Summarized are the results of a research project that focused on assessing and fostering competences for self-regulated learning in higher education. Innovative instruments (situational judgement test, competence-performance-assessment, learning journal) to assess different aspects of self-regulated learning (e.g., use of cognitive and metacognitive strategies, strategies of motivational regulation) were developed and validated. Moreover, training approaches to foster different aspects of self-regulated learning strategy use were conceptualized, also to test the change sensitivity of the assessments. In detail, the importance of competences for self-regulated learning for central componentsof successful learning processes and study success (e.g., invested effort, exam grades, subjective well-being, procrastination) are outlined.
CITATION STYLE
Eckerlein, N., Dresel, M., Steuer, G., Foerst, N., Ziegler, A., Schmitz, B., … Schober, B. (2020). Modelling, assessing, and promoting competences for self-regulated learning in higher education. In Student Learning in German Higher Education: Innovative Measurement Approaches and Research Results (pp. 165–179). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-27886-1_9
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