The connection between primary school students' self-regulation in learning and perceived teaching quality.

Autor/inn/en	Rieser, Svenja; Fauth, Benjamin; Decristan, Jasmin; Klieme, Eckhardt; Büttner, Gerhard
Titel	The connection between primary school students' self-regulation in learning and perceived teaching quality.
Quelle	In: Journal of cognitive education and psychology, 12 (2013) 2, S. 138-156Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1810-7621; 1945-8959
DOI	10.1891/1945-8959.12.2.138
Schlagwörter	Grundschule; Schüler; Lernprozess; Unterrichtsqualität; Unterrichtsklima; Klassenführung; Unterricht; Training; Deutschland
Abstract	Effective self-regulation is needed to foster student learning. A meta-analysis has shown that even primary school children benefit from training in self-regulated learning. However, there is a lack of research considering the connection between key aspects of regular classroom instruction and students' self-regulated learning. This study investigates the hypothesis that in primary school, self-regulated learning is systematically related to the quality of teaching. Teaching quality is conceptualized as a multidimensional construct comprising classroom management, supportive climate, and cognitive activation. All three dimensions of teaching quality, as well as metacognitive strategy use and volitional control, were reliably assessed for 996 third graders from 54 classes in German primary schools via questionnaire. Because of the clustered data structure, we used multilevel regression analyses for identifying the assumed connections. Most notably, at the classroom level, metacognitive strategy use was significantly predicted by cognitive activation, whereas volitional control was predicted by a supportive climate. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/4