New perspectives for the evaluation of training sessions in self-regulated learning: Time-series analyses of diary data

By Bernhard Schmitz, B. Wiese. 2006

490 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8ed19df8ad5ddea696a810628894cb0746b603e1

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

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 (2012, methodology): “Following Schmitz and Wiese [9], we used this data as process data to conduct time series analysis.”
Social support from work and family domains as an antecedent or moderator of work–family conflicts? (2009, methodology): “The validity coefficient rval represents the correlation between the mean value for each diary measure across all days (aggregate data) and the respective questionnaire measure for each participant (see Schmitz & Wiese, 2006).”
Assessing Self-Regulation as a Cyclical, Context-Specific Phenomenon: Overview and Analysis of SRL Microanalytic Protocols (2012, background): “Whether these measures involve the use of hypermedia and think aloud protocols [22, 23], structured personal diaries [24], behavioral traces on work products [25], or direct observations of regulatory behaviors in particular contexts [26, 27], these measures are similar because they target self-regu”
A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017, methodology): “As already mentioned, Schmidt has developed a SRL model based on Zimmerman’s and influenced by Kuhl’s (2000) model with changes in the names of the phases and subprocesses included (Schmitz and Wiese, 2006).”
The effects of diaries on self-regulation strategies of preservice science teachers (2010, methodology): “These results contribute to current theories of selfregulation and motivation, because self-regulation was shown to be a strong predictor of academic achievement (Stoeger & Ziegler, 2005; Camahalan, 2006; Schmitz & Wiese, 2006).”
The study, evaluation, and improvement of university student self-efficacy (2016, background): “…Papastergiou (2010), Papastergiou, Gerodimos, and Antoniou (2011), PytlikZillig et al. (2011), Rosenberg-Kima et al. (2010), Schaffer et al. (2012), Schmitz and Wiese (2006), Waite and Davis (2006), Wu, Lin, and Yang (2013), and Yeh, Huang, and Yeh (2011) 1922 K. Bartimote-Aufflick et…”
Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance (2010, background): “Process models focus more on the phases of events that constitute the ideal process of self-regulated learning and their typical requirements on the learner (e.g., Otto 2010; Schmitz and Wiese 2006; Winne and Hadwin 1998; Zimmerman 1998, 2000).”
Self-monitoring of self-regulation during math homework behaviour using standardized diaries (2011, methodology): “The scales and indicators had been chosen in reference to the process model of self-regulation cf. Figure 1 (Schmitz and Wiese 2006).”
Third wave of measurement in the self-regulated learning field: when measurement and intervention come hand in hand (2016, methodology): “…for the SRL field future in terms of exploring a more complex and rich spectrum of SRL. Adding a control group that does not work with the intervening measures, but rather on additional non-intervening tools, is a helpful method to control for the intervention effect (e.g. Schmitz & Wiese, 2006).”