Narrowing the Research to Practice Gap: A Primer to Self-Regulated Learning Application in School Psychology
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Narrowing the Research to Practice Gap: A Primer to Self-Regulated Learning Application in School Psychology Gregory Callan 1
&
Nai-Jiin Yang 1 & Yanchen Zhang 2 & Maria B. Sciuchetti 3
Accepted: 9 September 2020 # California Association of School Psychologists 2020
Abstract Self-regulated learning (SRL) entails a series of processes, such as goal-setting, planning, using strategies, observing, and reflecting, as well as motivational beliefs. SRL is a prominent academic enabler for the diverse students that school psychologists serve including students in general education, special education, and gifted programming. Although important, research indicates that SRL practices are not regularly and systematically embedded within the practices of school psychologists. This manuscript describes how SRL can be fused to the current roles fulfilled by school psychologists including assessment, intervention, and consultation. To support these goals, we provide a definition of SRL, identify overlaps and contrasts among related constructs, and unpack the research-to-practice gap within SRL. We then turn to identifying feasible and targeted recommendations to translate SRL supportive practices to school psychologist roles. We identify how multiple types of SRL assessments can be integrated into school psychologists’ roles in assessment, how data captured from these assessments could inform intervention, and how school psychologists could consult with teachers to enhance SRL supportive practices in classroom settings. The manuscript concludes with a discussion of SRL training within graduate education, conferences, and professional workshops. Keywords Self-regulated learning . SRL . Self-regulation . Metacognition . Motivation . School psychology The whole child approach to education has attracted increasing scholarly interests from the fields of education and psychology. This approach advocates for multiple educational outcomes including the development of domain-specific knowledge, critical thinking, relationship building, and behavioral and emotional regulation skills (Miller 2010). The everchanging job market in the modern society also calls for selfdirected, intrinsically motivated, strategic, and adaptive employees (IBM 2010), which drives the field of education and schools to emphasize the development of these self-regulation skills. However, research reveals that students do not often acquire these skills by themselves (Yen et al. 2005) and many students hold maladaptive motivational beliefs toward learning, which may undermine their academic development (Ashcraft et al. 2007; Coalition for Psychology in Schools and Education 2006).
* Gregory Callan [email protected] 1
Utah State University, 2810 Old Main Hill, Logan, UT 84322, USA
2
University of Wisconsin - La Crosse, La Crosse, WI, USA
3
Ball State University, Muncie, IN, USA
A promising evidence-based approach to solve these issues is to explicitly teach and foster students’ self-regulated learning (SRL) skills, such as goal-setting, planning, strategy u
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