Artelt, C. (2000). Wie prädiktiv sind retrospektive Selbstberichte über den Gebrauch von Lernstrategien für strategisches Lernen? [How predictive are retrospective self-reports on the use of learning strategies for strategic learning?] Zeitschrift für Pädagogische Psychologie, 14(2/3), 72–84. https://doi.org/10.1024//1010-0652.14.23.72 [In German.]
Google Scholar | Crossref Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Google Scholar Benick, M., Dignath, C., Weißenfels, M., Bellhäuser, H., Perels, F. (2019). Interventionen zur Förderung selbstregulierten Lernens [Interventions to promote self-regulated learning]. In H. Gaspard, U. Trautwein, & M. Hasselhorn (Eds.), Diagnostik und Förderung von Motivation und Volition [Diagnostics and promotion of motivation and volition] (pp. 177–192). Hogrefe. [In German.]
Google Scholar Benick, M. Dörrenbächer-Ulrich, L., & Perels, F. (2018). Prozessuale Evaluation differentieller Effekte eines Selbstregulationstrainings gegen Ende der Grundschulzeit [Process evaluation of differential effects of self-regulation training towards the end of primary school]. Unterrichtswissenschaft, 46, 379–407. https://doi.org/10.1007/s42010-018-0031-y
Google Scholar | Crossref Best, J. R., Miller, P. H., Naglieri, J. A. (2011). Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample. Learning and Individual Differences, 21(4), 327–336. https://doi.org/10.1016/j.lindif.2011.01.007
Google Scholar | Crossref | Medline Bitan-Friedlander, N., Dreyfus, A., Milgrom, Z. (2004). Types of “teachers in training”: The reactions of primary school science teachers when confronted with the task of implementing an innovation. Teaching and Teacher Education, 20(6), 607–619. https://doi.org/10.1016/j.tate.2004.06.007
Google Scholar | Crossref Boekarts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational Research, 31(6), 445–447. https://doi.org/10.1016/S0883-0355(99)00014-2
Google Scholar | Crossref Bronson, M. B. (2000). Self-regulation in early childhood: Nature and nurture. The Guilford Press.
Google Scholar Brown, A. L., Campione, J. C., Day, J. D. (1981). Learning to learn: On training students to learn from texts. Educational Researcher, 10(2), 14–21. https://doi.org/10.3102/0013189X010002014
Google Scholar | SAGE Journals Brunstein, J. C., Spörer, N. (2001). Selbstgesteuertes Lernen [Self-directed learning]. In D.H. Rost (Ed.), Handwörterbuch Pädagogische Psychologie [Concise dictionary of educational psychology] (pp. 622–629). Beltz. [In German.]
Google Scholar Cleary, T. J. (2011). Emergence of self-regulated learning microanalysis: Historical overview, essential features, and implications for research and practice. In B. J. Zimmerman, & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 329–345). Routledge.
Google Scholar Cleary, T. J., Callan, G. L. (2018) Assessing self-regulated learning using microanalytic methods. In D. H. Schunk, & J. A. Greene (Eds.), Handbook of Self-regulation of Learning and Performance (pp. 338–351). (2nd ed.). Routledge.
Google Scholar Cohen, J. (1988). Statistical power analysis for the behavioral sciences. (2nd ed.). Lawrence Erlbaum Associates.
Google Scholar De Corte, E., Verschaffel, L., Masui, C. (2004). The CLIA-model: A framework for de-signing powerful learning environments for thinking and problem solving. European Journal of Psychology of Education, 19(4), 365–384. https://doi.org/10.1007/BF03173216
Google Scholar | Crossref Delen, E., Liew, J. (2016). The use of interactive environments to promote self-regulation in online learning: A literature review. European Journal of Contemporary Education, 15, 24–33. https://doi.org/10.13187/ejced.2016.15.24
Google Scholar Dent, A. L., Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28(3), 425–474. https://doi.org/10.1007/s10648-015-9320-8
Google Scholar | Crossref | ISI Depaepe, F., De Corte, E., Verschaffel, L. (2007). Unraveling the culture of the mathematics classroom: A video-based study in sixth grade. International Journal of Educational Research, 46(5), 266–279. https://doi.org/10.1016/j.ijer.2007.10.008
Google Scholar | Crossref Diamond, R. (2016). The determinants and welfare implications of us workers’ diverging location choices by skill: 1980–2000. American Economic Review, 106(3), 479–524. https://doi.org/10.1257/aer.20131706
Google Scholar | Crossref Dignath, C., Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3(3), 231–264. https://doi.org/10.1007/s11409-008-9029-x
Google Scholar Dignath, C., Büttner, G. (2018). Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes—Insights from video-based classroom observations and teacher interviews. Metacognition and Learning, 13(2), 127–157. https://doi.org/10.1007/s11409-018-9181-x
Google Scholar | Crossref Dignath, C., Büttner, G., Langfeldt, H.-P. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101–129. https://doi.org/10.1016/j.edurev.2008.02.003
Google Scholar | Crossref | ISI Dinsmore, D. L., Alexander, P. A., Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20, 391–409. https://doi.org/10.1007/s10648-008-9083-6
Google Scholar | Crossref | ISI Donker, A. S., De Boer, H., Kostons, D., Dignath-van Ewijk, C. D., Van der Werf, M. P. C. (2014). Effectiveness of learning strategy instruction on academic performance: A meta-analysis. Educational Research Review, 11, 1–26. https://doi.org/10.1016/j.edurev.2013.11.002
Google Scholar | Crossref | ISI Dörrenbächer, L., Perels, F. (2015). Volition completes the puzzle: Development and evaluation of an integrative trait model of self-regulated learning. Frontline Learning Research, 3(4), 14–36. https://doi.org/10.14786/flr.v3i4.179
Google Scholar Dörrenbächer, L., Perels, F. (2016). More is more? Evaluation of interventions to foster self-regulated learning in college. International Journal of Educational Research, 78, 50–65. https://doi.org/10.1016/j.ijer.2016.05.010
Google Scholar | Crossref Dörrenbächer-Ulrich, L., Weißenfels, M., Russer, L., Perels, F. (2021). Multimethod assessment of self-regulated learning in college students: Different methods for different components? Instructional Science, 49, 137–163. https://doi.org/10.1007/s11251-020-09533-2
Google Scholar | Crossref Eisenberg, N., Smith, C. L., Spinrad, T. L. (2004). Effortful control: Relations with emotion regulation, adjustment, and socialization in childhood. In R. F. Baumeister, & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory, and applications (pp. 259–282). The Guilford Press.
Google Scholar Fabriz, S., Dignath-van Ewijk, C., Poarch, G., Büttner, G. (2014). Fostering self-monitoring of university students by means of a standardized learning journal—A longitudinal study with process analyses. European Journal of Psychology of Education, 29, 239–255. https://doi.org/10.1007/s10212-013-0196-z
Google Scholar | Crossref Field, A. P. (2009). Discovering statistics using SPSS: (and sex and drugs and rock ‘n' roll). SAGE Publications.
Google Scholar Flavell, J. H. (1978). Metacognitive development. In J. M. Scandura, & C. Brainerd (Eds.), Structural/process theories of complex human behavior (pp. 213–245). Sitjoff & Wordhoff.
Google Scholar Foerst, N. M., Klug, J., Jöstl, G., Spiel, C., Schober, B. (2017). Knowledge vs. action: Discrepancies in university students’ knowledge about self-reported use of self-regulated learning strategies. Frontiers in Psychology, 8, 1288. https://doi.org/10.3389/fpsyg.2017.01288
Google Scholar | Medline Furr, R. M., Rosenthal, R. (2003). Repeated-measures contrasts for “multiple-pattern” hypotheses. Psychological Methods, 8(3), 275–293. https://doi.org/10.1037/1082-989X.8.3.275
Google Scholar | Crossref | Medline Glaser, C., Keßler, C., Brunstein, J. C. (2009). Förderung selbstregulierten Schreibens bei Viertklässlern: Effekte auf strategiebezogene, holistische und subjektive Maße der Schreibkompetenz [Promotion of self-regulated writing in fourth graders: Effects on strategy-related, holistic and subjective measures of writing competence]. Zeitschrift für Pädagogische Psychologie, 23(1), 5–18. https://doi.org/10.1024/1010-0652.23.1.5 [In German.]
Google Scholar | Crossref Gräsel, C., Parchmann, I. (2004). Implementationsforschung – oder: Der steinige Weg, Unterricht zu verändern [Implementation research – or: The rocky path to changing classroom instruction], Unterrichtswissenschaft, 32, 196–214. [In German.]
Google Scholar Hager, W. (2000). Zur Wirksamkeit von Interventionsprogrammen [On the effectiveness of intervention programs]. In W. Hager, J.-L. Patry, & H. Brezing (Eds.). Evaluation psychologischer Interventionsmaßnahmen. Standards und Kriterien: Ein Handbuch [Evaluation of psychological intervention measures. Standards and criteria: A manual] ( pp. 153–168). Huber. [In German.]
Google Scholar Hellmich, F., Wernke, S. (2009). Lernstrategien im Grundschulalter: Konzepte, Befunde und praktische Implikationen [Learning strategies in primary school age: Concepts, findings, and practical implications]. Kohlhammer Verlag. [In German.]
Google Scholar Hoekstra, A., Brekelmans, M., Beijaard, D., Korthagen, F. (2009). Experienced teachers’ informal learning: Learning activities and changes in behavior and cognition. Teaching and Teacher Education, 25(5), 663–673. https://doi.org/10.1016/j.tate.2008.12.007
Google Scholar | Crossref Hoyle, R. H., Dent, A. L. (2018). Developmental trajectories of skills and abilities relevant for self-regulation of learning and performance. In D. H. Schunk, & J. A. Greene (Eds.), Educational psychology handbook series. Handbook of self-regulation of learning and performance (pp. 49–63). Routledge/Taylor & Francis Group.
Google Scholar Jamieson-Noel, D. L., Winne, P. H. (2003). Comparing self-reports to traces of studying behavior as representations of students’ studying and achievement. Zeitschrift für Pädagogische Psychologie, 17(3/4), 159–171. https://doi.org/10.1024/1010-0652.17.34.159
Google Scholar | Crossref Kistner, S., Rakoczy, K., Otto, B., Dignath-van Ewijk, C., Büttner, G., Klieme, E. (2010). Promotion of self-regulated learning in classrooms: Investigating frequency, quality, and consequences for student performance. Metacognition and Learning, 5(2), 157–171. https://doi.org/10.1007/s11409-010-9055-3
Google Scholar | Crossref | ISI Klug, J., Ogrin, S., Keller, S., Ihringer, A., Schmitz, B. (2011). A plea for self-regulated learning as a process: Modelling, measuring and intervening. Psychological Test and Assessment Modeling, 53(1), 51–72.
Google Scholar Kramarski, B. (2018). Teachers as agents in promoting students’ SRL and performance: Applications for teachers’ dual-role training program. In D.H. Schunk, & J.A. Greene (Eds.), Handbook of self-regulation of learning and performance (pp. 223–239). (2nd ed.). Routledge.
Google Scholar Lehmann, R. H., Peek, R., Poerschke, J. (1997). Hamburger Lesetest für 3. und 4. Klassen: HAMLET 3-4 [Hamburg reading test for 3rd and 4th grades: HAMLET 3–4]. Beltz. [In German.]
Google Scholar Leidinger, M., Perels, F. (2012). Training self-regulated learning in the classroom: Development and evaluation of learning materials to train self-regulated learning during regular mathematics lessons at primary school. Education Research International, 2012, 1–14. Article ID 735790. https://doi.org/10.1155/2012/735790
Google Scholar | Crossref Little, T. D. (2013). Longitudinal structural equation modeling. The Guilford Press.
Google Scholar Liu, C., Bates, T. C. (2014). The structure of attributional style: Cognitive styles and optimism–pessimism bias in the Attributional Style Questionnaire. Personality and Individual Differences, 66, 79–85. https://doi.org/10.1016/j.paid.2014.03.022
Google Scholar | Crossref Lohman, D. F. (1986). Predicting mathemathanic effects in the teaching of higher-order thinking skills. Educational Psychologist, 21(3), 191–208. https://doi.org/10.1207/s15326985ep2103_3
Google Scholar | Crossref Marsh, H. W., Lüdtke, O., Nagengast, B., Trautwein, U., Abduljabbar, A. S., Abdelfattah, F., Jansen, M. (2015). Dimensional comparison theory: Paradoxical relations between self-beliefs and achievements in multiple domains. Learning and Instruction, 35, 16–32. https://doi.org/10.1016/j.learninstruc.2014.08.005
Google Scholar | Crossref McCardle, L., Hadwin, A. F. (2015). Using multiple, contextualized data sources to measure learners’ perceptions of their self-regulated learning. Metacognition and Learning, 10(1), 43–75. https://doi.org/10.1007/s11409-014-9132-0
Google Scholar | Crossref Montroy, J. J., Bowles, R. P., Skibbe, L. E., McClelland, M. M., Morrison, F. J. (2016). The development of self-regulation across early childhood. Developmental Psychology, 52(11), 1744–1762. https://doi.org/10.1037/dev0000159
Google Scholar | Crossref | Medline Moos, D. C., Ringdal, A. (2012). Self-regulated learning in the classroom: A literature review on the teacher’s role. Education Research International, 12, 1–15. https://doi.org/10.1155/2012/423284
Google Scholar | Crossref Muthén, B. O., Satorra, A. (1995). Complex sample data in structural equation modeling. Sociological Methodology, 25, 267–316. https://doi.org/10.2307/271070
Google Scholar | Crossref | ISI Organization for Economic Co-operation and Development, & Programme for International Student Assessment (2004). Learning for tomorrow’s world: First results from PISA 2003. OECD Publishing.
Google Scholar Otto, B. (2007). SELVES. Schüler-, Eltern- und Lehrertrainings zur Vermittlung effektiver Selbstregulation [SELVES. Pupil, parent and teacher training to teach effective self-regulation]. Dissertation, Technische Universität, Fachbereich Humanwissenschaften, Darmstadt. [In German.]
Google Scholar Panadero, E., Klug., J., Järvelä, S. (2016). Third wave of measurement in the self-regulated learning field: When measurement and intervention come hand in hand. Scandinavian Journal of Educational Research, 60(6), 723–735. https://doi.org/10.1080/00313831.2015.1066436
Google Scholar | Crossref Perels, F., Dignath, C., Schmitz, B. (2009). Is it possible to improve mathematical achievement by means of self-regulation strategies? Evaluation of an intervention in regular math classes. European Journal of Psychology of Education, 24(1), 17–32. https://doi.org/10.1007/BF03173472
Google Scholar |