Competencies for Successful Self-Regulated Learning in Higher Education: Structural Model and Indications Drawn from Expert Interviews

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
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.454-470 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2015.1004236
Schlagwörter	Metacognition; Higher Education; Content Validity; Standards; Semi Structured Interviews; Specialists; Student Attitudes; Teacher Attitudes; Teacher Education; STEM Education; Statistical Analysis; Learning Strategies; College Students; College Faculty; Competence; Foreign Countries; Austria; Germany + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Hochschulbildung; Hochschulsystem; Hochschulwesen; Standard; Schülerverhalten; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; STEM; Statistische Analyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Collegestudent; Fakultät; Kompetenz; Ausland; Österreich; Deutschland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01