University students are supposed to be autonomous learners, able to adapt to an educational environment significantly less guided than school. Entering higher education poses a challenge of self-regulation, in which beginning students are often not prepared with self-regulation strategies needed. Since there are many studies assessing self-regulated learning (SRL) via classical self-reports, we know a lot about how students generally self-assess their SRL strategies. However, SRL and performance do not always correlate highly in these studies. The aim of the present study is to determine whether there are discrepancies between students' knowledge about SRL and their action in applying adequate SRL strategies in relevant learning situations. We also want to know whether such discrepancies generalize across domains and what the reasons for discrepancies are. The situation-specific Self-Regulated Learning Questionnaire for Action and Knowledge (SRL-QuAK) was used in a sample of 408 psychology and economic sciences students. Descriptive data analysis was conducted to determine potential discrepancies between SRL knowledge and action and differences between the study domains in an explorative way. The reasons for not using SRL-strategies were derived via qualitative content analysis. The results showed that although students had quite advanced knowledge of SRL strategies, they did not put this knowledge into action. This dissonance between SRL knowledge and action was found in both domains. In terms of reasons, students stated that they (a) lacked the time to use SRL strategies, (b) would not benefit from SRL strategies in the given situation, (c) would not be able to put the strategies to use effectively or (d) found it too arduous to use SRL strategies. The implications of these results will be discussed, e.g., the consequences for measures to overcome students' dissonance between knowledge and action and therefore to promote academic performance and well-being.

In line with gender stereotypes, girls are expected to take on communal roles and boys to take on agentic roles. Based on gender intensification theory, the present cross-sectional study investigated girls' and boys' gender role identity and corresponding age differences across adolescence using the spontaneous self-description method. In total, 3423 adolescents aged between 11 and 15 years were asked to describe themselves with three attributes later coded in terms of agency and communion. ANOVA results showed expected but small gender differences in agency and communion, and no evidence for gender intensification. Moreover, significant gender differences were found in only 17% of the named attributes. The results thus indicate greater gender similarities than gender differences in adolescents' self-descriptions.

Zusammenfassung Obwohl es bereits einige Studien gibt, die für die Effektivität von App-Interventionen im Bildungskontext sprechen, gibt es bisher keine systematisch evaluierte App zur Förderung von SRL. Im vorliegenden Beitrag wird eine Pilotstudie zu einer SRL-Intervention im App-Format zur Unterstützung von Studierenden beim Schreiben ihrer Bachelorarbeit vorgestellt. Interventionsziel war die Förderung von Wissen zu und Anwendung von metakognitiven SRL-Strategien sowie motivationalen Kompetenzen. In einem quasi-experimentellen Zweigruppenplan (N = 118) in den Bachelorarbeit-Seminaren der Studiengänge Psychologie und Wirtschaftswissenschaften, erhielten Studierende der Versuchsgruppe eine SRL-Intervention via Smartphone-App. Die Kontrollgruppe besuchte reguläre Bachelorarbeit-Seminare ohne App-Intervention. Die Wirksamkeit der Intervention wurde mittels Prä-Post-Fragebogenerhebung sowie ergänzender qualitativer Daten überprüft. Entgegen den Erwartungen zeigte sich im Prä-Post-Vergleich eine Abnahme des selbstberichteten Wissens zu metakognitiven SRL-Strategien. Hinsichtlich deren Anwendung konnten keine signifikanten Veränderungen festgestellt werden. Bei Studierenden, die die App regelmäßig nutzten, konnte zwar eine Steigerung der Motivation zum Schreiben der Bachelorarbeit verzeichnet werden, über die Gruppen hinweg zeigte sich jedoch eine signifikante Zunahme eines ungünstigen Attributionsstils für Erfolg und Misserfolg. Auf Basis dieser Ergebnisse werden Implikationen für eine nach-Zusatzmaterial online Zusätzliche Informationen sind in der Online-Version dieses Artikels (

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