. The respondents has good self-monitoring skills, almost two third of them check if the solution is correct and three quarters of the teachers check if they have used all the data of the problem. The respondents help-seeking abilities are low, only less then half of them are searching for similar worked examples and one third of them ask for the help of a colleague in case of an insuccesful problem solving. These results emphasize the necessity of developing primary school teachers’ problem solving and self-regulated learning skills.  \nKeywords: self-regulated learning, primary school teachers, mathematics education, problem solving.  \n1. Introduction  \nMathematics education has changing over the last decades. Nowdays developing problem solving skills are more important than aquiring mathematical knowledge. Teachers who can’t adapt to these changes probably will produce students who can only use the learnt rules, formulas, or methods (Ernest, 1988) . One reason why is difficult for the teachers to change their teaching style is that they may lack the pedagogical skills or/and confidence to adapt to these changes (Gregg, 1995) . Many teachers feel unable to be innovative in their teaching (Gratch, 2000) . Another reason is that they are tempted to use teaching methods similar to those of their own teachers (Brown, Cooney & Jones, 1990) . The third reason is that teachers’ beliefs about mathematics and their perspective on mathematics influence their teaching style.“One’s conception of what mathematics is affects one’s conception of how it should be presented. One’s manner of presenting it is an indication of what one believes to be most essential in it. (Hersh, 1986, p. 13) Two teachers with similar mathematical and pedagogical knowledge could teach differently depending what they think important: the mastery of notions, formulas, methods and procedures or “the continually expanding field of human creation and invention” (Ernest, 1988, p. 93) . The fourth reason is that there are strong evidences that primary school teachers lack mathematical sophistication (Brown, Cooney & Jones, 1990) . They should be more open to challenging mathematical problems and they should develop their problem solving skills. Self-regulated learning skills are important for problem solving.  \nSelf-regulated learning (SRL) is a form of learning, through which the learner sets goals and makes plans before starting to learn; monitors and regulates his/her cognition, motivation and behavior during the learning process; and then reflects on his/her learning process and outcomes (Pintrich, 1995; Pintrich, 2000; Zimmerman, 2001) . SRL skills are important in mathematical problem solving, thus they have to be developed starting from early years.  \nA teacher with problem solvi","cbCaipGrr55qRBkn","https://ap.wps.com/l/cbCaipGrr55qRBkn","pdf",92354,"English","# Introduction\n# Self-regulated learning skills","[{\"question\":\"Why are self-regulated learning (SRL) skills important for primary problem solving?\",\"answer\":\"SRL supports learners in setting goals and plans, monitoring and regulating cognition and motivation during learning, and reflecting on outcomes, which is directly linked to problem solving.\"},{\"question\":\"How was the teachers’ SRL ability assessed in the study?\",\"answer\":\"The study used a specially developed questionnaire for 31 primary school teachers, containing 19 questions rated on a 5-point Likert scale.\"},{\"question\":\"What did the results show about teachers’ SRL-related behaviors?\",\"answer\":\"Teachers’ problem analyzing and help-seeking skills were reported as low, whereas self-monitoring was relatively good, including checking solutions and whether all given data were used.\"}]","Volume 4 - 4 - PRIMARY SCHOOL TEACHERS’ SELF-REGULATED LEARNING SKILLS | PDF",1792065454]