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ERIC Number: EJ1036510
Record Type: Journal
Publication Date: 2014-Jun
Pages: 17
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0256-2928
Fostering Self-Monitoring of University Students by Means of a Standardized Learning Journal--A Longitudinal Study with Process Analyses
Fabriz, Sabine; Dignath-van Ewijk, Charlotte; Poarch, Gregory; Büttner, Gerhard
European Journal of Psychology of Education, v29 n2 p239-255 Jun 2014
The self-regulation of learning behavior is an important key competence for university students. In this presented study, we aimed at fostering students' self-regulation of learning by means of a standardized learning journal. In two of four courses that were included in the study, students had to keep a structured learning diary and/or received further intervention on self-regulated learning through a weekly course. Students who received these interventions were compared to students who received no treatment whatsoever in their self-regulation and learning achievement. The study reports pre-post measures as well as process analyses. Results revealed that keeping a structured learning diary without any further intervention did not improve students' self-regulation. Those students who only kept learning diaries even showed a decrease in their motivation. Students who kept the learning diary and at the same time received further information on self-regulation showed increases in their strategy use and their self-efficacy. However, no improvements were found for students' academic performance. It can be concluded that in order for students to profit in keeping a structured learning diary, they should be informed on the benefits of self-monitoring to increase their motivation.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A