Abstract

The main objectives of this research study were to examine the factorial structure of teaching-variable scales to enhance self-regulated learning in students and to estimate a predictive model for teaching practices during the COVID-19 pandemic. The methodology applied contained a psychometric and a predictive design for each phase of the study. A total of 765 professors from six Chilean universities were surveyed. The results showed four scales (beliefs, self-efficacy, knowledge, and teaching practices) with adequate psychometric properties. The variables “self-regulated learning knowledge” and “self-efficacy for promoting self-regulated learning” had indirect effects on the variable “teaching practices for promoting self-regulated learning”, which was a partial mediation type. The estimated mediation model accurately predicted 33.7% of the teaching practices used for boosting self-regulated learning. In conclusion, the present study developed valid and reliable scales along with a predictive model with adequate adjustment that served to improve the understanding of self-regulated learning enhanced by university professors.