How primary school teachers' attitudes towards self-regulated learning (SRL) influence instructional behavior and training implementation in classrooms

In study 1 we showed the influence of primary school teachers' (n = 47) attitudes towards SRL on their assessment of the desirability of implementing SRL during instruction. Their attitudes also influenced their behavior in registering for a 2-day professional development seminar on SRL and their willingness to implement a 7-week daily SRL training program in their classes. In study 2 we showed the influence of teachers' (n = 22) SRL attitudes' on their implementation of a 7-week daily training program for SRL. We also found that teachers' attitudes towards SRL improved over the course of implementing the training program.