The goal of this research was to validate the Self-Regulated Learning Encouragement Scale. The research was conducted on a sample of teachers and students (repeated-measure design). The scale showed a five-factor structure, and the identified factors include: the encouragement of (1) learning plans and learning organization strategies, (2) of metacognitive monitoring of learning, (3) elaboration and evaluation, (4) understanding, and (5) making an effort. As far as the first measurement period on the larger sample of teachers is concerned, the scale showed satisfactory validity, sensitivity and reliability. The test-retest correlation between teacher assessments was moderate to relatively high, and the correlation between teachers’ and the student assessments was relatively low, but statistically significant. The validity of the scale is supported by significant correlations between the results on the Self-Regulated Learning Encouragement Scale and the teachers’ teaching and learning perceptions, as well as their teaching approaches.

encouraging self-regulated learning, Self-Regulated Learning Encouragement Scale, teachers