Competencies for successful self-regulated learning in higher education: structural model and indications drawn from expert interviews

Published on Feb 24, 2015in Studies in Higher Education
· DOI :10.1080/03075079.2015.1004236
Markus Dresel19
Estimated H-index: 19
(University of Augsburg),
Bernhard Schmitz23
Estimated H-index: 23
(Technische Universität Darmstadt)
+ 8 AuthorsGabriele Steuer10
Estimated H-index: 10
(University of Augsburg)
A global characteristic of higher education is the opportunity and necessity for students to self-regulate their learning. In contrast to considerable research focusing on self-regulated learning (SRL) from a behavioural perspective, little is known concerning the underlying competencies which enable students to succeed in SRL. A structural model is proposed that differentiates SRL competencies in terms of descriptive, procedural, and conditional knowledge regarding different types of self-regulation strategies in different phases of the learning process. Indications drawn from semi-structured interviews with N = 108 experts (39 lecturers and 69 as excellent nominated students) from 4 fields of study are in line with core assumptions of the proposed model. Moreover, the results provide a basis to ensure the content validity of assessments of students’ SRL competencies and from which to derive standards to judge these competencies.
📖 Papers frequently viewed together
757 Citations
3,278 Citations
12 Citations
#1Marion Händel (FAU: University of Erlangen-Nuremberg)H-Index: 8
#2Cordula Artelt (University of Bamberg)H-Index: 39
Last. Sabine Weinert (University of Bamberg)H-Index: 18
view all 3 authors...
Educational processes in modern information societies require personal initiative – not only in institutional contexts but also in out-of-school and working environments. Besides cognitive competencies (e.g., reading or mathematical literacy), a person’s ability to regulate his/her own learning processes is therefore of particular importance for successful learning and working. Metacognition is a central component in the process of self-regulated learning. It is defined as cognition about cognit...
33 Citations
#1Richard J. Shavelson (Stanford University)H-Index: 75
This paper presents an approach to measuring competence, and to statistically modeling the reliability and validity of the scores produced. To be sure, there are many possible approaches. By presenting this model, I hope to stimulate debate and data.
13 CitationsSource
#1Paul R. Pintrich (UM: University of Michigan)H-Index: 71
#2Teresa GarciaH-Index: 8
127 CitationsSource
#1Daniel L. Dinsmore (UNF: University of North Florida)H-Index: 13
#2Patricia A. Alexander (UMD: University of Maryland, College Park)H-Index: 67
The prevailing assumption by some that deep processing promotes stronger learning outcomes while surface processing promotes weaker learning outcomes has been called into question by the inconsistency and ambiguity of results in investigations of the relation between levels of processing and performance. The purpose of this literature review is to examine four areas that may be contributing to the inconsistency and ambiguity of these research results: conceptualization, operationalization, situa...
97 CitationsSource
#1Holger Gaertner (FU: Free University of Berlin)H-Index: 4
#2Hans Anand Pant (Humboldt University of Berlin)H-Index: 13
Abstract School inspections are fundamental to quality assurance and improvement in many countries. Yet the question of the validity of these inspections has not yet been comprehensively addressed. This paper proposes a systematic approach to assessing the validity of school inspections, based on Messick's multifaceted concept of validity. We apply each aspect of Messick's concept to the process of school inspections, surveying research to identify existing (or potential) ways that school inspec...
28 CitationsSource
#1Simon Cassidy (University of Salford)H-Index: 14
The concept of self-regulated learning is becoming increasingly relevant in the study of learning and academic achievement, especially in higher education, where quite distinctive demands are placed on students. Though several key theoretical perspectives have been advanced for self-regulated learning, there is consensus regarding the central role played by student perceptions of themselves as learners. There are two general aims of this positional article. The first is to emphasise self-regulat...
78 CitationsSource
#1Traci Sitzmann (University of Colorado Denver)H-Index: 19
#2Katherine ElyH-Index: 11
Researchers have been applying their knowledge of goal-oriented behavior to the self-regulated learning domain for more than 30 years. This review examines the current state of research on self-regulated learning and gaps in the field's understanding of how adults regulate their learning of work-related knowledge and skills. Self-regulation theory was used as a conceptual lens for deriving a heuristic framework of 16 fundamental constructs that constitute self-regulated learning. Meta-analytic f...
395 CitationsSource
#1Philip H. Winne (SFU: Simon Fraser University)H-Index: 68
Articles in this special issue present recent advances in using state-of-the-art software systems that gather data with which to examine and measure features of learning and particularly self-regulated learning (SRL). Despite important advances, there remain challenges. I examine key features of SRL and how they are measured using common tools. I advance the case that traces of cognition and metacognition offer critical information about SRL that other state-of-the-art measurements cannot.
209 CitationsSource
#1Päivi Virtanen (UH: University of Helsinki)H-Index: 4
#2Anne Nevgi (UH: University of Helsinki)H-Index: 18
This study explores how university students representing diverse disciplines and gender differ in their self‐regulation in learning. The definition of self‐regulated learning (SRL) in the present study is based on Pintrich’s and Zimmerman’s theories of SRL and comprises motivational and learning strategies. The sample consisted of 1248 undergraduate students at several Finnish universities. The data were retrieved from the IQ Learn online self‐assessment and tutoring system. Female students scor...
66 CitationsSource
#1Barbara Schober (University of Vienna)H-Index: 18
#2Petra Wagner (University of Vienna)H-Index: 13
Last. Christiane Spiel (University of Vienna)H-Index: 30
view all 4 authors...
14 Citations
Cited By30
#1Karla LobosH-Index: 1
Last. Alejandro Díaz-MujicaH-Index: 1
view all 0 authors...
Background: Smartphone applications have the potential to support university students for the benefit of learning in higher education. Objective: To design and evaluate the effect of an intra-curricular program using a mobile application on self-regulated learning strategies in university students. Method: The 4Planning mobile application was designed following a systematic literature review, expert judgement and application. The instrument to assess the effect of the intervention was the SRL Re...
In this study, we developed and validated an instrument for measuring postgraduate competence and examined the relationships between postgraduate competence and academic research performance, along with the mediating role of psychological capital. Based on two independent samples, the results provided robust evidence of postgraduate competence composed of six dimensions. Adopting a two-wave survey at two different time periods, we conducted a questionnaire survey on 364 postgraduates from three ...
#2Bedenlier SH-Index: 1
Last. Marion HändelH-Index: 8
view all 7 authors...
Learning disposition strategies (setting goals, managing time, and organizing resources) are key to self-regulated learning and student performance and so they should be measured as accurately as possible. However, instruments to measure learning strategies are too general to evaluate dispositional strategies. The aim of this study was to design and analyze the psychometric properties of a learning disposition strategy instrument for university students, which was administered to a convenience s...
#1Lisa Bäulke (University of Augsburg)H-Index: 1
#2Martin Daumiller (University of Augsburg)H-Index: 7
Last. Markus Dresel (University of Augsburg)H-Index: 19
view all 3 authors...
Abstract Academic procrastination can theoretically be conceptualized as a failure in motivational self-regulation. It can be assumed that besides the mere use of motivational regulation strategies, fitting motivational regulation strategies with the current motivational problem can also have beneficial effects on academic procrastination. As both academic procrastination and motivational regulation can be conceptualized as over time fluctuating and situation-specific behaviors, not only trait, ...
1 CitationsSource
#1Gabriele Steuer (University of Augsburg)H-Index: 10
#2Maria Tulis (University of Salzburg)H-Index: 2
Last. Markus Dresel (Augsburg College)H-Index: 19
view all 3 authors...
A frequent observation in the school context is that opportunities to learn from errors are often missed. However, a positive error climate may support learning from errors. For the school subject of mathematics, some findings about characteristics of the error climate already exist. But, a comparison of the error climate between different school subjects is still pending. In the present study, it is analyzed whether the error climate differs in different school subjects and whether the same int...
#1Torsten Binder (University of Duisburg-Essen)H-Index: 2
#2Julia Waldeyer (RUB: Ruhr University Bochum)H-Index: 4
Last. Philipp Schmiemann (University of Duisburg-Essen)H-Index: 5
view all 3 authors...
Besonders in den naturwissenschaftlichen Studiengangen brechen viele Studierende ihr Studium ab. Bislang war ein Studium der Biologie davon eher weniger betroffen. In den letzten Jahren zeichnet sich fur Deutschland auch im Bachelorstudium Biologie der Trend einer steigenden Studienabbruchsquote ab. Empirisch begrundete Studienberatungen und fundierte Unterstutzungsangebote konnten hier geeignete Masnahmen sein. Die individuellen Voraussetzungen wie Noten, soziodemographische und motivationale F...
#1Julia Waldeyer (RUB: Ruhr University Bochum)H-Index: 4
#2Jens Fleischer (University of Duisburg-Essen)H-Index: 8
Last. Detlev Leutner (University of Duisburg-Essen)H-Index: 53
view all 4 authors...
Abstract. There is substantial evidence that students in higher education who have sophisticated resource-management skills are more successful in their studies. Nevertheless, research shows that s...
3 CitationsSource
#1Felicitas Biwer (UM: Maastricht University)H-Index: 1
#2Mirjam G.A. oude Egbrink (UM: Maastricht University)H-Index: 29
Last. Anique B. H. de Bruin (UM: Maastricht University)H-Index: 26
view all 4 authors...
Cognitive psychological research from the last decades has shown that learning strategies that create desirable difficulties during learning (e.g., practice testing) are most effective for long-term learning outcomes. However, there is a paucity of research on how to effectively translate these insights into training students in higher education. Therefore, we designed an intervention program aiming to create awareness about, foster reflection on, and stimulate practice of effective learning str...
17 CitationsSource