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. 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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