Self-regulated learning (SRL) refers to independent, academically effective forms of learning that involve metacognition, intrinsic motivation, and strategic action (Zimmerman, 2002). Despite a theoretical consensus that most children develop a capacity to self-regulate during the primary school years (Perry, 1998; Winne, 1997), most research on self-regulated learning during learning has involved learners in upper-primary grades through college (Perry, Phillips & Dowler, 2004). The limited number of studies in primary education highlights the value of designing primary classroom environments that promote academically effective forms of SRL (Perry, 1998; Perry et al., 2004). It is important to stimulate pupils to adopt skills and attitudes associated with SRL early in their school careers rather than waiting until the intermediate grades, when attitudes and actions associated with academically ineffective behaviors are well formed (Perry, 1998; Willoughby, Porter, Belsito & Yearsley, 1999).

Since self-regulatory processes are teachable (Zimmerman, 2002), teachers play a crucial role in promoting SRL. Indeed, Perry and colleagues (Perry & VandeKamp, 2000; Perry et al., 2004) repeatedly indicated that adjustments teachers made to the learning environment and their teaching practices had positive effects on their pupils’ development of SRL. Recent research reported teachers to be favourably disposed towards an introduction of self-regulated learning in primary school (Lombaerts, Engels & Athanasou, 2007; Lombaerts, De Backer, Engels, van Braak & Athanasou, 2009). A significant number of primary schools were found to highly stimulate self-regulated learning (Lombaerts, Engels & Vanderfaillie, 2007). In this matter, important developmental prerequisites of pupils should be considered. It is obvious that primary school pupils need more time and practice, as well as guidance and support to self-regulate their learning compared to for example college students.

As a complex theoretical construct (Puustinen & Pulkkinen, 2001), research focusing on successful implementations of SRL is often conducted on a small scale in order to assess the complexity of SRL processes (e.g., Martinez-Pons, 2002; Perry, 1998; Perry et al., 2004). Lombaerts, Engels & van Braak (2009) conducted a study on a relatively large scale (N = 400) and related factors on both teacher level and school level to actual teacher SRL realization. Teachers’ beliefs towards introducing SRL and the perception of personal abilities to promote and support pupils’ SRL were found the most important predictors for self- regulated learning practices to occur. On the other hand, dissatisfaction about contextual school conditions in the learning environment indirectly influenced teachers’ SRL realization. These results indicate the need to examine determinants influencing the occurrence of self-regulated learning practices in primary education on both teacher and school level.

The central aim of the paper is to examine the impact of teacher and school characteristics on self-regulated learning processes in primary education. The following research questions will be addressed:

1. Which patterns can be detected between levels of self-regulated learning and teacher and school characteristics in primary schools?

2. What is the combined influence of both levels; how are teacher and school level characteristics interrelated as determinants of SRL occurrence?

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