Competences of self regulated Learning in Studies Results of the Survey of Expert(s) from four Study Areas

被引：0

作者：

Steuer, Gabriele ^{[1
]}

Engelschalk, Tobias ^{[1
]}

Joestl, Gregor ^{[2
]}

Roth, Anne ^{[3
]}

Wimmer, Bastian ^{[4
]}

Schmitz, Bernhard ^{[3
]}

Schober, Barbara ^{[2
]}

Spiel, Christiane ^{[2
]}

Ziegler, Albert ^{[4
]}

Dresel, Markus ^{[1
]}

机构：

[1] Univ Augsburg, Lehrstuhl Psychol, D-86159 Augsburg, Germany

[2] Univ Vienna, Arbeitsbereich Bildungspsychol & Evaluat, A-1010 Vienna, Austria

[3] Tech Univ Darmstadt, Lehrstuhl Padag Psychol, D-64283 Darmstadt, Germany

[4] Univ Erlangen Nurnberg, Lehrstuhl Padag Psychol, D-90478 Nurnberg, Germany

来源：

ZEITSCHRIFT FUR PADAGOGIK | 2015年

关键词：

Self-Regulated Learning; Assessment of Competencies; Learning Situations; Learning Strategies; Expert Survey; STUDENTS;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Competencies in self-regulated learning (SRL) are seen as central prerequisites for success in academic studies. It is still unclear as to which SRL strategies are most effective in which learning situations. Based on surveys conducted among 306 expert SRL practitioners, the present work provides evidence regarding the relative importance, and SRL demands, of different learning situations in four fields of study. Furthermore, expert assessments regarding the relative fit of different SRL strategies in these situations are reported. The strategies examined here were derived from a differentiated and comprehensively conceptualized working model that provides an integrative approach to the design and structure of SRL competencies in higher education.

引用

页码：203 / 225

页数：23

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