@article{MikroyannidisConnollyLawetal.2015,
  author    = {Alexander Mikroyannidis and Teresa Connolly and Effie Lai-Chong Law and Hans-Christian Schmitz and Helmut Vieritz and Alexander Nussbaumer and Marcel Berthold and Carsten Ullrich and Amandeep Dhir},
  title     = {Self-regulated learning in formal education: perceptions, challenges and opportunities},
  series   = {International Journal of Technology Enhanced Learning},
  volume    = {6},
  number    = {2},
  issn      = {1753-5263},
  url       = {https://nbn-resolving.org/urn:nbn:de:bsz:mh39-43945},
  pages     = {145 -- 163},
  year      = {2015},
  abstract  = {Self-Regulated Learning (SRL) is a term that can be used to describe an individual’s ability to develop a skill set allowing him or her to learn in a number of different ways. SRL can also relate to new pedagogical theories that encourage teachers in formal education to motivate and support their students into achieving a high level of self-regulation. This paper reports on the findings of a number of surveys conducted with a wide variety of teachers in different countries, regarding their perceptions of SRL. The results and analysis of these surveys help inform not only the perceptions of SRL amongst teachers but also examine the challenges and opportunities that arise from taking this approach.},
  language  = {en}
}