Abstract The present study combines a standardized diary approach with time-series analysis methods to investigate the process of self-regulated learning. Based on a process-focused adaptation of Zimmerman’s (2000) learning model, an intervention (consisting of four weekly training sessions) to increase self-regulated learning was developed. The diaries were applied to evaluate this intervention. A sample of 40 civil engineering students participated and 21 of them answered questions in standardized diaries over a five-week period. The effectiveness of the intervention was demonstrated using trend analyses that evinced significant improvements in self-regulatory behavior. In addition, interrupted time-series analyses and control group comparisons confirmed essential treatment effects. The results demonstrate the advantages of using standardized diaries to obtain ecologically valid data on daily learning.
Introduction Jutta Heckhausen and Carol S. Dweck Part I. Regulation of the Self, Action, and Development: 1. Decomposing self-regulation and self-control: the volitional components inventory Julius Kuhl and Arno Fuhrmann 2. Developmental regulation in adulthood: selection and compensation via primary and secondary control Jutta Heckhausen and Richard Schulz 3. Development of regulatory focus: promotion and prevention as ways of living E. Tory Higgins and Israela Loeb 4. Commentary: human psychol...
This article reviews the current status of methods available for the analysis of psychological change in adulthood and aging. Enormous progress has been made in designing statistical models that can capture key aspects of intraindividual change, as reflected in techniques such as latent growth curve models and multilevel (random-effects) models. However, the rapid evolution of statistical innovations may have obscured the critical importance of addressing rival explanations for statistical outco...
Last. Patricia C. Smith(BGSU: Bowling Green State University)H-Index: 22
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The present study investigated processes by which job stress and satisfaction unfold over time by examining the relations between daily stressful events, mood, and these variables. Using a Web-based daily survey of stressor events, perceived strain, mood, and job satisfaction completed by 14 university workers, 1,060 occasions of data were collected. Transfer function analysis, a multivariate version of time series analysis, was used to examine the data for relationships among the measured varia...
The influences of modeling and social feedback on the acquisition of writing revision were studied with 72 college students. Students watching a coping female model gradually improving her writing technique on a sentence-combining task were hypothesized to surpass students observing a mastery model perform the technique flawlessly on a writing-skill measure and an array of self-regulatory measures, such as self-satisfaction reactions, self-efficacy perceptions, and intrinsic interest in the task...
Children with high expectations of control do better in school than their peers with low perceived control. This finding is based largely on cross-sectional research and longitudinal research with long time intervals. Little attention has been paid to short-term, within-child variability in this important construct. Information about intraindividual change in perceived control, behaviour, and performance is critical to determining the processes by which the link between perception and outcome is...
#1Andreas Krapp(Bundeswehr University Munich)H-Index: 3
Last. Andreas Krapp(Bundeswehr University Munich)H-Index: 9
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Abstract Empirical research on the development of individual interests is mostly concerned with the analysis of developmental trends in groups or populations. However, there is a distinct lack of theoretical constructs that describe and explain interest development from the perspective of the growing individual. This article presents a collection of theoretical concepts and models that can be used to describe and explore structural and dynamic aspects of interest development from an ontogenetic ...
Academic emotions have largely been neglected by educational psychology, with the exception of test anxiety. In 5 qualitative studies, it was found that students experience a rich diversity of emotions in academic settings. Anxiety was reported most often, but overall, positive emotions were described no less frequently than negative emotions. Based on the studies in this article, taxonomies of different academic emotions and a self-report instrument measuring students' enjoyment, hope, pride, r...
After pointing out the importance of change, it is argued that one cannot study change without discussing different concepts of change/stability. The most often applied concepts of change were introduced as fundamental concepts of change: change in level, in variability, and in the rank order (positional change). Starting from these fundamental concepts, a system of categories is derived which determines ways of studying change. The dimensions of this system are number of occasions, number of va...
Abstract This study examined the interplay between university students' trajectories of motivational regulation and autonomous motivation across one semester, exploring both between and within person components. Participants (N = 193) from one large class reported motivation in two-week intervals over the course of one semester. Bivariate latent curve models with structured residuals revealed rates of change in motivational regulation and autonomous motivation were not linear, declining across t...
Abstract This study examined whether experiencing a multiplayer serious game could foster cognitive empathy in adolescent bystanders of cyberbullying, empathic concern for these situations and affective empathy towards those involved during game play. We also explored the players’ self-reflections about cyberbullying scenarios in the game. A quasi-experimental design was used. While participants in an alternative intervention group read the game’s storyline and filled in activities on paper, pla...
Last. Lawrence Walker(Cant.: University of Canterbury)H-Index: 4
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Fluent recall of basic facts is essential to the development of more complex math skills. Therefore, failure to develop fluency with basic facts may impede the development of these skills. The present study used a between groups experimental design to investigate whether a basic facts fluency program, implemented within a self-regulated learner (SRL) framework, could lead to increased fluency with multiplication facts for Year 5 and Year 6 New Zealand students (9–10 years old). This study also i...
Abstract The present meta-analysis tested the effects of extended self-regulated learning training programs on academic performance, self-regulated learning strategies, and motivation of university students. The literature search revealed 49 studies (5,786 participants) that met the inclusion criteria. A three-level meta-analysis based on 251 effect sizes revealed an overall effect size of g = .38. The largest effect sizes were obtained for metacognitive strategies (g = .40) and resource managem...
Last. José Santacreu(UAM: Autonomous University of Madrid)H-Index: 15
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The aim of this research is to analyse the relevance of speed response and its regulation for learning. In order to avoid the biases of self-reports, we used a computerized objective test, The Category Learning Test (CLT). It measures the student’s actual behaviour while completing a learning task. In the first study (N = 41), we found that university students that achieved a high learning index performed slower than their mates did (t (37) = −4.05, p < .001, η2 = .307). Therefore, acting too fa...
As a means to counter the SARS-CoV2 pandemic, schools were closed throughout Germany between mid-March and end of April 2020. Schooling was translocated to the students' homes where students were supposed to work on learning tasks provided by their teachers. Students' self-regulation and attributes of the learning tasks may be assumed to have played important roles when adapting to this novel schooling situation. They may be predicted to have influenced students' daily self-regulation and hence...
Last. Markus Dresel(University of Augsburg)H-Index: 19
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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, ...
Last. Mareike Kunter(Goethe University Frankfurt)H-Index: 66
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Abstract The present study explores how multiple teacher characteristics (i.e., knowledge, beliefs, self-efficacy, and self-regulation) co-occur within 649 German teacher candidates at the end of pre-service teacher education and how these profiles are related to teachers’ future occupational well-being. A latent profile analysis identified one highly knowledgeable and engaged profile, one profile with below average knowledge, and one profile with below average beliefs, motivation, and self-regu...
Last. Hilde Van Keer(UGent: Ghent University)H-Index: 28
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Notwithstanding the value of self-regulation, different studies evidence that self-regulated learning (SRL) is still insufficiently ingrained in schools and that teachers only rarely promote it amo...