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)
Sources
Abstract
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.
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