Self-Regulated Learning with Expository Texts as a Competence: Competence Structure and Competence Training

Joachim Wirth; Melanie Schütte; Jessica Wixfort; Detlev Leutner

doi:10.1007/978-3-319-50030-0_6

Self-Regulated Learning with Expository Texts as a Competence: Competence Structure and Competence Training

Joachim Wirth^*
, Melanie Schütte
, Jessica Wixfort
, Detlev Leutner

^*Korrespondierende/r Autor/-in für diese Arbeit

Publikation: Beiträge in Sammelwerken › Kapitel › Begutachtung

Abstract

Three studies are presented that take a look at self-regulated learning as a competence (assessed on the basis of achievement tests) rather than a self-reported learning experience (assessed on the basis of questionnaires). In the first step, in two correlational studies with N = 559 and N = 795 9th graders, sub-competencies of self-regulated learning were identified that are predictive of successful learning with expository texts. In the second step, in an experimental study with N = 647 9th graders, students were assessed with regard to these sub-competencies and were adaptively allocated to training programs that were designed to improve those two sub-competencies that had been shown to be weak in the assessment. The results are in line with a model that integrates component and process models of self-regulated learning. Specifically, it emerged that self-regulated learning as a competence can be broken down into sub-competencies that, in turn, can be taught, in order to improve students’ overall learning achievement when learning with expository texts.

Originalsprache	Englisch
Titel	Competence Assessment in Education : Research, Models and Instruments
Redakteure/-innen	Detlev Leutner, Jens Fleischer, Juliane Grünkorn, Eckhard Klieme
Seitenumfang	15
Erscheinungsort	Cham
Herausgeber (Verlag)	Springer Nature
Erscheinungsdatum	01.01.2017
Seiten	75-89
ISBN (Print)	978-3-319-50028-7, 978-3-319-84301-8
ISBN (elektronisch)	978-3-319-50030-0
DOIs	https://doi.org/10.1007/978-3-319-50030-0_6
Publikationsstatus	Erschienen - 01.01.2017
Extern publiziert	Ja

Bibliographische Notiz

Funding Information:
Acknowledgements The preparation of this chapter was supported by grant WI 2663/4-1, WI 2663/4-2 and WI 2663/4-3 from the German Research Foundation (DFG) in the Priority Program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes” (SPP 1293).

Publisher Copyright:
© 2017, Springer International Publishing AG.

Fachgebiete und Schlagwörter

Erziehungswissenschaften

Zugriff auf Dokument

10.1007/978-3-319-50030-0_6

Dieses zitieren

Wirth, J., Schütte, M., Wixfort, J., & Leutner, D. (2017). Self-Regulated Learning with Expository Texts as a Competence: Competence Structure and Competence Training. in D. Leutner, J. Fleischer, J. Grünkorn, & E. Klieme (Hrsg.), Competence Assessment in Education: Research, Models and Instruments (S. 75-89). (Methodology of Educational Measurement and Assessment). Springer Nature. https://doi.org/10.1007/978-3-319-50030-0_6

Wirth, Joachim ; Schütte, Melanie ; Wixfort, Jessica et al. / Self-Regulated Learning with Expository Texts as a Competence : Competence Structure and Competence Training. Competence Assessment in Education: Research, Models and Instruments. Hrsg. / Detlev Leutner ; Jens Fleischer ; Juliane Grünkorn ; Eckhard Klieme. Cham : Springer Nature, 2017. S. 75-89 (Methodology of Educational Measurement and Assessment).

@inbook{48e44d1557c84c06a4b2a092ff2cc034,

title = "Self-Regulated Learning with Expository Texts as a Competence: Competence Structure and Competence Training",

abstract = "Three studies are presented that take a look at self-regulated learning as a competence (assessed on the basis of achievement tests) rather than a self-reported learning experience (assessed on the basis of questionnaires). In the first step, in two correlational studies with N = 559 and N = 795 9th graders, sub-competencies of self-regulated learning were identified that are predictive of successful learning with expository texts. In the second step, in an experimental study with N = 647 9th graders, students were assessed with regard to these sub-competencies and were adaptively allocated to training programs that were designed to improve those two sub-competencies that had been shown to be weak in the assessment. The results are in line with a model that integrates component and process models of self-regulated learning. Specifically, it emerged that self-regulated learning as a competence can be broken down into sub-competencies that, in turn, can be taught, in order to improve students{\textquoteright} overall learning achievement when learning with expository texts.",

keywords = "Competence, Process, Self-regulated learning, Structure, Training, Educational science",

author = "Joachim Wirth and Melanie Sch{\"u}tte and Jessica Wixfort and Detlev Leutner",

note = "Publisher Copyright: {\textcopyright} 2017, Springer International Publishing AG.",

year = "2017",

month = jan,

day = "1",

doi = "10.1007/978-3-319-50030-0\_6",

language = "English",

isbn = "978-3-319-50028-7",

series = "Methodology of Educational Measurement and Assessment",

publisher = "Springer Nature",

pages = "75--89",

editor = "Detlev Leutner and Jens Fleischer and Juliane Gr{\"u}nkorn and Eckhard Klieme",

booktitle = "Competence Assessment in Education",

address = "Germany",

}

Wirth, J, Schütte, M, Wixfort, J & Leutner, D 2017, Self-Regulated Learning with Expository Texts as a Competence: Competence Structure and Competence Training. in D Leutner, J Fleischer, J Grünkorn & E Klieme (Hrsg.), Competence Assessment in Education: Research, Models and Instruments. Methodology of Educational Measurement and Assessment, Springer Nature, Cham, S. 75-89. https://doi.org/10.1007/978-3-319-50030-0_6

Self-Regulated Learning with Expository Texts as a Competence: Competence Structure and Competence Training. / Wirth, Joachim; Schütte, Melanie; Wixfort, Jessica et al.
Competence Assessment in Education: Research, Models and Instruments. Hrsg. / Detlev Leutner; Jens Fleischer; Juliane Grünkorn; Eckhard Klieme. Cham: Springer Nature, 2017. S. 75-89 (Methodology of Educational Measurement and Assessment).

Publikation: Beiträge in Sammelwerken › Kapitel › Begutachtung

TY - CHAP

T1 - Self-Regulated Learning with Expository Texts as a Competence

T2 - Competence Structure and Competence Training

AU - Wirth, Joachim

AU - Schütte, Melanie

AU - Wixfort, Jessica

AU - Leutner, Detlev

PY - 2017/1/1

Y1 - 2017/1/1

N2 - Three studies are presented that take a look at self-regulated learning as a competence (assessed on the basis of achievement tests) rather than a self-reported learning experience (assessed on the basis of questionnaires). In the first step, in two correlational studies with N = 559 and N = 795 9th graders, sub-competencies of self-regulated learning were identified that are predictive of successful learning with expository texts. In the second step, in an experimental study with N = 647 9th graders, students were assessed with regard to these sub-competencies and were adaptively allocated to training programs that were designed to improve those two sub-competencies that had been shown to be weak in the assessment. The results are in line with a model that integrates component and process models of self-regulated learning. Specifically, it emerged that self-regulated learning as a competence can be broken down into sub-competencies that, in turn, can be taught, in order to improve students’ overall learning achievement when learning with expository texts.

AB - Three studies are presented that take a look at self-regulated learning as a competence (assessed on the basis of achievement tests) rather than a self-reported learning experience (assessed on the basis of questionnaires). In the first step, in two correlational studies with N = 559 and N = 795 9th graders, sub-competencies of self-regulated learning were identified that are predictive of successful learning with expository texts. In the second step, in an experimental study with N = 647 9th graders, students were assessed with regard to these sub-competencies and were adaptively allocated to training programs that were designed to improve those two sub-competencies that had been shown to be weak in the assessment. The results are in line with a model that integrates component and process models of self-regulated learning. Specifically, it emerged that self-regulated learning as a competence can be broken down into sub-competencies that, in turn, can be taught, in order to improve students’ overall learning achievement when learning with expository texts.

KW - Competence

KW - Process

KW - Self-regulated learning

KW - Structure

KW - Training

KW - Educational science

UR - https://www.scopus.com/pages/publications/85151514966

UR - https://www.mendeley.com/catalogue/7a983df7-1375-33ed-8146-f0217488b09d/

U2 - 10.1007/978-3-319-50030-0_6

DO - 10.1007/978-3-319-50030-0_6

M3 - Chapter

AN - SCOPUS:85151514966

SN - 978-3-319-50028-7

SN - 978-3-319-84301-8

T3 - Methodology of Educational Measurement and Assessment

SP - 75

EP - 89

BT - Competence Assessment in Education

A2 - Leutner, Detlev

A2 - Fleischer, Jens

A2 - Grünkorn, Juliane

A2 - Klieme, Eckhard

PB - Springer Nature

CY - Cham

ER -

Wirth J, Schütte M, Wixfort J, Leutner D. Self-Regulated Learning with Expository Texts as a Competence: Competence Structure and Competence Training. in Leutner D, Fleischer J, Grünkorn J, Klieme E, Hrsg., Competence Assessment in Education: Research, Models and Instruments. Cham: Springer Nature. 2017. S. 75-89. (Methodology of Educational Measurement and Assessment). doi: 10.1007/978-3-319-50030-0_6

Self-Regulated Learning with Expository Texts as a Competence: Competence Structure and Competence Training

Abstract

Bibliographische Notiz

Fachgebiete und Schlagwörter

Zugriff auf Dokument

Fingerprint

Dieses zitieren