TY - JOUR AU - Saraç, Seda AU - Tarhan, Betül PY - 2021/01/14 Y2 - 2024/03/29 TI - Preschool Teachers’ Promotion of Self-Regulated Learning in the Classroom and Role of Contextual and Teacher-Level Factors JF - International Electronic Journal of Elementary Education JA - IEJEE VL - 13 IS - 2 SE - Articles DO - UR - https://iejee.com/index.php/IEJEE/article/view/1324 SP - 309-322 AB - <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. &nbsp;The participants reported that they frequently implemented practices that supported self-regulated learning. They devote a minimum time to the activities&nbsp; 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> ER -