Selbstregulationstraining für Studierende: Sind quantifizierte qualitative Lerntagebuchdaten zur Wirksamkeitsüberprüfung geeignet?

Dörrenbächer, Laura; Russer, Lea; Perels, Franziska

doi:10.3224/zehf.v2i1.03

Cited by 3 publications

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“…McClelland, Acock, Piccinin, Rhea, & Stallings, 2013), self-regulated learning has been examined primarily in students (e.g. Dörrenbächer, Russer, & Perels, 2018, Fadlelmula, Cakiroglu, & Sungur, 2015Schnell, Ringeisen, Raufelder, & Rohrmann, 2015) and (under-) graduates (e.g. Mega, Ronconi, & De Beni, 2014;Tabuenca, Kalz, Drachsler, & Specht, 2015, Leidinger & Perels, 2012.…”

Section: Introductionmentioning

confidence: 99%

A Pilot study of the Online Assessment of Self-Regulated Learning in Preschool Children: Development of a Direct, Quantitative Measurement Tool

Jacob

Dörrenbächer

Perels

2019

iejee

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Self-regulatory abilities have been shown to be closely linked to academic success. There are a variety of measurement tools to assess self-regulated learning in pupils and students. Crucially, preschool age marks a sensible period for the maturation of self-regulated learning (SRL) and related abilities such as executive-control functions (EF). This is why the development of a direct instrument that fits the special characteristics of this age cohort is important. An adapted version of Zimmermann´s (2000) process model may serve as a theoretical basis. This pilot study intends to develop and evaluate a direct, quantitative measurement tool to assess SRL in an 'online manner'. The measurement tool was tested in 183 preschoolers of German kindergartens. After a detailed item analysis, reliability was estimated and concurrent validity was examined. Statistical analysis indicates a satisfactory reliability for the measurement tool as a whole. Additionally, validity is supported by (small) significant overall correlations with the external measure as well as EF measure. Nevertheless, the need for the optimization of the instrument is clear and the study has important implications for further research. In general, the results demonstrate that it is both plausible and possible to assess SRL in preschoolers directly at child level

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Section: Introductionmentioning

confidence: 99%

A Pilot study of the Online Assessment of Self-Regulated Learning in Preschool Children: Development of a Direct, Quantitative Measurement Tool

Jacob

Dörrenbächer

Perels

2019

iejee

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“…Sie spiegelt sich in der dritten Grunderfahrung nach Dies spricht zusammenfassend dafür, dass der Mathematikunterricht der Oberstufe besonders an den Stellen zur Entwicklung überfachlicher selbstregulativer Fähigkeiten durch explizite didaktische Gestaltung beitragen kann, wo inhaltliche Anknüpfungspunkte bestehen. Für das Training von Problemlösekompetenzen (Bruder & Collet, 2011) sowie selbstregulativen Fähigkeiten liegen erprobte Konzepte vor (s. Dörrenbächer et al, 2018;Perels et al, 2005).…”

Section: Beitrag Zu üBerfachlichen Kognitiven Komponentenunclassified

Das Fach Mathematik in der gymnasialen Oberstufe

2022

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Die gymnasiale Oberstufe erfuhr in den letzten Jahrzehnten einen stetigen Zulauf, sodass die Abiturientenquote eines Altersjahrgangs heutzutage etwa 40 Prozent beträgt. Dadurch nimmt die gymnasiale Oberstufe einen immer bedeutenderen Platz im institutionalisierten schulischen Bildungsangebot ein, weswegen eine (erneute) wissenschaftliche Auseinandersetzung mit den Bildungszielen und den Wirkungen des Unterrichts in der gymnasialen Oberstufe sinnvoll erscheint. Vor diesem Hintergrund widmet sich dieser Sammelband aus einer fachbezogenen Perspektive dem „Fach Mathematik in der gymnasialen Oberstufe“. Hierzu wird den Fragen nachgegangen, welchen Beitrag das Fach Mathematik für die Trias der Bildungsziele (Vertiefte Allgemeinbildung, Wissenschaftspropädeutik und Studierfähigkeit) leisten kann, welche empirischen Ergebnisse zu mathematikspezifischen Bildungszielen und zum Mathematikunterricht in der gymnasialen Oberstufe vorliegen und wie das Fach Mathematik in der Upper Secondary School in anderen europäischen Ländern gestaltet ist. Abgerundet wird der Sammelband durch drei Diskussionsbeiträge aus unterschiedlichen wissenschaftlichen Perspektiven.

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Fostering Preservice Teachers’ Psychological Literacy by Counseling Pupils on Their Self-Regulated Learning – Didactical Concept of a Theory–Practice Learning Setting and Insights Into Preservice Teachers’ Reflections

Horn

Grötzbach

Drechsel

2020

Psychology Learning & Teaching

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This report illustrates the didactical concept and implementation of a theory–practice learning setting where preservice teachers counsel pupils from local schools on their self-regulated learning. The learning setting is part of the preservice teachers’ psychology curriculum embedded in their educational foundation studies and aims at fostering preservice teachers’ psychological literacy; specifically, to reflect their own and other’s behavior and to apply their psychological knowledge of learning and counseling principles into real-life counseling sessions. Besides describing the motivation behind the structure and content of the theory–practice learning setting, the report discusses results of a first qualitative analysis of the preservice teachers’ learning journals, which function as a reflection tool and are part of the overall evaluation design. Results indicate that the practice task (counseling session) is a complex and demanding, yet instructive and rewarding, learning setting that fosters certain attributes of psychological literacy. Practical implications and further research endeavors are discussed.

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Selbstregulationstraining für Studierende: Sind quantifizierte qualitative Lerntagebuchdaten zur Wirksamkeitsüberprüfung geeignet?

Cited by 3 publications

References 0 publications

A Pilot study of the Online Assessment of Self-Regulated Learning in Preschool Children: Development of a Direct, Quantitative Measurement Tool

A Pilot study of the Online Assessment of Self-Regulated Learning in Preschool Children: Development of a Direct, Quantitative Measurement Tool

Das Fach Mathematik in der gymnasialen Oberstufe

Fostering Preservice Teachers’ Psychological Literacy by Counseling Pupils on Their Self-Regulated Learning – Didactical Concept of a Theory–Practice Learning Setting and Insights Into Preservice Teachers’ Reflections

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