Schmitz, Bernhard ; Wiese, Bettina S. (2006)
New Perspectives for the Evaluation of Training Sessions in Self- Regulated Learning: Time- Series Analyses of Diary Data.
In: Contemporary Educational Psychology, 31
Artikel, Bibliographie
Kurzbeschreibung (Abstract)
The present study combines a standardized diary approach with time-series analysis methods to investigate the process of self-regulated learning. Based on a process-focused adaptation of learning model, an intervention (consisting of four weekly training sessions) to increase self-regulated learning was developed. The diaries were applied to evaluate this intervention. A sample of 40 civil engineering students participated and 21 of them answered questions in standardized diaries over a five-week period. The effectiveness of the intervention was demonstrated using trend analyses that evinced significant improvements in self-regulatory behavior. In addition, interrupted time-series analyses and control group comparisons confirmed essential treatment effects. The results demonstrate the advantages of using standardized diaries to obtain ecologically valid data on daily learning.
| Typ des Eintrags: | Artikel |
|---|---|
| Erschienen: | 2006 |
| Autor(en): | Schmitz, Bernhard ; Wiese, Bettina S. |
| Art des Eintrags: | Bibliographie |
| Titel: | New Perspectives for the Evaluation of Training Sessions in Self- Regulated Learning: Time- Series Analyses of Diary Data |
| Sprache: | Englisch |
| Publikationsjahr: | 2006 |
| Titel der Zeitschrift, Zeitung oder Schriftenreihe: | Contemporary Educational Psychology |
| Jahrgang/Volume einer Zeitschrift: | 31 |
| Kurzbeschreibung (Abstract): | The present study combines a standardized diary approach with time-series analysis methods to investigate the process of self-regulated learning. Based on a process-focused adaptation of learning model, an intervention (consisting of four weekly training sessions) to increase self-regulated learning was developed. The diaries were applied to evaluate this intervention. A sample of 40 civil engineering students participated and 21 of them answered questions in standardized diaries over a five-week period. The effectiveness of the intervention was demonstrated using trend analyses that evinced significant improvements in self-regulatory behavior. In addition, interrupted time-series analyses and control group comparisons confirmed essential treatment effects. The results demonstrate the advantages of using standardized diaries to obtain ecologically valid data on daily learning. |
| Zusätzliche Informationen: | Impact Factor: 1.93 |
| Fachbereich(e)/-gebiet(e): | 03 Fachbereich Humanwissenschaften > Institut für Psychologie 03 Fachbereich Humanwissenschaften |
| Hinterlegungsdatum: | 22 Feb 2012 10:23 |
| Letzte Änderung: | 05 Mär 2013 09:58 |
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