Designing and Validating a Training Package for Empowering Teachers in Teaching Self-Regulated Learning

Document Type : Original Article

Authors

1 Ph.D. Student in Educational Psychology, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.

2 Associate Professor, Department of Counseling and Educational Psychology, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran

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

Abstract

Background: Self-regulated learning (SRL) has been identified as a key predictor of students’ motivation and academic achievement, as well as a foundational element of lifelong learning. Teachers play a significant role in the design and delivery of SRL instruction and in nurturing these skills among students. Despite this, many educators appear to lack the necessary competencies to effectively teach SRL, and teacher training in this area has been relatively overlooked in educational research. Accordingly, the development of a structured training package to empower teachers in promoting self-regulated learning among students is essential.
Aim: The aim of the present study was to develop and validate a training package for empowering teachers in the instruction of self-regulated learning.
Method: Provide information about the research design, sample, tools of data collection and the method of data analysis. This study was conducted in two distinct phases. The first phase focused on designing a training package aimed at empowering teachers in the field of self-regulated learning, while the second phase involved validating the developed package. A qualitative approach and content analysis method were employed for the development of the training package. To evaluate the validity of the package, the Delphi method was utilized.
Results: The training package was developed in seven sessions, each lasting 90 minutes. According to expert evaluations, the Content Validity Ratio (CVR) for none of the sessions was below 0.99, and the Content Validity Index (CVI) for all sessions was above 0.79, indicating an acceptable level. The results indicated that experts considered all sessions to be essential and found the content of each session to be relevant. Therefore, the content validity of the training package was confirmed by the experts.
Conclusions: Given the fundamental role of self-regulated learning (SRL) in academic achievement and successful learning-alongside challenges such as teachers’ limited knowledge and skills in teaching and promoting SRL among students-the developed training package for empowering teachers in SRL instruction can serve as an effective and efficient intervention. It has the potential to enhance learners’ self-regulated learning, improve the quality of the educational environment, and promote lifelong learning among students.

Keywords

Main Subjects

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Qualitative Research in Behavioral Sciences (QRBS)
Volume 3, Issue 2 - Serial Number 6
February 2025
Pages 119-142

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  • Receive Date: 19 February 2025
  • Revise Date: 10 March 2025
  • Accept Date: 15 March 2025

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