Self-regulated learning as a competence: Implications of theoretical models for assessment methods

Journal of Psychology

Volumn 216, Issue 2, 2008, Pages 102-110

  Wirth, Joachim ^a,b   Leutner, Detlev ^a  

^a UNIVERSITY OF DUISBURG ESSEN   (Germany)

^b RUHR UNIVERSITY BOCHUM   (Germany)

Author keywords

Assessment; Competence model; Measurement; Self regulated learning

Indexed keywords

EID: 47549091762     PISSN: 00443409     EISSN: None     Source Type: Journal    
DOI: 10.1027/0044-3409.216.2.102     Document Type: Article

References (41)

1. Anderson, J.R. (1982). Acquisition of cognitive skill. Psychological Review, 89, 369-406.
2. Artelt, C. (2000). Strategisches Lernen [Strategic learning]. Münster: Waxmann.
3. Artelt, C. (2006). Lernstrategien in der Schule [Learning strategies in school]. In H. Mandl & H.F. Friedrich (Eds.), Handbuch Lernstrategien [Handbook of learning strategies] (pp. 337-351). Göttingen: Hogrefe.
4. Artelt, C., Baumert, J., & Julius-McElvany, N. (2003). Selbstreguliertes Lernen: Motivation und Strategien in den Ländern der Bundesrepublik Deutschland [Self-regulated learning: Motivation and strategies in the German federal states]. In J. Baumert, C. Artelt, E. Klieme, M. Neubrand, M. Prenzel, U. Schiefele et al. (Eds.), PISA 2000 - Ein differenzierter Blick auf die Länder der Bundesrepublik Deutschland [PISA 2000 - A closer look at the German federal states] (pp. 51-76). Opladen: Leske + Budrich.
5. Artelt, C., Demmrich, A., & Baumert, J. (2001). Selbstreguliertes Lernen [Self-regulated learning]. In J. Baumert, E. Klieme, M. Neubrand, M. Prenzel, U. Schiefele, W. Schneider et al. (Eds.), PISA 2000: Basiskompetenzen von Schülerinnen und Schülern im internationalen Vergleich [PISA 2000: An international comparison of students' literacies] (pp. 271-298). Opladen: Leske + Budrich.
6. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
7. Baumert, J., & Köller, O. (1996). Lernstrategien und schulische Leistungen [Learning strategies and school achievement]. In J. Möller & O. Köller (Eds.), Emotionen, Koalitionen und Schulleistung [Emotions, cognitions, and school achievement] (pp. 137-154). Weinheim: Beltz.
8. Biggs, J.B. (1978). Individual and group differences in study processes. British Journal of Educational Psychology, 48, 266-279.
9. Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7, 161-186.
10. Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational Research, 31, 445-475.
11. Butler, D.L., & Winne, P.H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-281.
12. Commission of the European Community (2000). A memorandum for lifelong learning. Brussels: Commission of the European Communities.
13. Desoete, A., Roeyers, H., & De Clercq, A. (2003). Can offline metacognition enhance mathematical problem solving? Journal of Educational Psychology, 95, 188-200.
14. Entwistle, N.J. (1988). Motivational factors in student's approaches to learning. In R.R. Schmeck (Ed.), Learning strategies and learning styles (pp. 21-52). New York: Plenum.
15. Funke, J., Töpfer, S., & Wagener, S. (1998). Finite Automaten als Instrumente zur Erfassung von Problemlösefähigkeiten bei Schülern [Finite automata for assessing problem solving competence of students]. Heidelberg: Psychologisches Institut der Universität Heidelberg.
16. Jamieson-Noel, D.L., & Winne, P.H. (2003). Comparing self-reports to traces of studying behavior as representations of students' studying and achievement. Zeitschrift für Pädagogische Psychologie, 17, 159-171.
17. Leopold, C., den Elzen-Rump, V., & Leutner, D. (2007). Self-regulated learning from science texts. In M. Prenzel (Ed.), Studies on the educational quality of schools. The final report on the DFG Priority Program (pp. 221-238). Münster: Waxmann.
18. Leutner, D., & Leopold, C. (2006). Selbstregulation beim Lernen aus Sachtexten [Self-regulation when learning from science texts]. In H. Mandl & H.F. Friedrich (Eds.), Handbuch Lernstrategien [Handbook of learning strategies] (pp. 162-171). Göttingen: Hogrefe.
19. Lompscher, J. (1994). Lernstrategien: Zugänge auf der Reflexions- und Handlungsebene [Learning strategies: Theoretical perspectives on the reflective and the behavioral level]. In LLF-Berichte 9 [LLF reports 9] (pp. 114-129). Potsdam: Universität Potsdam.
20. Miller, G.A., Galanter, E., & Pribram, K.H. (1965). Plans and the structure of behavior. New York: Holt, Rinehart, & Winston.
21. Paris, S.G., Lipson, M.Y., & Wixson, K.K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8, 293-316.
22. Pintrich, P.R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459-470.
23. Pintrich, P.R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). San Diego: Academic Press.
24. Pintrich, P.R., Smith, D.A.F., Garcia, T., & McKeachie, W.J. (1991). The motivated strategies for learning questionnaire (MSLQ). Ann Arbor: NCRIPTAL, The University of Michigan.
25. Pressley, M., Borkowski, J.G., & Schneider, W. (1989). Good information processing: What it is and how education can promote it. International Journal of Educational Research, 13, 857-867.
26. Ramm, G., Prenzel, M., Baumert, J., Blum, W., Lehmann, R., Leutner, D. et al. (Eds.). (2006). PISA 2003. Dokumentation der Erhebungsinstrumente [PISA 2003. Documentation of the assessment instruments]. Münster: Waxmann.
27. Schlagmüller, M., & Schneider, W. (2007). Würzburger Lesestrategie-Wissenstest für die Klassen 7-12 (WLST 7-12) [Würzburg learning strategy knowledge test for grades 7-12 (WLST 7-12)]. Göttingen: Hogrefe.
28. Schreiber, B. (1998). Selbstreguliertes Lernen [Self-regulated learning]. Münster: Waxmann.
29. Spiel, C., & Schober, B. (2002). Lebenslanges Lernen als Ziel: Zur systematischen Förderung von Bildungsmotivation [The goal of life-long learning. Toward a systematic support of learning motivation]. Erziehung und Unterricht, 152, 1282-1293.
30. Thillmann, H. (2007). Selbstreguliertes Lernen durch Experimentieren: Von der Erfassung zur Förderung [Self-regulated learning by experimenting. Assessment and support] (Dissertation). Universität Duisburg-Essen, Fachbereich Bildungswissenschaften, Essen.
31. Veenman, M.V.J. (2005). The assessment of metacognitive skills: What can be learned from multi-method designs. In C. Artelt & B. Moschner (Eds.), Lernstrategien und Metakognition. Implikationen für Forschung und Praxis [Learning strategies and metacognition. Theoretical and practical implications] (pp. 77-99). Münster: Waxmann.
32. Weinstein, C.E. (1987). Learning and study strategies inventory (LASSI). Clearwater, FL: H und H Publishing.
33. Wild, K.-P., Schiefele, U., & Winteler, A. (1992). LIST - Ein Verfahren zur Erfassung von Lernstrategien im Studium [LIST - An instrument for assessing learning strategies of students]. Neubiberg: Gelbe Reihe.
34. Winne, P.H. (1996). A metacognitive view of individual differences in self-regulated learning. Learning and Individual Differences, 8, 327-353.
35. Winne, P.H., & Hadwin, A.F. (1998). Studying as self-regulated learning. In D.J. Hacker, J. Dunlosky, & A.C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277-304). Hillsdale, NJ: Erlbaum.
36. Winne, P.H., & Perry, N.B. (2000). Measuring self-regulated learning. In M. Boekaerts & P.R. Pintrich (Eds.), Handbook of self-regulation (pp. 531-566). San Diego: Academic Press.
37. Wirth, J. (2004). Selbstregulation von Lernprozessen [Self-regulation of learning strategies]. Münster: Waxmann.
38. Wirth, J. (2005). Selbstreguliertes Lernen in komplexen und dynamischen Situationen. Die Nutzung von Handlungsdaten zur Erfassung verschiedener Aspekte der Lernprozessregulation [Self-regulated learning in complex and dynamic situations. Using behavioral data for assessing specific aspects of self-regulated learning]. In C. Artelt & B. Moschner (Eds.), Lernstrategien und Metakognition: Implikationen für Forschung und Praxis [Learning strategies and metacognition: Theoretical and practical implications] (pp. 101-127). Münster: Waxmann.
39. Wirth, J., & Leutner, D. (2006). Selbstregulation beim Lernen in interaktiven Lernumgebungen [Self-regulation when learning in interactive learning environments]. In H. Mandl & H.F. Friedrich (Eds.), Handbuch Lernstrategien [Handbook of learning strategies] (pp. 172-184). Göttingen: Hogrefe.
40. Zimmerman, B.J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In D.H. Schunk & B.J. Zimmerman (Eds.), Self-regulated learning (pp. 1-19). New York: Guilford.
41. Zimmerman, B.J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego: Academic Press.