Competencies for successful self-regulated learning in higher education: structural model and indications drawn from expert interviews
Dresel M, Schmitz B, Schober B, Spiel C, Ziegler A, Engelschalk T, Jöstl G, Klug J, Roth A, Wimmer B, Steuer G (2015)
Publication Type: Journal article, Report
Publication year: 2015
Journal
Book Volume: 5079
Pages Range: 1-17
Journal Issue: 03-2015
URI: http://www.tandfonline.com/doi/abs/10.1080/03075079.2015.1004236
DOI: 10.1080/03075079.2015.1004236
Abstract
A global characteristic of higher education is the opportunity and necessity for students to self-regulate their learning. In contrast to considerable research focusing on self-regulated learning (SRL) from a behavioural perspective, little is known concerning the underlying competencies which enable students to succeed in SRL. A structural model is proposed that differentiates SRL competencies in terms of descriptive, procedural, and conditional knowledge regarding different types of self-regulation strategies in different phases of the learning process. Indications drawn from semi-structured interviews with N = 108 experts (39 lecturers and 69 as excellent nominated students) from 4 fields of study are in line with core assumptions of the proposed model. Moreover, the results provide a basis to ensure the content validity of assessments of students' SRL competencies and from which to derive standards to judge these competencies.
Authors with CRIS profile
Albert Ziegler
Lehrstuhl für Pädagogische Psychologie und Exzellenzforschung
Bastian Wimmer
Lehrstuhl für Pädagogische Psychologie und Exzellenzforschung
Involved external institutions
Austria (AT)How to cite
APA:
Dresel, M., Schmitz, B., Schober, B., Spiel, C., Ziegler, A., Engelschalk, T.,... Steuer, G. (2015). Competencies for successful self-regulated learning in higher education: structural model and indications drawn from expert interviews. Studies in Higher Education, 5079(03-2015), 1-17. https://doi.org/10.1080/03075079.2015.1004236
MLA:
Dresel, Markus, et al. "Competencies for successful self-regulated learning in higher education: structural model and indications drawn from expert interviews." Studies in Higher Education 5079.03-2015 (2015): 1-17.
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