A Framework for Designing Training Programs to Foster Self-Regulated Learning and Text Analysis Skills

Abstract

The study’s aim was to develop an intervention program and to evaluate its contribution to students’ self-regulated learning (SRL) and text analysis skills. In a student-focused training approach, the students themselves acquired the training strategies, whereas in the teacher-focused training, the teachers were enabled to explicitly impart these strategies to their students. In order to investigate the effectiveness of the intervention in terms of transfer benefits on SRL and text analysis skills, 274 lower secondary students were examined in a pretest-training-posttest design. Based on two different training approaches, a distinction was made between four groups: student training (singleST), teacher training (singleTT), combination of student and teacher training (ComT), and control group (CG). Substantially more transfer was revealed in all training conditions as compared to the control group. Specifically, the singleST group showed the highest learning gains for all variables. Conversely, a combination of both approaches (ComT) did not result in synergetic effects, but rather in reciprocal interferences.

Promoting self-regulated learning in preschoolers

“…SRL need to be delimited from a general self-regulation ability (gSR) which refers to general regulation processes in order to achieve goals by the regulating actions, thinking processes and feelings (Carver & Scheier, 2011). There is empirical support for the effectiveness of SRL interventions across different age groups: pupils from elementary schools (Dignath, Buettner, & Langfeldt, 2008;Leidinger & Perels, 2012) and secondary schools (Glaser & Brunstein, 2007;Souvignier & Moklesgerami, 2006;Torrance, Fidalgo, & García, 2007;Wagner, Dörrenbächer, & Perels, 2014) as well as university students (Dörrenbächer & Perels, 2016;Nückles, Hübner, & Renkl, 2009;Shi, Frederiksen, & Muis, 2013). Only a few _____________ 1 Saarland University, Department of Educational Science, 66123 Saarbrücken, Germany, lisa.jacob@uni-saarland.de, https://orcid.org/0000-0003-3251-2257 2 Saarland University, Department of Educational Science, 66123 Saarbrücken, Germany, manuela.benick@uni-saarland.de, https://orcid.org/0000-0002-7040-9448 3 Saarland University, Department of Educational Science, 66123 Saarbrücken, Germany, s.doerrenbaecher@googlemail.com, https://orcid.org/0000-0003-4054-5016 4 Saarland University, Department of Educational Science, 66123 Saarbrücken, Germany, f.perels@mx.uni-saarland.de, https://orcid.org/0000-0002-8594-1031 studies so far have already considered preschoolers as addressees of SRL intervention research (e.g.…”

For unto every one that hath shall be given: teachers’ competence profiles regarding the promotion of self-regulated learning moderate the effectiveness of short-term teacher training

“…Students' SRL only improved when they participated in the intervention themselves. Wagner et al (2014) compare the effectiveness of interventions for teachers only, for students only and combined interventions for both groups. The teachers learned about teaching SRL strategies in the context of foreign language learning in a kick-off workshop and three following online modules that provided them with knowledge and classroom materials about the promotion of SRL.…”

“…To sum up, compared to the PD programs about situative approaches to foster SRL, the PD programs that focus on cognitive approaches provide teachers with highly structured examples or, in some cases, even checklists and lesson plans to implement strategy instruction in the classroom. The intervention studies on cognitive approaches reveal positive effects at the teacher level; effects were only positive at the student level when the students received training themselves (Perels & Otto, 2009;Wagner et al, 2014). Researchers find effects on the development of teachers' knowledge of SRL as well as on their SRL practice.…”