标题：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
摘要：Die Resultate zeigen, dass schulische Prozessfaktoren in einem bedeutenden Ausmaß die Entwicklung selbstregulierten Lernens erklären können. Die Ergebnisse weisen darüber hinaus aber auch darauf hin, dass je unterschiedliche Konfigurationen von sozialen und didaktischen Faktoren die motivationale, die kognitive oder die metakognitive Selbstregulation fördern und dass die Fördermöglichkeiten innerhalb des Konstruktes „selbstreguliertes Lernen“ deutlich variieren. Damit erlauben die Ergebnisse auch eine differenzierte Einschätzung, wie gut Schulen die unterschiedlichen Aspekte der zentralen Zieldimension „selbstreguliertes Lernen“ zu fördern vermögen.
其他摘要：The main objective of this study is to identify the scope of influence for enhancing students’ self-regulated learning. Whereas the existing evidence generally shows the impact of schooling on motivational, cognitive, and metacognitive dimensions of self-regulated learning separately for each dimension, the present study compares the impact of schooling on the different aspects of self-regulated learning in an ecologically valid setting without specific training programs. To this end, the study analyses the individual development patterns of 1432 students in a longitudinal sample drawn from Grade 10 to Grade 12. The results of multiple regression analyses show that school and instructional processes can explain a remarkable part of students’ development in self-regulated learning. Furthermore, the current data suggest that different configurations of social and didactical factors promote motivational, cognitive, and meta-cognitive self-regulation and that the scope of influence varies to a substantial degree within the construct “self-regulated learning.” The present study thus allows for a dif-ferentiated estimate regarding the extent to which the schools can promote the pivotal aim – that of self-regulated learning.
关键词：selbstreguliertes Lernen; Schulqualität; Längsschnittstudie;self-regulated learning; school quality; longitudinal study
其他关键词：self-regulated learning, school quality, longitudinal study
