Video-based classroom insights: Promoting self-regulated learning in the context of teachers' professional competences and students' skills in self-regulated learning.

Despite the significance of self-regulated learning as an important educational goal, teachers face difficulties in fostering students' skills in self-regulated learning (SRL). Teachers exhibit variability in their capacity to foster SRL. There is no guarantee that students consistently benefit from their teachers' promotion of SRL.

Mindsets and Self-Concepts About Self-Regulated Learning: Their Relationships With Emotions, Strategy Knowledge, and Academic Achievement.

Being a self-regulated learner and believing that deliberate strategy use might be an effective way of overcoming learning challenges is important for achieving academic success. Learners' self-theories about their abilities might explain why some students are more inclined to engage in self-regulated learning (SRL) than others. This study aims to investigate the relationships between students' mindsets and self-concepts about SRL and their correlation with enjoyment, boredom, strategy knowledge, and academic achievements.

Implicit theories of self-regulated learning: Interplay with students' achievement goals, learning strategies, and metacognition.

Background: Implicit theories are important belief systems that influence an individual's motivation and behaviour. In academic contexts, domain-general implicit theories of ability (e.g.