Dissertation: Selbstregulation im Lernprozess durch den Einsatz von Prompts in Lerntagebüchern

Selbstregulation im Lernprozess durch den Einsatz von Prompts in Lerntagebüchern

Schriften zur pädagogischen Psychologie, Band 73

Hamburg 2020, 292 Seiten
ISBN 978-3-339-11496-9 (Print), ISBN 978-3-339-11497-6 (eBook)

Erziehungswissenschaft, Learning diaries, learning success, Lernerfolg, Lernprozess, Lerntagebücher, Motivation, Pädagogische Psychologie, Prompts, Psychologie, Selbstregulation, Selbstreguliertes Lernen, Self-regulated learning

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Self-regulated learning is considered to be one of the key prerequisites for lifelong learning. School pupils are already expected to develop an adequate competence of this skill. Working with learning diaries is a particular learning method in which the learner can increasingly develop self-regulative abilities. Previous studies have shown that working with learning diaries takes place best of all utilizing prompts which can stimulate learning strategies in the learners. This paper empirically examines students working with learning diaries over a period of one university semester. The 3P model of Biggs serves as the theoretical fundament. An important question explores under which learning conditions working with learning diaries is most successful, whereby cognitive, motivational and emotional components were included via adoption of the 3P model. These three components were also brought into consideration and measured within the learning process. How does one learn most effectively utilizing learning diaries? Which aspects of the personality facilitate autononomous learning? Which individuals are particularly suitable for working with learning diaries? How do prompts have to be designed so that they can successfully support as many learners as possible within the learning process? And what role does feedback play after each learning unit? This paper includes two studies which are concerned with these questions and offers first answers in view of the cognitive, motivational, emotional and learning prerequisites of the learner interacting within concrete learning circumstances.

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