Modelling, Assessing, and Promoting Competences for Self-Regulated Learning in Higher Education

Published on Feb 16, 2020
· DOI :10.1007/978-3-658-27886-1_9
N. Eckerlein1
Estimated H-index: 1
(Augsburg College),
Markus Dresel19
Estimated H-index: 19
(Augsburg College)
+ 5 AuthorsBarbara Schober18
Estimated H-index: 18
(University of Vienna)
Summarized are the results of a research project that focused on assessing and fostering competences for self-regulated learning in higher education. Innovative instruments (situational judgement test, competence-performance-assessment, learning journal) to assess different aspects of self-regulated learning (e.g., use of cognitive and metacognitive strategies, strategies of motivational regulation) were developed and validated. Moreover, training approaches to foster different aspects of self-regulated learning strategy use were conceptualized, also to test the change sensitivity of the assessments. In detail, the importance of competences for self-regulated learning for central components of successful learning processes and study success (e.g., invested effort, exam grades, subjective well-being, procrastination) are outlined.
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