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

Nicole Eckerlein, Markus Dresel, Gabriele Steuer, Nora Maria Först, Albert Ziegler, Bernhard Schmitz, Christiane Spiel, Barbara Schober

Publications: Contribution to bookChapterPeer Reviewed

Abstract

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 componentsof successful learning processes and study success (e.g., invested effort, exam grades, subjective well-being, procrastination) are outlined.

Original languageEnglish
Title of host publicationStudent Learning in German Higher Education
Subtitle of host publicationInnovative Measurement Approaches and Research Results
EditorsOlga Zlatkin-Troitschanskaia, Hans Anand Pant, Miriam Toepper, Corinna Lautenbach
Place of PublicationWiesbaden
PublisherSpringer VS
Pages165-179
Number of pages15
ISBN (Electronic)978-3-658-27886-1
ISBN (Print)978-3-658-27885-4
DOIs
Publication statusPublished - 16 Feb 2020

Austrian Fields of Science 2012

  • 501002 Applied psychology
  • 501016 Educational psychology

Keywords

  • Assessment
  • Competence modelling
  • Generic competences
  • Self-regulated learning
  • Strategy use
  • Training

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