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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.454-470 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |