Volume 9, Issue 43 (12-2021)                   2021, __(43): 51-104 | Back to browse issues page

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Ashrafian N, Salehi K. Using Grounded Theory to Explain the Process of Developing Self-Regulated Students in Elementary Schools with Emphasis on the Role of Teachers. . 2021; 9 (43) :51-104
URL: http://erj.khu.ac.ir/article-1-908-en.html
University of Tehran
Abstract:   (2645 Views)
The development of Self-regulated learners is one of the most important goals of any educational system and can provide the necessary foundation for sustainable change and development of any society. The purpose of this study is to explain the process of developing Self-regulated learners in elementary school using a qualitative approach and Grounded Theory method with a focus on the role of teachers. Data were collected using semi-structured interviews and letters with 25 elementary school teachers. Respondents were selected based on a theoretical sampling strategy. Data analysis was conducted in three stages: open-ended coding, axial coding, and selective coding, resulting in 48 initial codes, 19 subcategories, and three general categories. Of the intermediate theories thus obtained, "concern for holistic human development" was considered to be the central category. If teachers, as leaders of the educational process, are concerned with the continuous and holistic growth of their students and do so in the best possible way, through contextual conditions such as original content and new teaching tools, and through the rational use of facilities, rules, and time. As an institution that provides guidance and feedback to students, sets the stage for them, motivates them and provides the necessary platform to develop self- regulated students, they will be accompanied by valuable educational and training outcomes that will make them worthy future educators of the society In the future, they will be accompanied by valuable outcomes that will make them worthy future educators of society.
Article number: 3
Full-Text [PDF 1483 kb]   (58 Downloads)    
Type of Study: Research Paper | Subject: Educational Psychology
Received: 2020/11/20 | Accepted: 2021/12/14 | Published: 2021/12/26

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