Multimethod assessment of self-regulated learning in college students: different methods for different components?     

Dörrenbächer-Ulrich  Laura  Weißenfels  Marie  Russer  Lea  Perels  Franziska 《Instructional Science》2021,49(1):137-163

Instructional Science - Although self-regulated learning (SRL) is seen as highly relevant for successful college learning, college students oftentimes show a lack in SRL abilities. Therefore, it...  相似文献   

Is it possible to improve mathematical achievement by means of self-regulation strategies? Evaluation of an intervention in regular math classes     

Franziska Perels  Charlotte Dignath  Bernhard Schmitz 《European Journal of Psychology of Education - EJPE》2009,24(1):17-31

After the effectiveness of self-regulation training outside school was demonstrated, a self-regulation intervention was developed to foster the learning achievement in regular math classes. Based on the theoretical framework of self-regulated learning, self-regulation training was integrated into a math class unit. The evaluation of the intervention concerning 53 sixth-grade students took place in a pretest/posttest-control-group design. One teacher taught one class (control group) merely mathematical topics and another class (experimental group) in the same subject combined with self-regulative strategies. The results revealed that it is possible to support self-regulation competencies and mathematical achievement by self-regulation interventin within regular mathematics lessons of 6th-grade students.  相似文献   

Self-monitoring of self-regulation during math homework behaviour using standardized diaries     

Bernhard Schmitz  Franziska Perels 《Metacognition and Learning》2011,6(3):255-273

This study aims at enhancing math learning and general self-regulation by supporting daily self-regulated learning during math homework. The authors use standardized diaries as a self-monitoring tool to support self-regulatory behaviour. Following the theory of self-monitoring, frequent selfmonitoring of self-regulation will lead to an enhancement of self-regulated learning. Complete data stem from a sample of 195 8th grade students. 95 students from the experimental group answer questions in diaries for a period of 49 days and participate in the pre-post measurement whereas the control group only works on the pre- and posttests. The diary consists of questions regarding main components of self-regulation. The time-series analyses of the diary variables show a positive linear trend for self-regulation. The results of the analyses of variance for the pre-post experimental-control group comparison yielded time by group interactions for self-regulation and the math test.  相似文献