“Studies and their results about teachers’ diagnostic accuracy are very heterogeneous. While some papers focus on motivational and self-related learning outcomes, most studies investigate the accuracy of teachers judging students’ performance.” This editorial provides a short introduction of the articles in this journal according to teacher diagnostic competencies. (DIPF/Orig.)
{"title":"Teachers' diagnostic competences and their practical relevance. Special Issue Editorial","authors":"Annika Ohle, Nele McElvany","doi":"10.25656/01:11487","DOIUrl":"https://doi.org/10.25656/01:11487","url":null,"abstract":"“Studies and their results about teachers’ diagnostic accuracy are very heterogeneous. While some papers focus on motivational and self-related learning outcomes, most studies investigate the accuracy of teachers judging students’ performance.” This editorial provides a short introduction of the articles in this journal according to teacher diagnostic competencies. (DIPF/Orig.)","PeriodicalId":44888,"journal":{"name":"Journal for Educational Research Online-JERO","volume":"7 1","pages":"5-10"},"PeriodicalIF":1.3,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69237032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Angrist, Joshua D. & Pischke, Jorn-Steffen (2015). Mastering 'Metrics: The path from cause to effect. Princeton, Oxford: Princeton University Press, 304 p., 35 USD, ISBN 978-0-691-15284-4Around five years ago, Joshua D. Angrist and Jorn-Steffen Pischke published their first joint book on econometrics tools for causal inference: Mostly harmless econometrics (2009). Although this book is excellent in many regards (e.g., more than 5000 quotes on Google Scholar), it was not as harmless as the title might suggest. Mastering 'Metrics: The path from cause to effect now fills this gap, as it is a truly nontechnical introduction.Angrist is Ford professor of economics at the Massachusetts Institute of Technology and Pischke is professor of economics at the London School of Economics and Political Science. Both teach applied econometrics and they have published a variety of their own applications of the presented methods. The book is useful in many areas of educational research, because it illustrates the logic behind causal inference when randomized trials are not feasible - this is a standard issue for many educational research questions due to financial, ethical, legal, or other reasons. International large-scale assessments are an example of this: They provide rich information concerning diverse research questions, but are observational cross-sectional designs by nature. The book discusses the underlying logic and assumptions of causal inference and the related methods in a non-technical way, rather than focusing on the actual estimation of statistical models and mathematical properties ("It won't surprise you to learn that there's a formula for IV standard errors and that your econometric software knows it. Problem solved!", p. 110).In the chapters, the authors' five favorite elements in the econometric toolkit are presented methodologically and illustrated in detail using actual applications. Only the most important statistical formulas are presented and thoroughly explained; appendixes to each chapter provide some more technical details. Embedded comics and amusing dialog between fictitious characters make reading the book a fluent and joyful experience; the generally informal language they use is also a benefit in this regard (e.g., "randomized social experiments are expensive to field and may be slow to bear fruit, while research funds are scarce and life is short", p. xiv). The low-threshold and explanatory nature of the book is further underlined by the fact that a supplementary website (httpi//masteringmetrics.com/) provides the datasets used in the examples, as well as further information for instructors. Many examples are educational in nature and the basic ideas of the different methods are well illustrated, meaning that transferring them to the reader's own research questions is straightforward. Each of the first five chapters captures a different approach to causal inference, while the sixth chapter makes a connection specifically to the ed
Joshua D. Angrist和Jorn-Steffen . Pischke(2015)。掌握参数:从原因到结果的路径。普林斯顿，牛津:普林斯顿大学出版社，304页，35美元，ISBN 978-0-691-15284-4大约五年前，Joshua D. Angrist和Jorn-Steffen Pischke出版了他们第一本关于因果推理的计量经济学工具的合著书:大多数无害的计量经济学(2009)。虽然这本书在很多方面都很优秀(例如，谷歌Scholar上有5000多条引用)，但它并不像标题所暗示的那样无害。掌握“指标”:从原因到结果的路径现在填补了这一空白，因为它是一个真正的非技术介绍。安格里斯特是麻省理工学院福特经济学教授，皮施克是伦敦政治经济学院经济学教授。两人都教授应用计量经济学，并发表了自己对所提出方法的各种应用。这本书在教育研究的许多领域都是有用的，因为它说明了因果推理背后的逻辑，当随机试验是不可行的-这是一个标准的问题，许多教育研究问题由于财政，道德，法律，或其他原因。国际大规模评估就是一个例子:它们提供了关于不同研究问题的丰富信息，但本质上是观察性的横截面设计。这本书以一种非技术的方式讨论了因果推理的基本逻辑和假设以及相关方法，而不是专注于统计模型和数学属性的实际估计(“如果你知道有一个IV标准误差的公式，而且你的计量经济学软件知道它，你不会感到惊讶。问题解决了!”，第110页)。在章节中，作者在计量经济学工具包中的五个最喜欢的元素是方法论上提出的，并使用实际应用详细说明。只有最重要的统计公式才会被介绍和彻底解释;每章的附录提供了更多的技术细节。嵌入式漫画和虚构人物之间有趣的对话使阅读这本书成为一种流畅而愉快的体验;在这方面，他们使用的一般非正式的语言也是一个好处(例如，“随机社会实验的领域是昂贵的，可能是缓慢的结果，而研究资金是稀缺的，生命是短暂的”，第xiv页)。补充网站(http://www.masteringmetrics.com/)提供了示例中使用的数据集，以及为教师提供的进一步信息，这进一步强调了本书的低门槛和解释性。许多例子都是教育性质的，不同方法的基本思想都很好地说明了，这意味着将它们转移到读者自己的研究问题是直截了当的。前五章中的每一章都抓住了因果推理的不同方法，而第六章则专门与教育部门建立了联系。第一章随机试验概述了基本的实验概念，如治疗，结果，控制和治疗组，我们总是只能在一个人身上观察到一种现实的根本问题，以及随机化使“其他事物平等”的想法(第xii页)，并指出了为什么在现实生活中很难实现完美的随机化。此外，还讨论了结果解释中的统计显著性问题，因为分析通常仅基于从总体中抽取的样本。正如第一章所介绍的，实验组和对照组在其他方面不一定是平等的，特别是在非随机条件下。因此，“回归”的概念将在下一章中讨论。回归作为一种条件反射技术，只有在观察到除治疗外引入组差异的所有变量时，才能提供可信的结果。然后通过计算使这些变量在各组中相等，这样就可以进行因果推理。…
{"title":"Mastering 'Metrics: The Path from Cause to Effect","authors":"Isa Steinmann","doi":"10.5860/choice.189854","DOIUrl":"https://doi.org/10.5860/choice.189854","url":null,"abstract":"Angrist, Joshua D. & Pischke, Jorn-Steffen (2015). Mastering 'Metrics: The path from cause to effect. Princeton, Oxford: Princeton University Press, 304 p., 35 USD, ISBN 978-0-691-15284-4Around five years ago, Joshua D. Angrist and Jorn-Steffen Pischke published their first joint book on econometrics tools for causal inference: Mostly harmless econometrics (2009). Although this book is excellent in many regards (e.g., more than 5000 quotes on Google Scholar), it was not as harmless as the title might suggest. Mastering 'Metrics: The path from cause to effect now fills this gap, as it is a truly nontechnical introduction.Angrist is Ford professor of economics at the Massachusetts Institute of Technology and Pischke is professor of economics at the London School of Economics and Political Science. Both teach applied econometrics and they have published a variety of their own applications of the presented methods. The book is useful in many areas of educational research, because it illustrates the logic behind causal inference when randomized trials are not feasible - this is a standard issue for many educational research questions due to financial, ethical, legal, or other reasons. International large-scale assessments are an example of this: They provide rich information concerning diverse research questions, but are observational cross-sectional designs by nature. The book discusses the underlying logic and assumptions of causal inference and the related methods in a non-technical way, rather than focusing on the actual estimation of statistical models and mathematical properties (\"It won't surprise you to learn that there's a formula for IV standard errors and that your econometric software knows it. Problem solved!\", p. 110).In the chapters, the authors' five favorite elements in the econometric toolkit are presented methodologically and illustrated in detail using actual applications. Only the most important statistical formulas are presented and thoroughly explained; appendixes to each chapter provide some more technical details. Embedded comics and amusing dialog between fictitious characters make reading the book a fluent and joyful experience; the generally informal language they use is also a benefit in this regard (e.g., \"randomized social experiments are expensive to field and may be slow to bear fruit, while research funds are scarce and life is short\", p. xiv). The low-threshold and explanatory nature of the book is further underlined by the fact that a supplementary website (httpi//masteringmetrics.com/) provides the datasets used in the examples, as well as further information for instructors. Many examples are educational in nature and the basic ideas of the different methods are well illustrated, meaning that transferring them to the reader's own research questions is straightforward. Each of the first five chapters captures a different approach to causal inference, while the sixth chapter makes a connection specifically to the ed","PeriodicalId":44888,"journal":{"name":"Journal for Educational Research Online-JERO","volume":"7 1","pages":"103"},"PeriodicalIF":1.3,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71027272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1007/978-3-658-12442-7_3
Markus H. Lindner, Sebastian Niedlich, Julia Klausing, Katharina Lüthi, Thomas Brüsemeister
{"title":"Zum Aufbau von Arenen des Bildungsmanagements in Lernen vor Ort","authors":"Markus H. Lindner, Sebastian Niedlich, Julia Klausing, Katharina Lüthi, Thomas Brüsemeister","doi":"10.1007/978-3-658-12442-7_3","DOIUrl":"https://doi.org/10.1007/978-3-658-12442-7_3","url":null,"abstract":"","PeriodicalId":44888,"journal":{"name":"Journal for Educational Research Online-JERO","volume":"7 1","pages":"68-93"},"PeriodicalIF":1.3,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"51266651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to examine the impact of participation in the Los Angeles Better Educated Students for Tomorrow (LA’s BEST) after-school program on positive achievement outcomes in math and English-language arts. A quasi-experimental design was utilized, and hierarchical linear modeling (HLM) was employed to examine the relations between intensity of program participation and achievement outcomes across four years of data using two cohorts of students. Results revealed that regular attendance (over 100 days per year) in the LA’s BEST after-school program led to higher achievement in California Standards Test (CST) math performance, but not in CST English-language arts performance. Therefore, LA’s BEST can improve their program outcomes in math by setting program structures, activities, and policies to encourage all students to attend regularly.
{"title":"Exploring the relationships between LA's BEST program attendance and cognitive gains of LA's BEST students","authors":"D. Huang, Seth Leon, Deborah La Torre Matrundola","doi":"10.1037/e642702011-001","DOIUrl":"https://doi.org/10.1037/e642702011-001","url":null,"abstract":"The purpose of this study was to examine the impact of participation in the Los Angeles Better Educated Students for Tomorrow (LA’s BEST) after-school program on positive achievement outcomes in math and English-language arts. A quasi-experimental design was utilized, and hierarchical linear modeling (HLM) was employed to examine the relations between intensity of program participation and achievement outcomes across four years of data using two cohorts of students. Results revealed that regular attendance (over 100 days per year) in the LA’s BEST after-school program led to higher achievement in California Standards Test (CST) math performance, but not in CST English-language arts performance. Therefore, LA’s BEST can improve their program outcomes in math by setting program structures, activities, and policies to encourage all students to attend regularly.","PeriodicalId":44888,"journal":{"name":"Journal for Educational Research Online-JERO","volume":"6 1","pages":"34-53"},"PeriodicalIF":1.3,"publicationDate":"2014-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57930095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-05-01DOI: 10.1007/978-3-658-04322-3_15
Cornelia Kristen
{"title":"Migrationsspezifische Ungleichheiten im deutschen Hochschulbereich","authors":"Cornelia Kristen","doi":"10.1007/978-3-658-04322-3_15","DOIUrl":"https://doi.org/10.1007/978-3-658-04322-3_15","url":null,"abstract":"","PeriodicalId":44888,"journal":{"name":"Journal for Educational Research Online-JERO","volume":"6 1","pages":"113-134"},"PeriodicalIF":1.3,"publicationDate":"2014-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"51265834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-03-02DOI: 10.15496/PUBLIKATION-18453
Katharina Lambert, Birgit Spinath
The present study examined the effects of the remediation program Waterglass Intervention Program (WIP; Schlotmann, 2004) for children with mathematical learning disabilities (MLD) compared to the effects of private tutoring. In a prepost-test control group design, the data of n = 26 children (age = 8.86, SD = 1.40) who attended the WIP and n = 20 children (age = 8.45, SD = 0.68) who received private tutoring was analyzed. Intervention outcomes were investigated using a standardized math achievement test, math school grades, as well as parents’ judgements. Data analysis revealed that children who attended the WIP showed a greater improvement of math skills and maths grades compared to children who received private tutoring. 17 children treated with the WIP but only 2 children who received private tutoring reached a percentile > 29 at the end of the intervention course. According to ICD-10 criteria, these children would no longer receive an MLD diagnosis. Parents whose children attended the WIP specified higher gains for mathematical abilities but not for psychosocial functioning or MLD symptoms for their children than parents did for the private tutoring group. The results indicate that the WIP is more effective for the remediation of MLD compared to private tutoring.
{"title":"Do we need a special intervention program for children with mathematical learning disabilities or is private tutoring sufficient","authors":"Katharina Lambert, Birgit Spinath","doi":"10.15496/PUBLIKATION-18453","DOIUrl":"https://doi.org/10.15496/PUBLIKATION-18453","url":null,"abstract":"The present study examined the effects of the remediation program Waterglass Intervention Program (WIP; Schlotmann, 2004) for children with mathematical learning disabilities (MLD) compared to the effects of private tutoring. In a prepost-test control group design, the data of n = 26 children (age = 8.86, SD = 1.40) who attended the WIP and n = 20 children (age = 8.45, SD = 0.68) who received private tutoring was analyzed. Intervention outcomes were investigated using a standardized math achievement test, math school grades, as well as parents’ judgements. Data analysis revealed that children who attended the WIP showed a greater improvement of math skills and maths grades compared to children who received private tutoring. 17 children treated with the WIP but only 2 children who received private tutoring reached a percentile > 29 at the end of the intervention course. According to ICD-10 criteria, these children would no longer receive an MLD diagnosis. Parents whose children attended the WIP specified higher gains for mathematical abilities but not for psychosocial functioning or MLD symptoms for their children than parents did for the private tutoring group. The results indicate that the WIP is more effective for the remediation of MLD compared to private tutoring.","PeriodicalId":44888,"journal":{"name":"Journal for Educational Research Online-JERO","volume":"512 1","pages":"68-93"},"PeriodicalIF":1.3,"publicationDate":"2014-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67153513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The successful implementation of school innovations is based on teachers’ motivation taking part into this innovation. We examine teachers’ motivation and its supporting conditions within the scope of two school innovation projects. Self-determination theory and person-object-theory of interest provide the theoretical background for these studies. Furthermore we investigate in how far certain incentives are able to activate motivation. Results show that an important factor regarding the motivation to participate in a project of school innovation is the attachment of signifi cance to the innovation. Interestingly, the basic needs (for autonomy, competence and relatedness) captured in both studies resulted in different kinds of infl uences for motivational types based on self-determination. In addition, the examined incentives have also shown effects on controlled types of motivation.
{"title":"Teacher motivation for participating in school innovations - supporting factors","authors":"Judith Schellenbach-Zell, C. Gräsel","doi":"10.25656/01:4574","DOIUrl":"https://doi.org/10.25656/01:4574","url":null,"abstract":"The successful implementation of school innovations is based on teachers’ motivation taking part into this innovation. We examine teachers’ motivation and its supporting conditions within the scope of two school innovation projects. Self-determination theory and person-object-theory of interest provide the theoretical background for these studies. Furthermore we investigate in how far certain incentives are able to activate motivation. Results show that an important factor regarding the motivation to participate in a project of school innovation is the attachment of signifi cance to the innovation. Interestingly, the basic needs (for autonomy, competence and relatedness) captured in both studies resulted in different kinds of infl uences for motivational types based on self-determination. In addition, the examined incentives have also shown effects on controlled types of motivation.","PeriodicalId":44888,"journal":{"name":"Journal for Educational Research Online-JERO","volume":"2 1","pages":"34-54"},"PeriodicalIF":1.3,"publicationDate":"2011-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69238620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Im vergangenen Jahrzehnt wurden in Deutschland Bildungsstandards und externe Vergleichsarbeiten nach internationalem Vorbild eingefuhrt, um die schulische Bildungsqualitat zu sichern und zu verbessern. Diese testbasierten Schulreformen uben auf Einzelschulen jedoch einen weitaus geringeren Rechenschaftsdruck aus, als dies in angloamerikanischen Staaten seit Langerem der Fall ist. Vor allem durch die "No Child Left Behind"-Gesetzgebung wurde in den USA der testbasierte Rechenschaftsdruck auf Einzelschulen empfindlich erhoht. Dieser Literaturuberblick geht der Frage nach, wie sich eine Erhohung des schulischen Rechenschaftsdrucks auf Schulerleistungen auswirkt. Hierzu werden verschiedene Typen von Vergleichsstudien, die Landervarianzen im testbasierten Rechenschaftsdruck als quasi-experimentelle Versuchsbedingung modellieren, zusammengefasst und kritisch diskutiert. Es wird angenommen, dass diese Befunde auch fur die Weiterentwicklung testbasierter Schulreform in Deutschland von Relevanz sind. (DIPF/Orig.) In the past decade, German federal states enacted educational standards and mandatory testing which aim at quality assurance and data-based school improvement. Accountability policies and high stakes testing in Anglo-Saxon countries were a precursor for the test-based reform movement in Germany. However, the stakes attached to test results in Germany are rather low and schools are not put under rigorous accountability pressure. This is one major difference to test-based school reforms in the United States where the "No Child Left Behind" legislation requires states to raise school accountability pressure. This literature review synthesizes evidence from international and US cross-country comparative studies on the effects of test-based school accountability pressure on student achievement. It is assumed that research evidence on the impact of accountability pressure might be of interest for further developments of mandatory testing systems in Germany. (DIPF/Orig.)
{"title":"Effekte von testbasiertem Rechenschaftsdruck auf Schülerleistungen. Ein Literaturüberblick zu quasi-experimentellen Ländervergleichsstudien","authors":"U. Maier","doi":"10.25656/01:4579","DOIUrl":"https://doi.org/10.25656/01:4579","url":null,"abstract":"Im vergangenen Jahrzehnt wurden in Deutschland Bildungsstandards und externe Vergleichsarbeiten nach internationalem Vorbild eingefuhrt, um die schulische Bildungsqualitat zu sichern und zu verbessern. Diese testbasierten Schulreformen uben auf Einzelschulen jedoch einen weitaus geringeren Rechenschaftsdruck aus, als dies in angloamerikanischen Staaten seit Langerem der Fall ist. Vor allem durch die \"No Child Left Behind\"-Gesetzgebung wurde in den USA der testbasierte Rechenschaftsdruck auf Einzelschulen empfindlich erhoht. Dieser Literaturuberblick geht der Frage nach, wie sich eine Erhohung des schulischen Rechenschaftsdrucks auf Schulerleistungen auswirkt. Hierzu werden verschiedene Typen von Vergleichsstudien, die Landervarianzen im testbasierten Rechenschaftsdruck als quasi-experimentelle Versuchsbedingung modellieren, zusammengefasst und kritisch diskutiert. Es wird angenommen, dass diese Befunde auch fur die Weiterentwicklung testbasierter Schulreform in Deutschland von Relevanz sind. (DIPF/Orig.) In the past decade, German federal states enacted educational standards and mandatory testing which aim at quality assurance and data-based school improvement. Accountability policies and high stakes testing in Anglo-Saxon countries were a precursor for the test-based reform movement in Germany. However, the stakes attached to test results in Germany are rather low and schools are not put under rigorous accountability pressure. This is one major difference to test-based school reforms in the United States where the \"No Child Left Behind\" legislation requires states to raise school accountability pressure. This literature review synthesizes evidence from international and US cross-country comparative studies on the effects of test-based school accountability pressure on student achievement. It is assumed that research evidence on the impact of accountability pressure might be of interest for further developments of mandatory testing systems in Germany. (DIPF/Orig.)","PeriodicalId":44888,"journal":{"name":"Journal for Educational Research Online-JERO","volume":"1243 1","pages":"125-152"},"PeriodicalIF":1.3,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69238661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Die Resultate zeigen, dass schulische Prozessfaktoren in einem bedeutenden Ausmas die Entwicklung selbstregulierten Lernens erklaren konnen. Die Ergebnisse weisen daruber hinaus aber auch darauf hin, dass je unterschiedliche Konfigurationen von sozialen und didaktischen Faktoren die motivationale, die kognitive oder die metakognitive Selbstregulation fordern und dass die Fordermoglichkeiten innerhalb des Konstruktes „selbstreguliertes Lernen“ deutlich variieren. Damit erlauben die Ergebnisse auch eine differenzierte Einschatzung, wie gut Schulen die unterschiedlichen Aspekte der zentralen Zieldimension „selbstreguliertes Lernen“ zu fordern vermogen.
{"title":"School Effects on Students' Self-regulated Learning A Multivariate Analysis of the Relationship Between Individual Perceptions of School Processes and Cognitive, Metacognitive, and Motivational Dimensions of Self-regulated Learning","authors":"Bruno Leutwyler, K. M. Merki","doi":"10.5167/UZH-29038","DOIUrl":"https://doi.org/10.5167/UZH-29038","url":null,"abstract":"Die Resultate zeigen, dass schulische Prozessfaktoren in einem bedeutenden Ausmas die Entwicklung selbstregulierten Lernens erklaren konnen. Die Ergebnisse weisen daruber hinaus aber auch darauf hin, dass je unterschiedliche Konfigurationen von sozialen und didaktischen Faktoren die motivationale, die kognitive oder die metakognitive Selbstregulation fordern und dass die Fordermoglichkeiten innerhalb des Konstruktes „selbstreguliertes Lernen“ deutlich variieren. Damit erlauben die Ergebnisse auch eine differenzierte Einschatzung, wie gut Schulen die unterschiedlichen Aspekte der zentralen Zieldimension „selbstreguliertes Lernen“ zu fordern vermogen.","PeriodicalId":44888,"journal":{"name":"Journal for Educational Research Online-JERO","volume":"1 1","pages":"197-223"},"PeriodicalIF":1.3,"publicationDate":"2009-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70647533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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