Study support and the development of the self-regulated learner

Abstract

This paper is based on a qualitative study of study support in 12 secondary schools. It presents evidence from interviews with students and staff about the six main factors attracting students to attend out-of-school activities and the benefits students derived. The paper ends by relating the conditions present in study support to the literature on self-regulated learning, and suggests that providing high-quality study support is beneficial, but requires commitment, investment and an understanding of its potential contribution to thework of the school.