Journalartikel

Jahr der Veröffentlichung: 2006

Seiten: 147-160

Zeitschrift: German Journal of Educational Psychology

Bandnummer: 20

Heftnummer: 3

ISSN: 1010-0652

eISSN: 1664-2910

DOI Link: https://doi.org/10.1024/1010-0652.20.3.147

Verlag: Hogrefe

Abstract: 
In this article we review assessment techniques measuring features of self-regulated learning with self-report methods. Four assessment procedures (questionnaires, interviews, think aloud protocols, learning journals) are discussed with respect to their strengths and weaknesses. We report findings suggesting that the extent to which self-regulated learning accounts for intefindividual differences in academic performances is contingent upon the procedure researchers use to assess students' strategic learning. We also describe how the validity of self-report instruments is influenced by a learner's expertise in strategy use. We argue that self-report studies primarily focus on separate constructs involved in self-regulated learning but often ignore how these constructs combine with each other to determine academic performances in specific learning contexts. Multi-method approaches are suggested to enhance the validity of self-report measures and to provide information about the differential validity of individual instruments. Finally, we consider how assessment strategies measuring self-regulated learning in social constructivist classrooms may provide more contextualized information about students' self-regulated learning than self-report procedures.

Harvard-Zitierstil: Spoerer, N. and Brunstein, J. (2006) Assessing self-regulated learning with self-report measures:: A state-of-the-art review, German Journal of Educational Psychology, 20(3), pp. 147-160. https://doi.org/10.1024/1010-0652.20.3.147

APA-Zitierstil: Spoerer, N., & Brunstein, J. (2006). Assessing self-regulated learning with self-report measures:: A state-of-the-art review. German Journal of Educational Psychology. 20(3), 147-160. https://doi.org/10.1024/1010-0652.20.3.147