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Self-regulatedThrough learningparticipating (SRU)in hasthis aworkshop keyparticipants impactwill on academic achievement and learning effectiveness. Teaching studentslearn how to self-regulateuse a new method of working with literature to increase the motivation of their learningstudents to read. Using drama methods, we develop communication abilities, empathy, enable immersion in various characters, becoming aware of the importance of reading. Participants actively go through the whole process, freely express themselves and engagingrelease their own creative potentials, develop creativity and enriche the expression skills. Immersion in workcertain inroles aand stimulatingsituations environmentwith improvesmovement theirand performance.words The authors believe that self-regulated learning has a mediating influence inenables the relationshiprealization betweenof teachingeducational and schoolfunctional success. We also know gender differences in self-regulation of learning. Therefore, the aim of this research was to examine the relationship between teachers' encouragement of self-regulated learning and school success of students, and to examine the mediating role of proactive self-regulation strategies in this relationship, as well as the moderating role of gender in the relationship between self-regulation of learning and school success. The research was conducted on a sample of 2154 primary and secondary school students, who assessed the teacher's encouragement of SRU and their self-regulatory strategies during class and school performance.tasks.
The paperparticipants analyzeswill themaster relationshipsconcrete betweendrama encouraging SRUprocedures and schooldrama success,games asthat wellthey ascan theapply mediatingin effectstheir class activities in various ways.
Dramatization is a form of proactiveknowing self-regulation strategiesoneself and the moderatingworld, effectand by mastering drama techniques, the teacher becomes more successful organizer of gender.activities.
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