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
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
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.
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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