Teachers’ perceptions of supporting self-regulated learning

This thesis consists of three parts: a literature review; an empirical paper; and a critical appraisal. The aim of this thesis is to explore teachers’ perceptions of supporting self-regulated learning (SRL) in the context of education settings in England and Wales. Specifically, it aims to explore teachers’ understanding and beliefs regarding SRL, and how they may seek to support it in their pupils. Part 1: Major Research Literature Review Part 1 provides a detailed review of the literature in this area. It provides the context of the research by introducing the concept of SRL, exploring key terminology, theory and relevant background information pertaining to learners’ SRL development. It also discusses the relevance of this field to Educational Psychologists (EPs) and documents a scoping review of the literature (conducted on research investigating teachers’ understanding of SRL, beliefs about SRL and pedagogical promotion of pupils’ SRL). A rationale for the current research is provided, and the research questions are outlined. Part 2: Major Research Journal Article Part 2 presents an empirical paper, beginning with a brief overview of relevant literature, the rationale for the research, and the research questions. A detailed methodology for the research is presented, followed by a results section outlining descriptive statistics, and findings from domain summaries and thematic analysis. These findings are then considered in relation to the wider context and previous research in the discussion section. Implications for EPs and for future research are explored, as well as the strengths and limitations of the research. Part 3: Major Research Reflective Account Part 3 details a critical review of the study’s contribution to knowledge and understanding in its field, and to the wider context of education and educational psychology. It offers a reflective and reflexive account of the researcher’s journey of conducting the research, including appraising the decisions made throughout the proces