ENHANCING TEACHERS' PROMOTION OF SELF-REGULATED LEARNING THROUGH A STRATEGIC MINDSET INTERVENTION

Abstract

Researchers have long underscored the critical need for teachers to facilitate students’ development of self-regulated learning (Panadero, 2017; Pintrich, 1995). Three teacher mindsets believed to be pertinent to the promotion of self-regulated learning were examined: implicit theories of students’ intelligence (beliefs regarding malleability of students’ intelligence), implicit theories of teaching ability (beliefs regarding malleability of teaching ability), and strategic mindset in teaching (agentic stance that orients people towards being strategic). Our initial correlational study (N = 267) revealed that teachers’ strategic mindset in teaching significantly predicted their promotion of self-regulated learning, above and beyond the other mindset constructs. Thereafter, we developed a 20-minute strategic mindset online intervention that teaches teachers to be deliberately strategic and reflective in challenging, or novel classroom situations. Compared to the control group participants (n = 78), those who underwent the intervention (n = 79) reported greater intentions to promote certain important components within self-regulated learning—specifically, encouraging reflection of learning and reviewing of exam structure and questions. Importantly, among teachers who believe that teaching ability is more malleable, the intervention increased their overall intentions to promote self-regulated learning. Collectively, these findings establish the importance of a strategic mindset in spurring teachers’ promotion of self-regulated learning.