Teachers' and students' SRL profiles differ more than they are alike, sharing only insufficient reflection practice¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person · recheck by 2030: baselines and conditions change

Subclaims¶

q2 i? Comparison of high and low self-assessed SRL skills shows teachers and students differ except for a common insufficiency in reflection: teachers lack critical-level reflection and students struggle with reflection, especially reflection for action. → Avivit Arvatz 2025

Evidence¶

Avivit Arvatz 2025¶

Avivit Arvatz, Roee Peretz, Yehudit Judy Dori. (2025). Self-regulated learning and reflection: a tool for teachers and students. Metacognition and Learning. https://doi.org/10.1007/s11409-025-09415-3

q2 · i? · design · r2

Cross-group comparison in the Discussion of the factor distributions from the teacher (N = 154) and student (N = 208) samples; the authors argue teachers' deficits in critical reflection, goal-setting and help-seeking may hinder their ability to foster students' reflective skills, establishing a negative reinforcing loop.

"Comparing the teachers' and students' high and low self-assessments of SRL skills reveals that they differ more than they are alike, except for the common insufficient practice of reflection"

Discussion¶

Related Claims¶

• Students self-report help-seeking as their strongest SRL skill and reflection for action as their weakest — related
• Teachers' self-assessed reflection skill exceeds their externally assessed reflection level, with only a low correlation between the two — related
• Teachers' self-reported SRL shows self-efficacy as the highest-practiced skill and help-seeking and goal-setting as the lowest — related
• Students' baseline SRL profiles show help-seeking as the highest and reflection FOR action as the lowest skill in both cohorts — a narrower finding that bears on this claim