Literaturnachweis - Detailanzeige
Autor/inn/en | Dresel, Markus; Schmitz, Bernhard; Schober, Barbara; Spiel, Christine; Ziegler, Albert; Engelschalk, Tobias; Jöstl, Gregor; Klug, Julia; Roth, Anne; Wimmer, Bastian; Steuer, Gabriele |
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Titel | Competencies for successful self-regulated learning in higher education. Structural model and indications drawn from expert interviews. |
Quelle | In: Studies in higher education, 40 (2015) 3, S. 454-470Infoseite zur Zeitschrift
PDF als Volltext |
Beigaben | Literaturangaben |
Zusatzinformation | Forschungsdaten, Studiendetails und Erhebungsinstrumente |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0307-5079; 1470-174X |
DOI | 10.1080/03075079.2015.1004236 |
Schlagwörter | Kompetenz; Wissen; Expertenbefragung; Validität; Selbstständiges Lernen; Wissenserwerb; Lernkompetenz; Hochschulbildung; Hochschule; Globaler Aspekt; Kompetenzentwicklung; Student; Studentin |
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 (Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2022/2 |