Understanding the interplay between teacher self-efficacy, teacher–student interactions, and students’ self-regulated learning skills at different levels of classroom ecology.

Niels de Ruig*, Marjolein Zee, Peter F. de Jong

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

Introduction: Studies pinpoint the importance of exploring factors in the
classroom environment that might foster students’ SRL-skills in various domains.
This study explored specific teacher and classroom factors, including self-efficacy
for SRL-skills (TSE) and teacher–student interactions in relation to students’ selfregulated learning skills in various domains (metacognitive, motivational, and
behavioral). Additionally, the moderating role of teacher–student interactions in
the relationship between TSE and SRL-skills was examined.
Methods: Third-to sixth grade students (N  =  1,278, 46.9% boys) from 63
classrooms of Dutch elementary schools completed reports about their
metacognitive, motivational, and behavioral SRL-skills. Teachers reported on
their TSE for eight randomly selected students from their classes. In addition,
the Classroom Assessment Scoring System was used to observe the quality of
teacher–student interactions.
Results: Multilevel analyses generally revealed that individual students reported
better metacognitive, motivational, and behavioral SRL-skills when their teachers
felt efficacious in teaching SRL-skills. However, none of the associations at
the class level were significant. Moreover, when high-quality teacher–student
interactions were observed, students reported lower levels of metacognitive,
motivational, and behavioral SRL-skills. No moderating effect of teacher–
student interactions on the relation between TSE and SRL-skills was found.
Discussion: These findings show that specific measures of TSE at the appropriate
level of analysis may help to better explain variation in TSE and students’ SRL-skills.
Original languageEnglish
Article number1392907
Number of pages12
JournalFrontiers in Education
Volume9
DOIs
Publication statusPublished - 16 May 2024

Bibliographical note

© 2024 de Ruig, Zee and de Jong. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

Research programs

  • ESSB PED

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