Fostering self-monitoring of university students by means of a standardized learning journal - A longitudinal study with process analyses.

Autor/inn/en	Fabriz, Sabine; Dignath-van Ewijk, Charlotte; Poarch, Gregory; Büttner, Gerhard
Titel	Fostering self-monitoring of university students by means of a standardized learning journal - A longitudinal study with process analyses. Gefälligkeitsübersetzung: Förderung der Selbstüberwachung bei Studierenden durch ein standardisiertes Lerntagebuch - Eine Längsschnittstudie mit Prozessanalysen.
Quelle	In: European journal of psychology of education, 29 (2014) 2, S. 239-255Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0256-2928
Schlagwörter	Metakognition; Selbstbeobachtung; Leistungsmotivation; Lernen; Lernmotivation; Motivation; Selbstgesteuertes Lernen; Tagebuch; Bachelor-Studiengang; Student
Abstract	Examined whether students' self-regulation of learning can be fostered by means of a standardized learning journal. In two of four courses that were included in the study, students had to keep a structured learning diary and/or received further intervention on self-regulated learning through a weekly course. Students who received these interventions were compared to students who received no treatment whatsoever in their self-regulation and learning achievement. A total of 77 college students (mean age 22 years) participated. The study reports pre-post measures including the Questionnaire for the Assessment of Students' Learning Strategies (LIST), a knowledge test, and an English grammar test, as well as process analyses. Results revealed that keeping a structured learning diary without any further intervention did not improve students' self-regulation. Those students who only kept learning diaries even showed a decrease in their motivation. Students who kept the learning diary and at the same time received further information on self-regulation showed increases in their strategy use and their self-efficacy. However, no improvements were found for students' academic performance. It can be concluded that in order for students to profit in keeping a structured learning diary, they should be informed on the benefits of self-monitoring to increase their motivation. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3