| Summary: | The purpose of this study was to ascertain whether the International Baccalaureate’s (IB) Primary Years Programme (PYP) motivates students to become self-regulated learners. Boerkaert’s model of self-regulated learning is particularly drawn on through this research. Questionnaires were given to 20 teachers and their 404 students from twelve schools in eight countries. The student questionnaire was developed, piloted, distributed and analysed. The Problem in Schools questionnaire was given to the teachers of the students in the study to ascertain their stance toward autonomy support. Five of the schools were IB curriculum schools and the other seven comprised UK National Curriculum, South African and Nigerian schools. The study found that 83.5% of the total students surveyed attained a high total self-regulated learning score. Examining the data and the published curricula backgrounds of the schools demonstrated that, although the IB’s PYP does motivate students to become more self-regulated, other curricula schools also promote student self-regulation. The emphasis of the study shifted to the importance of the individual teacher in the development of self-regulated students. Teacher training is seen as of paramount importance in producing autonomy supportive teachers who encourage self-regulated learners. The data suggested a modification to Boerkaert’s model of self-regulation and a revision is proposed to include an emergent level of self-regulation provision for younger students. Aspects of the curriculum are also raised in the conclusion as to the components of a curriculum that supports the importance of student autonomy.
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