Assessing how teachers enhance self-regulated learning: A multiperspective approach

Dignath-van Ewijk, Charlotte ; Dickhäuser, Oliver ; Büttner, Gerhard

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Document Type: Article
Year of publication: 2013
The title of a journal, publication series: Journal of Cognitive Education and Psychology
Volume: 12
Issue number: 3
Page range: 338-358
Place of publication: New York, NY
Publishing house: Springer
ISSN: 1945-8959 , 1810-7621
Publication language: English
Institution: School of Social Sciences > Pädagogische Psychologie (Dickhäuser 2008-)
Subject: 370 Education
Abstract: Teachers' behavior in the classroom can be assessed from different perspectives using teacher ratings, student ratings, or classroom observations. This article presents an observation instrument to assess teachers' promotion of self-regulated learning (SRL), capturing teachers' instruction of self-regulation strategies as well as characteristics of the learning environment that should foster students' self-regulation. Thirty-four classroom videotapes were systematically coded regarding teachers' promotion of SRL. Moreover, student and teacher ratings were collected to compare different perspectives. For the prediction of students' SRL, the value of observation data and of teacher and student ratings was analyzed. The results sug-gested that teacher and observer ratings did not agree, and that teacher and student ratings agreed to some extent. Regression analysis showed that the instruction of metacognitive strategies assessed through observations as well as through student ratings significantly predicted students' SRL, whereas the ratings of the observed learning environment predicted student SRL and achievement negatively. In addition, teachers' perceptions of fostering situated learning also predicted SRL of their students.

Dieser Eintrag ist Teil der Universitätsbibliographie.

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