Self-Regulated Learning with Expository Texts as a Competence: Competence Structure and Competence Training
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Authors
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.
| Original language | English |
|---|---|
| Title of host publication | Competence Assessment in Education : Research, Models and Instruments |
| Editors | Detlev Leutner, Jens Fleischer, Juliane Grünkorn, Eckhard Klieme |
| Number of pages | 15 |
| Place of Publication | Cham |
| Publisher | Springer Nature AG |
| Publication date | 01.01.2017 |
| Pages | 75-89 |
| ISBN (print) | 978-3-319-50028-7, 978-3-319-84301-8 |
| ISBN (electronic) | 978-3-319-50030-0 |
| DOIs | |
| Publication status | Published - 01.01.2017 |
| Externally published | Yes |
Bibliographical note
Publisher Copyright:
© 2017, Springer International Publishing AG.
- Competence, Process, Self-regulated learning, Structure, Training
- Educational science