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

Research output: Contributions to collected editions/worksChapterpeer-review


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 languageEnglish
Title of host publicationCompetence Assessment in Education : Research, Models and Instruments
EditorsDetlev Leutner, Jens Fleischer, Juliane Grünkorn, Eckhard Klieme
Number of pages15
Place of PublicationCham
PublisherSpringer Nature AG
Publication date01.01.2017
ISBN (Print)978-3-319-50028-7, 978-3-319-84301-8
ISBN (Electronic)978-3-319-50030-0
Publication statusPublished - 01.01.2017
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2017, Springer International Publishing AG.

    Research areas

  • Competence, Process, Self-regulated learning, Structure, Training
  • Educational science