New perspectives for the evaluation of training sessions in self-regulated learning: Time-series analyses of diary data. Schmitz, B. & Wiese, B. S. Contemporary Educational Psychology, 31(1):64–96, January, 2006.
New perspectives for the evaluation of training sessions in self-regulated learning: Time-series analyses of diary data [link]Paper  doi  abstract   bibtex   
The present study combines a standardized diary approach with time-series analysis methods to investigate the process of self-regulated learning. Based on a process-focused adaptation of ZimmermanÕs (2000) learning model, an intervention (consisting of four weekly training sessions) to increase self-regulated learning was developed. The diaries were applied to evaluate this intervention. A sample of 40 civil engineering students participated and 21 of them answered questions in standardized diaries over a five-week period. The effectiveness of the intervention was demonstrated using trend analyses that evinced significant improvements in self-regulatory behavior. In addition, interrupted time-series analyses and control group comparisons confirmed essential treatment effects. The results demonstrate the advantages of using standardized diaries to obtain ecologically valid data on daily learning.
@article{schmitz_new_2006,
	title = {New perspectives for the evaluation of training sessions in self-regulated learning: {Time}-series analyses of diary data},
	volume = {31},
	issn = {0361476X},
	shorttitle = {New perspectives for the evaluation of training sessions in self-regulated learning},
	url = {http://linkinghub.elsevier.com/retrieve/pii/S0361476X05000172},
	doi = {10.1016/j.cedpsych.2005.02.002},
	abstract = {The present study combines a standardized diary approach with time-series analysis methods to investigate the process of self-regulated learning. Based on a process-focused adaptation of ZimmermanÕs (2000) learning model, an intervention (consisting of four weekly training sessions) to increase self-regulated learning was developed. The diaries were applied to evaluate this intervention. A sample of 40 civil engineering students participated and 21 of them answered questions in standardized diaries over a five-week period. The effectiveness of the intervention was demonstrated using trend analyses that evinced significant improvements in self-regulatory behavior. In addition, interrupted time-series analyses and control group comparisons confirmed essential treatment effects. The results demonstrate the advantages of using standardized diaries to obtain ecologically valid data on daily learning.},
	language = {en},
	number = {1},
	urldate = {2018-12-27},
	journal = {Contemporary Educational Psychology},
	author = {Schmitz, Bernhard and Wiese, Bettina S.},
	month = jan,
	year = {2006},
	pages = {64--96}
}
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