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A Systematic Review of Teachers' Knowledge of Self-Regulated Learning and Its Assessment

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Title: A Systematic Review of Teachers' Knowledge of Self-Regulated Learning and Its Assessment
Language: English
Authors: Yves Karlen (ORCID 0000-0003-2626-4349), Charlotte Dignath (ORCID 0000-0002-1707-8731)
Source: Educational Psychology Review. 2026 38(1).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 60
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Descriptors: Literature Reviews, Teachers, Self Management, Social Emotional Learning, Pedagogical Content Knowledge, Evaluation Methods, Educational Research, Minimum Competencies
DOI: 10.1007/s10648-026-10171-2
ISSN: 1040-726X
1573-336X
Abstract: This systematic review synthesizes and organizes existing research on teachers' professional knowledge related to self-regulated learning (SRL) and its assessment. Although teachers play a central role in fostering and evaluating students' SRL, the field lacks conceptual clarity regarding the types of knowledge required for these tasks. Drawing on established models of teacher professional competencies and knowledge, this review distinguishes three interrelated dimensions that together constitute the Teacher Knowledge of SRL (TK-SRL) framework: content knowledge of SRL (CK-SRL), pedagogical content knowledge for promoting SRL (PCK-SRL), and assessment knowledge for diagnosing SRL (AK-SRL). Across 33 included studies, substantial variability was evident in how teachers' knowledge of SRL was conceptualized and operationalized. Definitions of SRL ranged from comprehensive theoretical accounts to broad, implicitly stated descriptions, thereby limiting comparability across studies. Methodological heterogeneity and the use of non-standardized assessment approaches further constrained the synthesis of findings. CK-SRL was by far the most frequently examined dimension, whereas PCK-SRL and, particularly, AK-SRL received considerably less empirical attention. Overall, the evidence suggests that teachers have partial, unevenly developed knowledge across all three dimensions, with limited and inconsistent associations between knowledge and other aspects of professional competence or instructional practice. These findings highlight the need for clearer, shared conceptualizations of SRL and more coherent, theory-driven approaches to assessing teachers' knowledge of SRL. Building on this synthesis, we discuss implications for teacher education, propose directions for future research, and emphasize the importance of sustained professional development to strengthen all facets of teachers' knowledge of SRL.
Abstractor: As Provided
Entry Date: 20260101
Accession Number: EJ1514433
Database: ERIC
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  Data: A Systematic Review of Teachers' Knowledge of Self-Regulated Learning and Its Assessment
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  Data: <searchLink fieldCode="AR" term="%22Yves+Karlen%22">Yves Karlen</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2626-4349">0000-0003-2626-4349</externalLink>)<br /><searchLink fieldCode="AR" term="%22Charlotte+Dignath%22">Charlotte Dignath</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1707-8731">0000-0002-1707-8731</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: This systematic review synthesizes and organizes existing research on teachers' professional knowledge related to self-regulated learning (SRL) and its assessment. Although teachers play a central role in fostering and evaluating students' SRL, the field lacks conceptual clarity regarding the types of knowledge required for these tasks. Drawing on established models of teacher professional competencies and knowledge, this review distinguishes three interrelated dimensions that together constitute the Teacher Knowledge of SRL (TK-SRL) framework: content knowledge of SRL (CK-SRL), pedagogical content knowledge for promoting SRL (PCK-SRL), and assessment knowledge for diagnosing SRL (AK-SRL). Across 33 included studies, substantial variability was evident in how teachers' knowledge of SRL was conceptualized and operationalized. Definitions of SRL ranged from comprehensive theoretical accounts to broad, implicitly stated descriptions, thereby limiting comparability across studies. Methodological heterogeneity and the use of non-standardized assessment approaches further constrained the synthesis of findings. CK-SRL was by far the most frequently examined dimension, whereas PCK-SRL and, particularly, AK-SRL received considerably less empirical attention. Overall, the evidence suggests that teachers have partial, unevenly developed knowledge across all three dimensions, with limited and inconsistent associations between knowledge and other aspects of professional competence or instructional practice. These findings highlight the need for clearer, shared conceptualizations of SRL and more coherent, theory-driven approaches to assessing teachers' knowledge of SRL. Building on this synthesis, we discuss implications for teacher education, propose directions for future research, and emphasize the importance of sustained professional development to strengthen all facets of teachers' knowledge of SRL.
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