Studies of teachers' SRL knowledge use heterogeneous, often implicit definitions, limiting comparability¶

Claim · All claims
Evidence · 1 study · review r? · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Definitions of SRL in the included studies ranged from comprehensive theoretical accounts to broad, implicitly stated descriptions, and the review's coders frequently had to reinterpret author-provided labels. → Yves Karlen · Charlotte Dignath 2026

Evidence¶

Yves Karlen · Charlotte Dignath 2026¶

Yves Karlen · Charlotte Dignath. (2026). A Systematic Review of Teachers' Knowledge of Self-Regulated Learning and its Assessment. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10171-2

q3 · i? · review · r?

Findings from the review's RQ1 coding of 33 studies, in which classification was based on the cognitive demands of assessment tasks rather than authors' labels. The review states this recurring reinterpretation indicates the field lacks shared conceptual distinctions, so "comparability across studies is limited".

"Across the included studies, reinterpretation of author -provided labels was frequently necessary. In most cases, studies employed broad or underspecified terms (e.g., "knowledge of SRL" or "knowledge of learning strategies") that did not map directly onto distinct, theoretically defined knowledge domains."

Discussion¶

Related Claims¶

• Prior non-LLM automated coding approaches yielded variable and often lower agreement with human coders on teacher knowledge measures, especially PCK — related