I Believe I Can, so I Will? The Predictive and Moderating Role of Teachers’ Self-Efficacy Beliefs for Their Promotion of Self-Regulation of Learning

A second study tested video interventions designed to strengthen self-regulation skills in learning. The videos led to improvements in knowledge, more differentiated beliefs about the usefulness of self-regulation in learning, and greater use of self-regulation strategies. Such video materials therefore appear to be a promising tool for continuing education programs that support teachers in promoting self-regulation in learning.