Self-Regulated Learning with Expository Texts as a Competence: Competence Structure and Competence Training

Publikation: Beiträge in SammelwerkenKapitelbegutachtet


Three studies are presented that take a look at self-regulated learning as a competence (assessed on the basis of achievement tests) rather than a self-reported learning experience (assessed on the basis of questionnaires). In the first step, in two correlational studies with N = 559 and N = 795 9th graders, sub-competencies of self-regulated learning were identified that are predictive of successful learning with expository texts. In the second step, in an experimental study with N = 647 9th graders, students were assessed with regard to these sub-competencies and were adaptively allocated to training programs that were designed to improve those two sub-competencies that had been shown to be weak in the assessment. The results are in line with a model that integrates component and process models of self-regulated learning. Specifically, it emerged that self-regulated learning as a competence can be broken down into sub-competencies that, in turn, can be taught, in order to improve students’ overall learning achievement when learning with expository texts.

TitelCompetence Assessment in Education : Research, Models and Instruments
HerausgeberDetlev Leutner, Jens Fleischer, Juliane Grünkorn, Eckhard Klieme
Anzahl der Seiten15
VerlagSpringer Nature AG
ISBN (Print)978-3-319-50028-7, 978-3-319-84301-8
ISBN (elektronisch)978-3-319-50030-0
PublikationsstatusErschienen - 01.01.2017
Extern publiziertJa

Bibliographische Notiz

Funding Information:
Acknowledgements The preparation of this chapter was supported by grant WI 2663/4-1, WI 2663/4-2 and WI 2663/4-3 from the German Research Foundation (DFG) in the Priority Program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes” (SPP 1293).

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© 2017, Springer International Publishing AG.