Self-Regulated Learning with Expository Texts as a Competence: Competence Structure and Competence Training
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Self-Regulated Learning with Expository Texts as a Competence : Competence Structure and Competence Training. / Wirth, Joachim; Schütte, Melanie; Wixfort, Jessica et al.
Competence Assessment in Education: Research, Models and Instruments. Hrsg. / Detlev Leutner; Jens Fleischer; Juliane Grünkorn; Eckhard Klieme. Cham : Springer Nature AG, 2017. S. 75-89 (Methodology of Educational Measurement and Assessment).Publikation: Beiträge in Sammelwerken › Kapitel › begutachtet
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TY - CHAP
T1 - Self-Regulated Learning with Expository Texts as a Competence
T2 - Competence Structure and Competence Training
AU - Wirth, Joachim
AU - Schütte, Melanie
AU - Wixfort, Jessica
AU - Leutner, Detlev
N1 - Publisher Copyright: © 2017, Springer International Publishing AG.
PY - 2017/1/1
Y1 - 2017/1/1
N2 - 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.
AB - 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.
KW - Competence
KW - Process
KW - Self-regulated learning
KW - Structure
KW - Training
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=85151514966&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/7a983df7-1375-33ed-8146-f0217488b09d/
U2 - 10.1007/978-3-319-50030-0_6
DO - 10.1007/978-3-319-50030-0_6
M3 - Chapter
AN - SCOPUS:85151514966
SN - 978-3-319-50028-7
SN - 978-3-319-84301-8
T3 - Methodology of Educational Measurement and Assessment
SP - 75
EP - 89
BT - Competence Assessment in Education
A2 - Leutner, Detlev
A2 - Fleischer, Jens
A2 - Grünkorn, Juliane
A2 - Klieme, Eckhard
PB - Springer Nature AG
CY - Cham
ER -