@article{Saraç_Tarhan_2021, title={Preschool Teachers’ Promotion of Self-Regulated Learning in the Classroom and Role of Contextual and Teacher-Level Factors}, volume={13}, url={https://iejee.com/index.php/IEJEE/article/view/1324}, abstractNote={<p>The aim of this study was to investigate preschool teachers’ practices to promote self-regulated learning in classroom and teacher-level factors affecting their practices. The study sample consisted of 210 preschool teachers.  The participants reported that they frequently implemented practices that supported self-regulated learning. They devote a minimum time to the activities  related to promoting children’s retrospective task reflections.</p> <p>Also, the number of practices implemented by preschool teachers is affected by the teachers’ years of experience, classroom size, age of the children, and teachers’ self-efficacy beliefs associated with their teaching skills.</p>}, number={2}, journal={International Electronic Journal of Elementary Education}, author={Saraç, Seda and Tarhan, Betül}, year={2021}, month={Jan.}, pages={309–322} }