A Phenomenological Study of Teachers’ Perceptions of the Concept of Self-Regulated Learning

Articles in Press

Document Type : Original Article

Authors

1 PhD in Educational Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.

2 counseling and educational psychology

3 Assistant Professor, Department of Counseling and Educational Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.

10.22108/nea.2026.147598.2183

Abstract

Self-regulated learning has increasingly been recognized as a critical factor influencing students’ academic success. Understanding teachers’ perceptions of this construct can shed light on the challenges associated with teaching self-regulated learning skills. Accordingly, the present study aimed to explore teachers’ perceptions of the concept of self-regulated learning. This research employed a qualitative design using a phenomenological approach. The study population consisted of all second-cycle elementary school teachers in Torbat Heydarieh, and participants were selected through purposive sampling. A total of 20 teachers were interviewed during the 2023–24 academic year, based on the criterion of data saturation. To ensure the trustworthiness of the study, member checking and peer debriefing strategies were applied, and data were analyzed using Colaizzi’s method. The findings revealed that some teachers were unfamiliar with the concept of self-regulated learning. Further analysis of the interviews showed that teachers’ perceptions of self-regulated learning encompassed four themes: “competence in metacognitive strategies,” “use of cognitive strategies,” “motivation,” and “goal-directed behavior.” Given the importance of self-regulated learning, greater attention to this construct is warranted. In the present study, the results revealed that some teachers were unaware of this concept, while other teachers who were familiar with it presented a different perception, which was identified in four main themes. Addressing these results can help promote awareness of this fundamental concept and pave the way for effective planning to improve educational quality and enhance self-regulated learning in students.

Keywords

New Educational Approaches  

Articles in Press, Accepted Manuscript
Available Online from 26 August 2026

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