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.
CITATION STYLE
Wirth, J., Schütte, M., Wixfort, J., & Leutner, D. (2017). Self-Regulated Learning with Expository Texts as a Competence: Competence Structure and Competence Training. In Methodology of Educational Measurement and Assessment (pp. 75–89). Springer Nature. https://doi.org/10.1007/978-3-319-50030-0_6
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