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A plea for self-regulated learning as a process: Modelling, measuring and intervenin

Author(s): Julia Klug | Sabine Ogrin | Sylvana Keller | Alice Ihringer | Bernhard Schmitz

Journal: Psychological Test and Assessment Modeling
ISSN 2190-0493

Volume: 53;
Issue: 1;
Start page: 51;
Date: 2011;
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Keywords: self-regulated learning | process | intervention | diary | ARIMA | time-series analysis

Self-regulated learning is regarded as a necessary prerequisite for life-long learning. Some of the existing models consider self-regulated learning as a process (e.g. Zimmerman, 2000; Schmitz & Wiese, 2006). Taking a process perspective on self-regulated learning gives us new insights in self-regulation processes, which allows using suitable methods for measuring self-regulation processes and allows evaluating the effectiveness of training programs more precisely. In this article, we want to advocate the process view on self-regulated learning by explaining its possibilities and advantages. We present a process model, show methods of measuring processes and ways to analyze processes. Specially, we present empirical examples for studies performing a process approach which try to enhance self-regulated learning. Finally, we offer practical advice on developing effective interventions and instruments from a process perspective.
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