Marcou and Lerman (2007) have shown an impact of self-regulated student learning of
problem solving on students’ affect and performance in a quasi-experimental pre-post
design. The teachers of the experimental group received a 2-h instruction and a booklet
including all the details and guidelines concerning the intervention. The control group did not get any support. Six hundred and forty students from fourth, fifth and sixth grade participated in this study and were tested at the beginning and at the end of a school year.
The main result of this study was that self-regulated teaching improves primary students’motivation, task values and performance. This result indicates that student-centred teaching can have a substantial impact on students’ attitudes and beliefs. The study conducted by Panaoura, Gagatsis and Demetriou (2009) demonstrated that prompting of self-monitoring in students’ behaviour improves their perception of abilities to solve problems.