Abstract
The research paper presents the actions taken by a primary school teacher as part of her professional learning, while teaching three diverse sixth-grade classes aiming to develop cognitive and social self-regulation skills. This procedure included a series of steps. Various strategies were associated with different forms of learning to improve self-efficacy and learning outcomes for a smooth transition to high school. A self-regulation questionnaire was given to each student at the end of the school year after a reflection session to assess the process’s results. The study’s outcomes improve the understanding of self-regulation as an important factor for better learning outcomes, especially in diverse classrooms.
Presenters
Marianna FokaidouAssistant Head Teacher, Primary Education, Ministry of Education, Sport and Youth, Lefkosia, Cyprus
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning Worlds of Differences
KEYWORDS
SELF REGULATION, SELF EFFICACY, ACADEMIC ACHIEVEMENT, SMOOTH TRANSITION, METACOGNITION, RESILIENCE
