Modelling, Assessing, and Promoting Competences for Self-Regulated Learning in Higher Education

Eckerlein, Nicole; Dresel, Markus; Steuer, Gabriele; Foerst, Nora Maria; Ziegler, Albert; Schmitz, Bernhard; Spiel, Christiane; Schober, Barbara

doi:10.1007/978-3-658-27886-1_9

Cited by 3 publications

(1 citation statement)

References 25 publications

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“…These results once again confirm the importance of prior student variables (SR) in students’ academic behavioral confidence, and in their reasons for procrastination and procrastination activities. Hence the importance of understanding individual characteristics ( Park and Adler, 2003 ; Moffa et al, 2016 ; Murayama et al, 2017 ; Pidgeon and Pittner, 2017 ) for preventing academic failure, and for carrying out counseling and educational guidance processes with university students ( Parpala and Lindblom-Ylänne, 2012 ; Bhullar et al, 2014 ; Eckerlein et al, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students

et al. 2021

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The combination of student Self-Regulation (SR) and the context of Regulatory Teaching (RT), each in varying degree, has recently been demonstrated to have effects on achievement emotions, factors and symptoms of stress, and coping strategies. The aim of the present research study is to verify its possible further effects, on academic behavioral confidence and procrastination. A total of 1193 university students completed validated online questionnaires with regard to specific subjects in their degree program. Using an ex post facto design, multivariate analyses and structural equation modeling (SEM) were carried out in order to test the relationships predicted by the model. SR and RT had a significant joint effect in determining the degree of academic behavioral confidence and of procrastination. Academic behavioral confidence also significantly predicted reasons for procrastinating, and these in turn predicted activities of procrastination. Conclusions are discussed, insisting on the combined weight of the two variables in determining academic behavioral confidence, reasons for procrastinating and activities subject to procrastination, in university students. Implications for guidance and educational support of university students and teachers are analyzed.

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Section: Discussionmentioning

confidence: 99%

Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students

et al. 2021

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Behavioral and Emotional Academic Procrastination Scale

Grunschel,

Wloch,

Gadosey

et al. 2024

Zeitschrift für Entwicklungspsychologie und Pädagogische Psycho

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The Behavioral and Emotional Procrastination Scale ( Bobe et al., 2022 ) measures the general frequency of behavioral and emotional components of academic procrastination. We used a representatively stratified sample of students based on demographic data from the Federal Statistical Office (2021 ) to provide extended evidence for the scale’s reliability and validity of test score interpretation and generate normative values. Our quota sample consisted of 890 students. We addressed deviations from the population with weighting factors. We found evidence for the reliability of the subscales delay and subjective discomfort, the assumed factorial structure, and measurement invariance regarding gender, field of study, type of university, and study phase. Motivational costs were significantly positively related to delay, and delay and subjective discomfort were significantly associated with academic performance and study satisfaction. The normative values quantify the extent of the components of academic procrastination to support researchers and practitioners in helping students overcome them.

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Eine datengestützte Peer-Beratung zur Unterstützung individueller Studienziele

Bartok,

Hubert,

Gleeson

et al. 2023

ZFHE

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Eine Hochschule kann ihre Studierenden bei der Individualisierung ihres Studiums unterstützen, indem sie deren Grundbedürfnisse unterstützt, ihr akademisches Selbstkonzept stärkt und ihre Strategien zum Selbstregulierten Lernen fördert. Ein extracurricularer Ansatz ist die datengestützte Peer-Studienfortschrittsberatung der Universität Wien, bestehend aus der Verknüpfung eines Peer-Beratungsgesprächs mit Datenvisualisierungen zum Studienfortschritt. Das Konzept wurde im Studienjahr 2021/2022 an der Universität Wien im Rahmen einer Mixed-Methods-Studie empirisch erprobt. Es konnte gezeigt werden, dass es sowohl zu einer signifikanten Verbesserung des akademischen Selbstkonzepts als auch zu einer Verbesserung der Strategien zum selbstregulierten Lernen gekommen ist. In qualitativen Analysen wurde deutlich, dass das entwickelte Angebot das Kompetenz- und Autonomieerleben sowie die Eingebundenheit von Studierenden unterstützen kann. Das Angebot kann daher eine Ergänzung zur Individualisierung von Studienplänen darstellen, um individuelle Wege durchs Studium zu unterstützen.

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Modelling, Assessing, and Promoting Competences for Self-Regulated Learning in Higher Education

Cited by 3 publications

References 25 publications

Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students

Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students

Behavioral and Emotional Academic Procrastination Scale

Eine datengestützte Peer-Beratung zur Unterstützung individueller Studienziele

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