Self-regulation from a process perspective

• Verfasst von: Perels, Franziska [VerfasserIn]
• Verfasst von: Otto, Barbara [VerfasserIn]
• Verfasst von: Landmann, Meike [VerfasserIn]
• Verfasst von: Hertel, Silke [VerfasserIn]
• Verfasst von: Schmitz, Bernhard [VerfasserIn]
• Titel: Self-regulation from a process perspective
• Verf.angabe: Franziska Perels, Barbara Otto, Meike Landmann, Silke Hertel, Bernhard Schmitz
• Umfang: 11 S.
• Fussnoten: Gesehen am 17.07.2017
• Titel Quelle: Enthalten in: Zeitschrift für Psychologie
• Jahr Quelle: 2007
• Band/Heft Quelle: 215(2007), 3, S. 194-204
• ISSN Quelle: 2151-2604
• DOI: doi:10.1027/0044-3409.215.3.194
• Datenträger: Online-Ressource
• Sprache: eng
• K10plus-PPN: 1560874414

Abstract

The first aim of this study was to analyze self-regulation from a process perspective. Therefore, a process model of self-regulation (Schmitz & Wiese, 2006) was described, postulating state components of self-regulation in three learning phases. The relationships within the model were investigated by means of univariate and multivariate time-series analyses based on process data collected through learning diaries. The second aim was to evaluate an intervention study with 8th-grade students as an example for training evaluation based on process data. The whole sample consisted of 249 8th-grade students; for time-series analyses a subsample of 66 students was used. The results concerning the first research question support the conceptualization of the process model and underline the process character of self-regulation as well as the state conceptualization of the model. The training evaluation results show that specifying the results of standard evaluations by means of controlgroup comparison with time-series methods is enriching.