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New Perspectives for the Evaluation of Training Sessions in Self- Regulated Learning: Time- Series Analyses of Diary Data

Schmitz, Bernhard and 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, pp. 64-96, 31, [Article]

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.

Item Type: Article
Erschienen: 2006
Creators: Schmitz, Bernhard and Wiese, Bettina S.
Title: New Perspectives for the Evaluation of Training Sessions in Self- Regulated Learning: Time- Series Analyses of Diary Data
Language: English
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.

Journal or Publication Title: Contemporary Educational Psychology
Volume: 31
Divisions: 03 Department of Human Sciences > Institute for Psychology
03 Department of Human Sciences
Date Deposited: 22 Feb 2012 10:23
Additional Information:

Impact Factor: 1.93

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