Teaching Quality and Students’ Self-Regulated Learning: The Challenges and Opportunities
Abstract
Today’s education aims at creating lifelong learners. Therefore, education emphasizes creating independent students who can regulate their own learning. Through case study design, this present study was intended to seek in-depth information about teaching quality dimensions that promote self-regulated learning to the primary age students at one English learning community, Rita Home Library. The data was obtained through interviews and observation from both teachers and students. The data was analyzed by coding and theme analysis. The findings showed that setting challenging goal and task; engaging students in learning through metacognitive strategy; implementing clear rules and procedures; managing disciplinary and providing clear deadline; providing meaningful feedback; seeing mistake as a part of learning; being care and open to student’s need and emotion were found to be the predictors of teaching quality that were promoted by the teacher to the primary students at Rita Home Library.
Keywords
Full Text:
PDFReferences
Brophy, J. E. (2000). Teaching. Brussels, Belgium: International Academy of Education/International Bureau of Education.
Brown, A. L. (1994). The advancement of learning. Educational Researcher, 23(8), 4–12. https://doi.org/10.3102/0013189X023008004
Brown, H. D. (2001). Teaching by principles (2nd). San Francisco State University.
Butler, D. L. (2002). Qualitative approaches to investigating self-regulated learning: Contributions and challenges. Educational psychologist, 37(1), 59-63. Retrieved from http://www.tandfonline.com/doi/abs/10.1207/S15326985EP3701_7
Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. Boston: Pearson Education Inc.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at the primary and secondary school levels. Metacognition and learning, 3(3), 231-264. Retrieved from https://link.springer.com/article/10.1007/s11409-008-9029-x
Doyle, W. (1986). Classroom organization and management. In M. C. Wittrock (Ed.), Handbook of research on teaching. A project of the American Educational Research Association (3rd ed., pp. 392–431). New York, NY: Macmillan.
Harmer, J. (2007). How to Teach English (new edition). Harlow: Pearson Education Limited. https://doi.org/10.1093/elt/ccn029
Joyce, C., & Hipkins, R. (2004, November). Young children’s emergent self-regulated learning skills in a primary science investigation. Paper presented at the New Zealand Association for Research Education Conference on Turning the Kaleidoscope, Wellington, New Zealand.
Kunter, M., Baumert, J., & Köller, O. (2007). Effective classroom management and the development of subject-related interest. Learning and Instruction, 17(5), 494–509. http://dx.doi.org/10.1016/j.learninstruc.2007.09.002
La Paro, K. M., Pianta, R. C., & Stuhlman, M. (2004). The classroom assessment scoring system: Findings from the prekindergarten year. The Elementary School Journal, 104(5), 409-426. Retrieved from https://doi.org/10.1086/499760
Lv, W. (2024). Unveiling the power of teacher credibility and care in learners’ motivation through the lens of rhetorical/relational and broaden-and-build theory. Learning and Motivation. https://doi.org/10.1016/j.lmot.2024.101988
Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 613.
Merriam, S. B. (2009). Qualitative case study research. Qualitative research: A guide to design and implementation. San Fransicco: Jossey-Bass
Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8. Retrieved from https://doi.org/10.3389/fpsyg.2017.00422
Perry, N. E. (1998). Young children’s self-regulated learning and contexts that support it. Journal of Educational Psychology, 90(4), 715–729. https://doi.org/10.1037/0022-0663.90.4.715
Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System™: Manual K-3. Paul H Brookes Publishing. Retrieved from http://psycnet.apa.org/record/2007-18799-000
Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational researcher, 38(2), 109-119. https://doi.org/10.3102/0013189X09332374
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459–470. https://doi.org/10.1016/S0883-0355(99)00015-4
Rieser, S., Fauth, B. C., Decristan, J., Klieme, E., & Büttner, G. (2013). The connection between primary school students' self-regulation in learning and perceived teaching quality. Journal of Cognitive Education and Psychology, 12(2), 138-156. Retrieved from https://doi.org/10.3102/0013189X023008004
Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L., & Brock, L. L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45(4), 958–972. https://doi.org/10.1037/a0015861
Suherdi, Didi. (2012). Towards the 21st Century English Teacher Education: An Indonesian Perspective. Bandung: Celtic Press.
Tomlinson, C. A. (2005b). The differentiated classroom: Responding to the needs of all learners. Upper Saddle River, NJ: Pearson Education.
Thompson, R. A. (1994). Emotion regulation: A theme in search of definition. Monographs of the society for research in child development, 59(2‐3), 25-52. https://doi.org/10.1111/j.1540-5834.1994.tb01276.x
Turner, J. C. (1995). The influence of classroom contexts on young children's motivation for literacy. Reading Research Quarterly, 410-441. Retrieved from http://www.jstor.org/stable/747624
Wahyuningsih, W., Najihudin, A., Riyandi, I. I., Laffanilah, F., & Ramadhan, R. (2024). Peran Guru dalam Meningkatkan Motivasi Belajar Siswa. Student Scientific Creativity Journal, 2(5), 327–335. https://doi.org/10.55606/sscj-amik.v2i5.4153
Wentzel, K. R. (1999). Social-motivational processes and interpersonal relationships: Implications for understanding motivation at school. Journal of Educational Psychology, 91(1), 76–97. http://dx.doi.org/10.1037/00220663.91.1.76
Yanbastieva-Petrova, L. (2024). Activating background knowledge: digital tools in the pre-reading stage of foreign language lessons. Годишник На Шуменския Университет Епископ Константин Преславски, XXXVA(0), 193–200. https://doi.org/10.46687/rwxd6139
Zimmerman, B. J., & Pons, M. M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American educational research journal, 23(4), 614-628. https://doi.org/10.3102/00028312023004614
Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. Retrieved from http://psycnet.apa.org/record/2010-06038-016
DOI: https://doi.org/10.52620/jls.v2i2.198
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Nur Ijabah, Qadrina Lailyn Amrullah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
| About the Journal | Journal Policies | Author | Information |
Journal of Linguistics and Social Studies by STAI Nurul Islam Mojokerto is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.