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Journal for educational research online 5 (2013) 2, S. 162-188, Educational processes in modern information societies require personal initiative - not only in institutional contexts but also in out-of-school and working environments. Besides cognitive competencies (e.g., reading or mathematical literacy), a person’s ability to regulate his/her own learning processes is therefore of particular importance for successful learning and working. Metacognition is a central component in the process of self-regulated learning. It is defined as cognition about cognition and encompasses two components: the knowledge component and the regulation component. To better understand how metacognition evolves and how its development is influenced by cognitive and motivational components, the German National Educational Panel Study (NEPS) aims at assessing different aspects of metacognition as well as self-regulation in the respective phases of the lifespan. The present paper gives an overview on the general approach of assessing metacognition and self-regulation within the NEPS, focusing on the assessment of one specific component of metacognition, namely, metacognitive knowledge. Results from two pilot studies on a newly developed test instrument (with two experimentally varied versions of the test) for secondary school students are presented. The results concerning the metacognitive knowledge test are discussed not only with regard to further developments within the NEPS but also with regard to their theoretical and practical implications. (DIPF/Orig.), Steigende Anforderungen der Informationsgesellschaft bedürfen einer eigenständigen und kontinuierlichen Aneignung von Wissen. Dies zeigt sich in schulischen Aus- und Weiterbildungskontexten ebenso wie in Beruf und Freizeit. Erfolgreiches Lernen erfordert daher neben kognitiven Kompetenzen (z.B. Lesekompetenz oder mathematische Kompetenz) insbesondere auch die Befähigung, das eigene Lernen zu regulieren. Metakognition ist eine zentrale Komponente im Prozess des selbstregulierten Lernens. Konzeptuell sind zwei Facetten der Metakognition zu unterscheiden, eine Wissens- und eine Regulationskomponente. Um Entwicklungsverläufe zur Metakognition und den Einfluss kognitiver und motivationaler Variablen abbilden zu können, bedarf es Längsschnittstudien. Ein Ziel des Nationalen Bildungspanels (National Educational Panel Study, NEPS) ist es daher, neben kognitiven Komponenten auch Metakognition bzw. Aspekte der Selbstregulation in den jeweiligen Phasen des Lebenslaufs zu erfassen. Nach einem Überblick über den Ansatz zur Erfassung des selbstregulierten Lernens (Metakognition bzw. Selbstregulation) im NEPS fokussiert der vorliegende Beitrag auf die Diagnose metakognitiven Wissens mittels eines neu entwickelten Instruments (z. T. in empirisch variierten Versionen) für Schülerinnen und Schüler der Sekundarstufe. Ergebnisse zweier Pilotstudien werden präsentiert und in Hinblick auf ihre theoretische und praktische Bedeutsamkeit, auch bezüglich weiterer NEPS-Entwicklungen diskutiert. (DIPF/Orig.)

As a means to counter the SARS-CoV‑2 pandemic, schools were closed throughout Germany between mid-March and end of April 2020. Schooling was translocated to the students' homes where students were supposed to work on learning tasks provided by their teachers. Students' self-regulation and attributes of the learning tasks may be assumed to have played important roles when adapting to this novel schooling situation. They may be predicted to have influenced students' daily self-regulation and hence the independence with which they worked on learning tasks. The present work investigated the role of students' trait self-regulation as well as task difficulty and task enjoyment for students' daily independence from their parents in learning during the homeschooling period. Data on children's trait self-regulation were obtained through a baseline questionnaire filled in by the parents of 535 children (Um die SARS-CoV-2-Pandemie einzudämmen, wurden zwischen Mitte März und Ende April 2020 deutschlandweit alle Schulen geschlossen. Während dieser Zeit wurden die Schüler*innen zu Hause beschult (‚Homeschooling‘) und arbeiteten an Lernaufgaben, die von ihren Lehrkräften bereitgestellt wurden. Bei der Anpassung an diese neuartige Beschulungssituation könnten sowohl die Selbstregulation der Schüler*innen als auch die Eigenschaften der Lernaufgaben eine wichtige Rolle gespielt haben. Es ist anzunehmen, dass diese insbesondere die tagtägliche Selbstregulation der Schüler*innen beim Bearbeiten der Lernaufgaben und damit die Selbstständigkeit, mit der sie an den Lernaufgaben arbeiteten beeinflusst haben. Die vorliegende Arbeit untersuchte, welche Rolle die dispositionelle Selbstregulation von Schüler*innen, die Schwierigkeit der Lernaufgaben und die Freude an den Aufgaben für die tagtägliche Selbstständigkeit der Bearbeitung der Aufgaben während des Homeschoolings spielten. Die dispositionelle Selbstregulation der Schüler*innen wurde zunächst über einen Eingangsfragebogen erfasst, der von den Eltern von 535 Kindern ausgefüllt wurde (

Self-regulation and emotion-regulation largely contribute to educational and professional achievement and social and emotional stability and thus eventually to well-being and mental health. Emotions in school-contexts, achievement as well as social emotions, and their effects on cognition, motivation, and social functioning as moderators of achievement and well-being, have been studied increasingly in pedagogic psychology in the last three decades (Pekrun & Linnebrink-Garcia, 2014). It has also been found that achievement emotions and self- and emotion-regulation correlate. A correlational study conducted by the author is presented in this work and confirms these findings. Positive achievement emotions significantly correlate positively with self-regulation, and negative achievement emotions significantly correlate negatively with self-regulation. These associations depend, among other factors, on the emotion-regulation strategies that are employed. Reappraisal has proven to be an adaptive strategy in view of the above-mentioned goals of achievement and well-being. The same is valid for peer-to-peer tutoring formats, especially in dyadic conditions. Their positive effects in cognitive, motivational, and social regards are largely documented, as well as the fact that the social benefits, especially the construct of social support, function as moderators of the overall positive effects of peer-to-peer tutoring. In view of these findings, and a rising awareness for the need of prevention and the promotion of health, increasingly mental health, in primary and secondary education (which manifests itself in the German federal states´ curricula´s leading perspectives and school quality programs) the centre of the present work is an interventional study training emotion-regulation in secondary education in peer-to-peer tutoring dyadic and group conditions. Tutors were recruited from grades 10 and 11 (M = 16,4 years) and tutees from grades 7 and 8 (M = 13,1 years). The study uses a 2 factorial within-subject pre-post design with the between-participants factor “training condition”. The intervention is based on a semi-standardized training material developed by the author, with the help of which tutees employ cognitive reappraisal in school-context situations in which they identify a negative achievement emotion as impeding achievement or social aims and/or well-being. If-Then-Plans – Implementation Intentions with Mental Contrasting – were formed to be employed in the six weeks in between T1 and T2, the dependent variable being the manifestation of the negative achievement emotion chosen in tutees´ plans. The intervention is a quasi-experimental pre-post-test of change hypotheses. Results did not confirm hypotheses on a statistically significant level, and they are ambiguous in so far as not all of them take the hypothesized direction. The results for hypothesis 5 are significantly opposite of what was assumed. Hypotheses were that tutees would employ the emotion-regulation strategy of reappraisal more frequently at T2 than at T1 (1), and that this was associated with lower scores for negative achievement emotions at T2 than at T1 (2). Furthermore, we hypothesized that relations between scores for the employment of reappraisal between T1 and T2 were moderated by social support as tutees perceived themselves receiving from tutors, and tutors´ empathy (3). Next, we hypothesized a possible decline of values for negative achievement emotions from T1 to T2 independent of the employment of reappraisal, and this again to be moderated by social support and empathy (4). It was then hypothesized that in dyadic conditions the moderating effects of both were higher than in group conditions, firstly, related to values for the employment of reappraisal as assumed in hypothesis 1 (5), and secondly, to scores for negative achievement emotions as assumed in hypothesis 4 (6). Last, it was hypothesized that tutees would (increasingly) apply the emotion-regulation strategy they practiced with tutees by means of implicit learning, and this to result in higher scores for tutors´ employment of reappraisal at T2 compared to T1 (7). The findings indicate that, even if being below statistical relevance, the intervention can be effective in contexts of secondary education. It is discussed how it could be adapted to be more effective, and how it could practically be implemented in every-day school environments with a special focus on the role of dyadic structures in peer-to-peer tutoring settings. Dissertation ist gesperrt bis zum 17.12.2023 !!

Learners��� ability to self-regulate their learning is important for learning success in computer-based learning situations and beyond. Yet, learners hardly show self-regulated learning strategies spontaneously during learning. A method to activate self-regulated learning strategies are prompts. While the effects of prompts on strategy use and learning outcomes are extensively researched, few studies investigate whether prompts also affect motivational variables, such as self-efficacy. Moreover, studies investigating the conditions under which prompts affect self-regulated learning are sparse. Given the relevance of self-regulated learning, the goal of this thesis was to investigate effects of cognitive and metacognitive prompts on learners��� strategy use, self-efficacy and learning outcomes as well as interactions of prompts and self-efficacy. The main research questions were: "Do prompts affect learners self-efficacy?" and "Under which conditions do prompts affect self-regulated learning and its learning outcomes?". Three studies were conducted to answer these questions. The first study investigated the effects of prompts on learners��� strategy use, self-efficacy and learning outcomes while learning twice with hypermedia. The focus was on the development of learners��� self-efficacy, which increased across learning situations only among the prompted learners. The second study focused more fine-grained on the effects of prompts on learners��� self-efficacy and the underlying mechanisms. Moreover, it was investigated for which learners, prompts affect learning outcomes. Learners��� self-efficacy during learning moderated the relationship between prompts and learning outcomes. In the third study, short- and long-term effects of prompts were investigated in a university setting. Short-term prompting affected strategy use positively but not self-efficacy and learning outcomes. Moreover, learners did not maintain the increased strategy use after prompting ended, but long-term prompting did not have this effect either. Overall, the results of the three studies indicated that when prompts are presented during studying of the learning material, they affect learners��� self-efficacy, but not strategy use. When prompts are used to support post-processing of the learning material, they affect strategy use, but not self-efficacy. The findings are discussed with respect to their implications for theory and practice. Moreover, the role of other factors, e.g. cognitive load, is discussed.

The present dissertation was developed to emphasize the importance of self-regulatory abilities and to derive novel opportunities to empower self-regulation. From the perspective of PSI (Personality Systems Interactions) theory (Kuhl, 2001), interindividual differences in self-regulation (action vs. state orientation) and their underlying mechanisms are examined in detail. Based on these insights, target-oriented interventions are derived, developed, and scientifically evaluated. The present work comprises a total of four studies which, on the one hand, highlight the advantages of a good self-regulation (e.g., enacting difficult intentions under demands; relation with prosocial power motive enactment and well-being). On the other hand, mental contrasting (Oettingen et al., 2001), an established self-regulation method, is examined from a PSI perspective and evaluated as a method to support individuals that struggle with self-regulatory deficits. Further, derived from PSI theory`s assumptions, I developed and evaluated a novel method (affective shifting) that aims to support individuals in overcoming self-regulatory deficits. Thereby affective shifting supports the decisive changes in positive affect for successful intention enactment (Baumann Scheffer, 2010). The results of the present dissertation show that self-regulated changes between high and low positive affect are crucial for efficient intention enactment and that methods such as mental contrasting and affective shifting can empower self-regulation to support individuals to successfully close the gap between intention and action.

The current name is: Maike Weiß

Deutsche Forschungsgemeinschaft (DFG)

In this dissertation, I discuss leader self-regulation from several perspectives, with a specific focus on leader emotion regulation and leader self-leadership. Firstly, I develop a theoretical framework, which is based on both control theory (Carver & Scheier, 1998) and the four levels of self-regulation described by Lord et al. (2010). This framework serves to disentangle the four related concepts of self-regulation, emotion regulation, self-control, and self-leadership. Secondly, I use the framework to provide a clear definition of successful self-leadership, which is based on the concept of successful emotion regulation (e.g., Aldao et al., 2015; Bonanno & Burton, 2013). Thirdly, I describe a new rationale for operationalizing successful self-regulation, which I then apply to successful emotion regulation and successful self-leadership within the work context. Both new scales showed mostly satisfactory psychometric properties, test-retest reliabilities, as well as convergent, discriminant, and criterion validity. Fourthly, I report the results of a mixed-source study in which the two new scales were used to assess the consequences of leaders’ emotion regulation and self-leadership skills. Using a sample of N = 315 leader–follower dyads, I found that both leader emotion regulation and self-leadership had significant positive associations with the constructive leadership style of instrumental leadership, as well as having significant negative associations with active destructive leadership. Additionally, self-leadership had a significant negative association with passive destructive leadership (i.e., laissez-faire leadership). Furthermore, both types of leader self-regulation were indirectly associated with follower job satisfaction via instrumental leadership. Finally, I examined the potential relationships between three heart rate variability measures, including cardiac coherence, and self-reported emotion regulation in a sample of N = 37 students. However, even though the model of neurovisceral integration predicts a positive association between heart rate variability measures and the capacity for emotion regulation (Thayer & Lane, 2000, 2009), I could not detect any associations between emotion regulation and the three heart rate variability measures used in this study.

Journal of computer assisted learning 37 (2021) 5, S. 1217-1231, Digital distractions can interfere with goal attainment and lead to undesirable habits that are hard to get red rid of. Various digital self-control interventions promise support to alleviate the negative impact of digital distractions. These interventions use different approaches, such as the blocking of apps and websites, goal setting, or visualizations of device usage statistics. While many apps and browser extensions make use of these features, little is known about their effectiveness. This systematic review synthesizes the current research to provide insights into the effectiveness of the different kinds of interventions. From a search of the ‘ACM’, ‘Springer Link’, ‘Web of Science’, ’IEEE Xplore’ and ‘Pubmed’ databases, we identified 28 digital self-control interventions. We categorized these interventions according to their features and their outcomes. The interventions showed varying degrees of effectiveness, and especially interventions that relied purely on increasing the participants' awareness were barely effective. For those interventions that sanctioned the use of distractions, the current literature indicates that the sanctions have to be sufficiently difficult to overcome, as they will otherwise be quickly dismissed. The overall confidence in the results is low, with small sample sizes, short study duration, and unclear study contexts. From these insights, we highlight research gaps and close with suggestions for future research. (DIPF/Orig.)

By activating self-regulation processes, prompts affect strategy use and learning outcomes. This study investigates the effects of cognitive and metacognitive prompts on strategy use and learning outcomes. Since enactive self-regulation processes represent the basis for self-efficacy judgements, we also investigated the effects of cognitive and metacognitive prompts on the development of learners’ self-efficacy. Alternatively, based on the concept of aptitude-treatment interactions, it is proposed that learners’ self-efficacy moderates the effects of prompts on learners’ self-reported online strategy use and their learning outcomes. While learning with hypermedia, N = 70 students either received cognitive and metacognitive prompts or learned without prompts. Self-efficacy was measured before, during, and directly after learning. Learning outcomes were assessed after learning. Strategy use was assessed via self-report and the quality of learning strategies in learners’ notes. Prompting had no effect on self-reported cognitive and metacognitive online strategy use, the quality of learning strategies, and learning outcomes but increased learners’ self-efficacy within the experimental group. Following the theoretical argumentation of aptitude-treatment interactions, moderation analyses indicated that the effect of prompts on learning outcomes was dependent on learners’ self-efficacy during learning. Thus, learners perceived self-efficacy during learning influenced the effectiveness of the prompts. Further research should investigate the interrelations between cognitive, metacognitive, and motivational factors to better understand how self-regulation can effectively be fostered in hypermedia environments., publishedVersion

Self-regulation is a multidimensional construct that is defined as the ability to control thoughts, emotions, and behaviors and is positively related to academic achievement. Moreover, self-regulation is context-sensitive, suggesting that self-regulation abilities displayed by individuals might differ across different contexts. Germany and Iran provide two different contexts with distinct cultural characteristics that may affect self-regulation. In addition, up to this point, self-regulation has been mainly studied in Western countries with similar cultural contexts and there is a lack of research exploring self-regulation and its associations with academic performance in non-Western countries. Hence, the present dissertation investigated self-regulation and its association with (pre)academic performance in Germany and Iran with the aim of contributing to the better understanding of the context-sensitivity of self-regulation. The development of self-regulation in college students as young adults is deeply embedded in the context in which they grew up, besides they are yet engaged in education and academic performance. However, although the relation of self-regulation and academic performance is well established for children, studies investigating this relationship in adults are rather scarce, hence requiring further research. Accordingly, in the first step, Study 1 examined the relation of different aspects of self-regulation and mathematics performance in young adults. In the second step, Study 2 compared the relationship between self-regulation and mathematics performance in young adults in two different countries (i.e., Germany and Iran). Therefore, Study 1 and Study 2 are best considered in conjunction. Furthermore, the results of longitudinal studies in Western countries revealed that academic performance can be predicted by a child’s self-regulation abilities at preschool age. Considering dissimilar effects of different contexts on the development of self-regulation, these results suggest that there might be differences between German and Iranian children at preschool age with respect to self-regulation abilities, which could influence their academic performance in the future. Accordingly, in the third step, Study 3 investigated self-regulation abilities of German and Iranian children at preschool age before the start of their formal education. Study 1 aimed to investigate the relationship between self-regulation and mathematics performance in young adults. In Study 1, different aspects of self-regulation and mathematics performance were tested in 40 undergraduate German students aged between 19 and 21, of whom 33 were female. The findings showed that behavioral self-regulation did not predict mathematics performance, however, self-control, as an aspect of self-regulation, had a significant positive relationship with the mathematics performance. The results suggested that the college students with greater self-control abilities might have a greater ability to concentrate on the task and suppress unwanted thoughts or distracting information, and hence responded faster to the mathematic problems. Altogether, the findings demonstrated that the previously discovered positive relationship between self-control and mathematics performance in children is also valid in young adults. Study 2 aimed to investigate the relationship between self-regulation and mathematics performance in young adults in two different countries (Germany and Iran). Self-regulation and mathematics performance were assessed in 44 Iranian college students and the results were compared with Study 1, which examined the same relationship in German college students. Self-regulation was assessed by the same measure used to assess self-control, as an aspect of self-regulation, in Study 1. Mathematics performance was measured by the same mathematics task used in Study 1. Moreover, the field of study of the students was also considered in this study. The findings of this study showed that self-regulation predicted mathematics performance only in German students and not in Iranian students. However, when the field of study was taken into account for Iranian students, self-regulation also predicted mathematics performance in the subgroup of Iranian students studying Human Sciences. Moreover, the relationship between self-regulation and mathematics performance in German students did not differ significantly from the whole Iranian group nor from the Iranian students of Human Sciences. In sum, the main results indicated that the relationship between self-regulation and mathematics performance is similar between German and Iranian college students when the effect of the field of study is considered. Study 3 aimed to investigate the self-regulation abilities of German and Iranian preschool children in a delay of gratification task. Self-regulation ability was assessed in 100 Iranian and 48 German preschool children. Self-regulation ability was operationalized both as performance and strategies (i.e., focusing, withholding, distracting) used by children in a delay of gratification paradigm (Mischel, 1989). Children’s behaviors while performing a delay of gratification task were video recorded and rated later with respect to the strategies that direct attention towards a reward and away from it. The results showed that German children waited longer than their Iranian peers in the delay of gratification task. Focusing strategies that directed attention towards the reward undermined the performance in the delay of gratification task in German but not Iranian children. Moreover, German children used more withholding strategies than their Iranian peers to stop themselves from touching the reward. These results suggest that self-regulation abilities in children might vary between different countries at preschool age. Altogether, these findings provide empirical evidence for the acknowledgment of the context-sensitivity of self-regulation, which has so far been little investigated. The results showed that self-regulation abilities differed between German and Iranian preschool children. However, the association between self-regulation and mathematics performance of young adults was similar in these countries when the field of study was taken into account.

Self-regulated learning (SRL) is defined as processes during which learners activate and sustain cognitions, affects, and behaviors that systematically support the attainment of personal goals. Therefore, this construct presents a necessary prerequisite for lifelong learning. As college students undergo a critical transition when entering the autonomous college environment, they need abilities to embrace self-managed and self-directed learning, which is why SRL is seen as highly important for successful postsecondary education. As this relevance is emphasized by the positive relationship of SRL to achievement, the present thesis aims to model and foster SRL in college students with including a differential perspective. To achieve this, three separate studies were conducted. To model SRL theoretically, study I investigated the construct’s structure in college students by developing and evaluating an integrative SRL trait model. Although most authors agree that the construct embraces cognitive, metacognitive, and motivational components, there are arguments for integrating volitional aspects within SRL frameworks. As this assumption is rarely examined empirically, a new conceptualization for volition within learning environments was developed. Results show that future time perspective, academic delay of gratification, and procrastination are useful to represent volition for learning environments. Moreover, the results of the study are in favor of integrating volitional components into structural models of SRL, and these volitional aspects are part of a broader motivational factor that also encompasses motivational beliefs. As college students often show deficits in the knowledge and application of SRL strategies, study II aimed to gain new insight into how to foster SRL most effectively in this target group. Besides trainings that impart strategy knowledge and practice, standardized learning diaries have proved useful to foster college students’ SRL. As there are ambiguous findings about the effectiveness of learning diaries without further SRL intervention and about their usefulness to increase training effects, study II investigated which method best fosters SRL in college students most and if a combination of both results in higher effects. The findings of the study show that content-independent SRL training can significantly increase college students’ SRL and that this increase is even higher when training is combined with standardized learning diaries. The sole application of learning diaries has no effects on students’ SRL, hypothesizing that they need a theoretical framework to benefit from instructional self-monitoring. Aside from its general importance, there seem to be individual differences in SRL. On the one hand, SRL is related to academic achievement, with high achieving students using more SRL strategies than low achieving students. On the other hand, personality factors seem to vary with different levels of SRL as highly self-regulated learners are more likely to be conscientious and extraverted and show less neuroticism. As these individual differences have rarely been investigated within a theoretical framework, study III aimed to examine the differences in SRL and to analyze their relation to achievement and personality as well as their influence on the effectiveness of an SRL intervention. The results speak in favor of four SRL profiles that differ quantitatively and qualitatively, with the more skilled profiles showing higher achievement and well-adjusted personality characteristics. Moreover, only moderate and motivated students seem to benefit from the SRL training conducted, whereas low and high SRL students would need interventions tailored specifically to their needs. In conclusion, the present thesis gives new insights into the theoretical structure of SRL and provides suggestions to foster this competence in college students. Moreover, the results can be used to adapt SRL interventions to specific needs of different learner groups and to provide college students with optimal learning environments. Selbstreguliertes Lernen (SRL) wird definiert als Prozess, während dem der Lernende Kognitionen, Emotionen und Verhaltensweisen, die die Erreichung persönlicher Ziele systematisch unterstützen, aktiviert und aufrechterhält. Basierend auf dieser Konzeptualisierung wird das Konstrukt als Voraussetzung lebenslangen Lernens angesehen. Da Studierende sich beim Eintritt in das autonom gestaltete Universitätsleben in einer kritischen Übergangsphase befinden und verstärkt Fähigkeiten des Selbstmanagements bedürfen, wird SRL als wichtiger Faktor für erfolgreiches Lernen dieser Zielgruppe angesehen. Da diese Annahme durch den positiven Zusammenhang zwischen SRL und Leistung unterstrichen wird, zielt die vorliegende Dissertation auf die Modellierung und Förderung der Kompetenz unter Einbezug einer individuellen Perspektive bei Studierenden ab. Zu diesem Zweck werden die Ergebnisse dreier separater Studien berichtet. Um die Struktur des Konstrukts bei Studierenden zu untersuchen und theoretisch zu modellieren, wurde in Studie I ein integratives SRL Trait-Modell entwickelt und evaluiert. Obwohl die meisten Autoren dahingehend übereinstimmen, dass SRL kognitive, metakognitive und motivationale Komponenten umfasst, gibt es Argumente für die Integration volitionaler Aspekte innerhalb von SRL-Modellen. Um diese Annahme empirisch zu überprüfen, wurde in einem ersten Schritt eine neue Konzeptualisierung volitionaler Aspekte für Lernsituationen entwickelt, die die Variablen Zukunftsorientierung, akademischer Belohnungsaufschub und Prokrastination umfasst. Die Ergebnisse der Studie sprechen für die Integration dieser volitionalen Komponenten in Strukturmodelle selbstregulierten Lernens und dafür, dass volitionale Aspekte Teil eines breiteren Motivationsfaktor sind, der auch motivationale Überzeugungen umfasst. Da Studierende oft Defizite im Wissen und der Anwendung von SRL-Strategien zeigen, wurde in Studie II untersucht, welche SRL-Interventionen in dieser Zielgruppe die höchste Wirkung zeigen. Neben Trainings, die Strategiewissen und -übung vermitteln, haben sich standardisierte Lerntagebücher als wirksam erwiesen, um SRL bei Studierenden zu fördern. Da die Ergebnislage bezüglich der Effektivität von Lerntagebüchern ohne weitere SRL-Intervention und in Bezug auf deren Nützlichkeit zur Erhöhung von Trainingseffekten nicht eindeutig ist, wurde weiterhin analysiert, welche der Methoden SRL bei Studierenden am effektivsten fördern kann und ob eine Kombination beider Methoden in höheren Effekten resultiert. Die Ergebnisse der Studie zeigen, dass ein fachunabhängiges SRL-Training in einer signifikanten SRL-Zunahme resultiert und dass dieser Zuwachs höher ist, wenn das Training mit standardisierten Lerntagebüchern kombiniert wird. Die alleinige Anwendung von Lerntagebüchern zeigt hingegen keinen Effekt, weshalb angenommen werden kann, dass die Studierenden einen theoretischen Rahmen brauchen, um von instruktioneller Selbstbeobachtung profitieren zu können. Trotz der generellen Relevanz von SRL für Studierende scheinen individuelle Unterschiede bezogen auf die Kompetenzausprägung zu bestehen. Einerseits zeigt SRL Zusammenhänge mit akademischer Leistung, da höher leistende Studierende mehr SLR-Strategien nutzen als niedrigleistende Studierende. Andererseits scheinen Persönlichkeitsfaktoren mit der Ausprägung von SRL zu variieren, denn hoch selbstregulierte Lerner sind eher gewissenhaft und extravertiert und zeigen geringere Neurotizimuswerte als niedrig selbstregulierte Lerner. Da diese differentiellen Aspekte bisher selten unter Nutzung eins theoretischen Rahmens untersucht wurden, zielte Studie III auf die Analyse individueller SRL-Unterschiede unter Anwendung von Profilanalysen. Diese Unterschiede wurden dann im Hinblick auf ihren Zusammenhang mit Leistung und Persönlichkeit analysiert und es wurde untersucht, ob sie die Effektivität einer SRL-Intervention beeinflussen. Die Ergebnisse sprechen für die Existenz von vier SRL-Profilen, die sich quantitativ und qualitativ unterscheiden, wobei die Profile mit höheren SRL-Ausprägungen mit höherer Leistung und einem besser angepassten Persönlichkeitsprofil einhergehen. Darüber hinaus profitieren nur Studierende mit moderaten SRL-Fähigkeiten und Studierende mit besonders hoher Motivation von einem SRL-Training, wohingegen Studierenden mit geringen und hohen SRL-Ausprägung Interventionen bedürfen, die spezifisch auf ihre Bedürfnisse angepasst sind. Zusammengefasst gibt die vorliegende Dissertation neue Einblicke in die theoretische Struktur des SRL und liefert Hinweise, wie diese Kompetenz bei Studierenden am effektivsten gefördert werden kann. Darüber hinaus können die Ergebnisse dazu genutzt werden, SRL-Interventionen auf die spezifischen Bedürfnisse verschiedener Lernergruppen zuzuschneiden und Studierende mit optimalen Lernumgebungen zu versorgen.

Thoughtful decision-making to resolve socioscientific issues is central to science, technology, society, and environment (STSE) education. One approach for attaining this goal involves fostering students' decision-making processes. Thus, the present study explores whether the application of decision-making strategies, combined with reflections on the decision-making processes of others, enhances decision-making competence. In addition, this study examines whether this process is supported by elements of self-regulated learning, i.e., self-reflection regarding one's own performance and the setting of goals for subsequent tasks. A computer-based training program which involves the resolution of socioscientific issues related to sustainable development was developed in two versions: with and without elements of self-regulated learning. Its effects on decision-making competence were analyzed using a pre test-post test follow-up control-group design (N = 242 high school students). Decision-making competence was assessed using an open-ended questionnaire that focused on three facets: consideration of advantages and disadvantages, metadecision aspects, and reflection on the decision-making processes of others. The findings suggest that students in both training groups incorporated aspects of metadecision into their statements more often than students in the control group. Furthermore, both training groups were more suc- cessful in reflecting on the decision-making processes of others. The students who received additional training in self-regulated learning showed greater benefits in terms of metadecision aspects and reflection, and these effects remained significant two months later. Overall, our findings demonstrate that the application of decision-making strategies, combined with reflections on the decision-making process and elements of self-regulated learning, is a fruitful approach in STSE education. (DIPF/Orig.)

Transitions processes in higher education are characterized by new learning situations which pose challenges to most students. This chapter explores the heterogeneity of reactions to these challenges from a perspective of regulation processes. The Integrated Model of Learning and Action is used to identity different patterns of motivational regulation amongst students at university by using mixed distribution models. Six subpopulations of motivational regulation could be identified: students with self-determined, pragmatic, strategic, negative, anxious and insecure learning motivation. Findings about these patterns can be used to design didactic measures that will support students’ learning processes.

CEPS Journal 2 (2012) 3, S. 167-180, Character strengths and life satisfaction of Slovenian in-service and pre-service teachers were researched. The VIA-IS self-assessment questionnaire has been translated into the Slovenian language and has been used for the first time in Slovenia. A total of 173 primary school teachers and 77 student teachers from the Faculty of Education, University of Ljubljana, completed the VIA-IS and the Satisfaction with Life Scale questionnaires. The highest reported strengths in both groups studied were fairness, kindness, integrity and love. Unexpectedly, both in-service and pre-service teachers reported low endorsements of creativity; in-service teachers also showed low endorsement of humour. Surprisingly, the lowest endorsed strength of pre-service teachers was love of learning. Correlations between strengths and life satisfaction were consistent with related research findings. Low endorsement of creativity, teachers’ humour and students’ love of learning are discussed. From the research findings, it can be concluded that professional environment should stimulate, as well as provide support and opportunities for teachers to build not only upon the strengths of humanity and justice, but also on those of wisdom and knowledge. There is a need in the undergraduate level of teacher education for systematic interventions regarding students’ intellectual strengths with a special focus on cultivating their creativity. (DIPF/Orig.)

The current research suggests that taking self-regulatory mechanisms into account provides insights regarding individuals’ responses to threats in social interactions. In general, based on the notion that a prevention-focused orientation of self-regulation is associated with a need for security and a vigilant tendency to avoid losses and other types of negative events we advocate that a prevention-focused orientation, both as a disposition as well as a situationally induced state, lowers generalized trust, thus hindering cooperation within social interactions that entail threats. Specifically, we found that the more individuals’ habitual self-regulatory orientation is dominated by a prevention focus, the less likely they are to score high on a self-report measure of generalized trust (Study 1), and to express trust in a trust game paradigm as manifested in lower sums of transferred money (Studies 2 and 3). Similar findings were found when prevention focus was situationally manipulated (Study 4). Finally, one possible factor underlying the impact of prevention-focused self-regulation on generalized trust was demonstrated as individuals with a special sensitivity to negative information were significantly affected by a subtle prevention focus manipulation (versus control condition) in that they reacted with reduced trust in the trust game (Study 5). In sum, the current findings document the crucial relevance of self-regulatory orientations as conceptualized in regulatory focus theory regarding generalized trust and responses to threats within a social interaction. The theoretical and applied implications of the findings are discussed.

Neurofeedback provides users with real time information of their own brain activity and thus enables learning of self-control over brain activity. Popular models of neurofeedback learning consider this process of getting control as an implicit learning process. Recent research, however, indicates that other cognitive mechanisms such as motivation and concentration do also influence neurofeedback learning. The present studies therefore aimed at investigating self-regulation mechanisms relevant for neurofeedback as well as cognitive and morphological predictors of neurofeedback performance. The first study revealed a functional brain network relevant for neurofeedback, comprising the anterior insula, anterior cingulate cortex, SMA, and middle frontal gyrus. These areas suggest that general cognitive mechanisms, such as shifting and maintaining attention to inner states and comparing them with external feedback are crucial for neurofeedback interaction. The second and third study employed SMR, Gamma and sham neurofeedback to identify cognitive correlates of neurofeedback performance. Results underscore the impact of explicit cognitive processes on neurofeedback learning: Explicit mental strategies and control beliefs towards technology were shown to be crucial predictors of neurofeedback performance. The fourth study focused on morphological properties to predict neurofeedback performance. Gray and white matter volumes were identified that predicted SMR and Gamma neurofeedback success. These findings thus supported the conclusions of the first study, namely the existence of a general brain network dedicated to self-control and involved in neurofeedback learning. In summary, the current thesis emphasizes the importance of explicit processes in neurofeedback learning and suggests the existence of a general brain network for neurofeedback. These insights have been integrated into a new neurocognitive framework. Mit Neurofeedback lernt man die eigene Gehirnaktivierung zu kontrollieren. Bekannte Lernmodelle gehen davon aus, dass es sich dabei um einen impliziten Lernprozess handelt. Neue Studien zeigen jedoch, dass kognitive Mechanismen wie Motivation und Konzentration die Lernleistung beeinflussen. Diese Dissertation untersuchte daher sowohl die Selbstregulationsmechanismen von Neurofeedback als auch kognitive und morphologische Prädiktoren von Neurofeedbackleistung. Die erste Studie deckte ein allgemeines funktionelles Netzwerk von Gehirnarealen auf anteriore Insula, anteriorer cingulärer Cortex, SMA, und mittlerer frontaler Gyrus welches die Interaktion mit eine Neurofeedback unterstützt. Diese Areale sind relevant für allgemeine kognitive Mechanismen, wie dem Verschieben und Aufrechterhalten von Aufmerksamkeit auf innere Zustände und deren Vergleich mit externem Feedback. Diese Prozesse scheinen entscheidend für die Interaktion mit einem Neurofeedback zu sein. Die zweite und dritte Studie verwendete SMR-, Gamma- und Schein-Neurofeedback um kognitive Korrelate von Neurofeedbackperformance zu identifizieren. Die Ergebnisse weisen darauf hin, dass explizite mentale Strategien sowie Kontrollüberzeugungen entscheidende Faktoren von Neurofeedbackperformance sind. Die vierte Studie fokussierte sich auf die Identifikation von morphologischen Prädiktoren von Neurofeedbackperformance. Basierend auf Volumina der grauen und weißen Substanz des Gehirns war es möglich Neurofeedbackleistung vorherzusagen. Diese Ergebnisse decken sich daher mit Schlussfolgerungen der ersten Studie, nämlich der Existenz eines allgemeinen Netzwerks von Gehirnarealen relevant für Neurofeedback. Die aktuelle Dissertation unterstreicht die Bedeutung von expliziten Prozessen beim Neurofeedbacklernen und weist auf die Existenz eines allgemeinen Gehirn-Netzwerks für das Neurofeedbacklernen hin. Diese Schlussfolgerungen wurden in ein neues neurokognitives Model integriert. verfasst von Manuel Ninaus Zsfassungen in dt. und engl. Sprache Karl-Franzens-Universität Graz, Dissertation, 2015 OeBB

Death is perceived as a severe threat to the self. Although it is certain that everyone has to die, people usually don"t think about the finiteness of their life. Everything reminding of death is ignored, rationalized and death-related thoughts and fears are pushed out of mind (TMT; Pyszczynski et al., 1999). However, people differ in their ability to regulate negative affect and to access their self-system (Kuhl, 2001). As death is assumed to arouse existential fears, the ability to regulate such fears is particularly important, higher self-access could be relevant in defending central personal values. This thesis aimed at showing existential fears under mortality salience and effects of self-regulation of affect under mortality salience. In two studies (Chapter 2) implicit negative affect under mortality salience was demonstrated. An additional study (Chapter 3) shows the effects of self-regulation on implicit negative affect, whereas four studies in Chapter 4 displayed differences in self-access under mortality salience depending on people- ability of self-regulating negative affect., Der Tod ist eine ernsthafte Bedrohung für das Selbst. Auch wenn sicher ist, dass jeder sterben muss, denken Menschen in der Regel nicht über die Endlichkeit ihres Lebens nach. Alles, was an den Tod erinnert, wird ignoriert, rationalisiert und tobesbezogene Gedanken und Ängste werden aus dem Bewusstsein gedrängt (TMT; Pyszczynski et al., 1999). Aber Menschen unterscheiden sich in ihrer Fähigkeit negativen Affekt zu regulieren und auf ihr Selbstsystem zuzugreifen (Kuhl, 2001). Da die Konfrontation mit dem Tod existentielle Ängste auslösen soll, ist die Fähigkeit solche Ängste zu regulieren besonders wichtig, dabei könnte ein hoher Selbstzugang auch bedeuten, dass zentrale persönliche Werte verteidigt werden können. Diese Arbeit zielt insbesondere auf die Demonstration von existentiellen Ängsten unter Mortalitätsalienz und den Auswirkungen von Selbstregulation von Affekt unter Mortalitätssalienz ab. In zwei Studien (Kapitel 2) wird impliziter negativer Affekt unter Mortalitätssalienz nachgewiesen. Eine weitere Studie (Kapitel 3) zeigt die Auswirkungen von Selbstregulation auf implizitem negativem Affekt, woraufhin vier weitere Studien in Kapitel 4 Unterschiede im Selbstzugang unter Mortalitätssalienz zeigen, in Abhängigkeit von der Fähigkeit zur Selbstregulation von negativem Affekt.

CEPS Journal 3 (2013) 4, S. 25-39, It is well known that the regulation of processes is an important factor in problem solving from Grade 7 to university level (cf. Mevarech & Kramarski, 1997; Schoenfeld, 1985). We do not, however, know much about the problem-solving competencies of younger children (cf. Heinze, 2007, p. 15). Do the results of studies also hold true for students below Grade 7? The study presented here strongly suggests that metacognition and process regulation is important in Grade 5 as well. The research questions are: How do the (more or less successful) problem-solving processes of fifth graders occur? What is the impact of metacognition and self-regulation on these processes? Are the transitions between phases in the problem-solving process closely connected to metacognitive activities? An analysis of approximately 100 problem-solving processes of fifth graders (aged 10-12) from German secondary schools will be used to help answer these questions. The videotapes that supplied the raw data were parsed into phases called episodes using an adapted version of the "protocol analysis framework" by Schoenfeld (1985, ch. 9). The junctures between these episodes were additionally coded with the "system for categorizing metacognitive activities" by Cohors-Fresenborg and Kaune (2007a). There is a strong correlation between (missing) process regulation and success (or failure) in the problem-solving attempts. Concluding suggestions are given for the implementation of the results in school teaching. These suggestions are currently being tested. (DIPF/Orig.)

Journal for educational research online 4 (2012) 1, S. 47-72, As part of a longitudinal research project, an instrument for assessing a multifaceted self-concept of social competence (contact, empathy, emotion regulation) of German elementary school children was investigated concerning its psychometric properties. Moreover, reciprocal effects between social preference and self-representation of one’s own social skills were analyzed. From the spring of 2007 to the summer of 2010, 26 schools with 54 classes took part in the study that comprised four time points of measurement (T1–T4). A social self-concept questionnaire (SKSozKomp) with 15 items was administered as well as additional questions to assess the peer status. Confirmatory factor analysis revealed unsatisfying results for the assumed three-dimensional structure of the SKSozKomp at T1. Including only contact and empathy items led to acceptable model fit indices at T1 to T4. Measurement in-variance tested stepwise for a two-factor latent state (LS) model showed good model fit even for a model with strong factorial invariance though Chi-square difference testing argued for configural invariance. A cross-lagged panel model with 2nd order autoregressive paths revealed small but significant paths from social preference to self-concept (T1 to T2 and T3 to T4) but no significant paths from social self-concept to social preference. Results and limitations of the study are discussed. (DIPF/Orig.), Als Teil einer Längsschnittstudie werden psychometrische Eigenschaften eines Verfahrens zur Erfassung eines dreidimensionalen Selbstkonzepts sozialer Kompetenz (Kontakt, Empathie, Emotionsregulation) für Grundschüler des deutschen Schulsystems berichtet und mögliche Wechselwirkungen zwischen sozialer Präferenz und dem Selbstkonzept eigener sozialer Fertigkeiten analysiert. Vom Frühjahr 2007 bis Sommer 2010 nahmen 26 Schulen mit 54 Klassen an der vier Messzeitpunkte (T1–T4) umfassenden Studie teil. Ein Fragebogen zum sozialen Selbstkonzept (SKSozKomp) mit 15 Items und Fragen zur Erfassung des Peerstatus wurden verwendet. Konfirmatorische Faktorenanalysen ergaben ungünstige Ergebnisse zur angenommenen Dreifaktorenstruktur des SKSozKomp zu T1. Die ausschließliche Verwendung der Kontakt- und Empathie-Items erbrachte akzeptable Anpassung zu T1 bis T4. Eine stufenweise Prüfung der Messinvarianz für ein zweifaktorielles Latent State Modell (LS) zeigte sogar bei starker faktorieller Invarianz gute Modellanpassung, dennoch legte ein Chi2-Differenzentest konfigurale Invarianz nahe. Ein Cross-Lagged Panel-Modell mit autoregressiven Pfaden zweiter Ordnung ergab geringe, signifikante Pfade von sozialer Präferenz zum Selbstkonzept (T1 auf T2 und T3 auf T4), jedoch keine Pfade vom Selbstkonzept zur sozialen Präferenz. Die Ergebnisse und Grenzen der Studie werden diskutiert. (DIPF/Orig.)

Research in psychotherapy has shown that the frequency of use of specific classes of words (such as terms with emotional valence) in descriptions of scenes of affective relevance is a possible indicator of psychological affective functioning. Using functional magnetic resonance imaging (MRI), we investigated the neural correlates of these linguistic markers in narrative texts depicting core aspects of emotional experience in human interaction, and their modulation by individual differences in the propensity to use these markers. Emotional words activated both lateral and medial aspects of the prefrontal cortex, as in previous studies of instructed emotion regulation and in consistence with recruitment of effortful control processes. However, individual differences in the spontaneous use of emotional terms in characterizing the stimulus material were prevalently associated with modulation of the signal in the perigenual cortex, in the retrosplenial cortex and precuneus, and the anterior insula/ventrolateral prefrontal cortex. Modulation of signal by the presence of these textual markers or individual differences mostly involved areas deactivated by the main task, thus further differentiating neural correlates of these appraisal styles from those associated with effortful control. These findings are discussed in the context of reports in the literature of modulations of deactivations, which suggest their importance in orienting attention and generation of response in the presence of emotional information. These findings suggest that deactivations may play a functional role in emotional appraisal and may contribute to characterizing different appraisal styles.

CEPS Journal 1 (2011) 2, S. 87-104, The paper considers alternative constructivism as a possibility of theoretical starting point regarding education as a factor of intercultural communication. The introductory part of the paper deals with Kelly’s personal construct theory permeating the arguments in favour of the theoretical research thesis referring to the issue of the extent the pluralism of European culture space interferes with national culture through education. Furthermore, the paper considers the way pedagogy has been searching for more comprehensive self-observation, self-reflection and self-determination on its way to self-change in order to ensure freedom of personal action according to contemporary philosophical discussions. The importance of education as a factor of intercultural communication has been supported by the outcomes of an explorative empirical research, which is an element bonding all the reflections in the text. Finally, the key competences for intercultural communication have been stated in the paper. (DIPF/Orig.)

In unserer hierarchisch organisierten Gesellschaft prägen Machtunterschiede das alltägliche Leben. Personen in Machtpositionen haben Kontrolle über andere Personen, verfügen über mehr materielle und immaterielle Ressourcen und erreichen dadurch ihre eigenen Ziele leichter als Personen ohne Machtbefugnisse. Macht bewirkt aber auch Veränderungen innerhalb einer Person. So beeinflusst Macht beispielsweise die Art und Weise, wie wir unser eigenes Verhalten steuern und unsere Ziele angehen. Für die erfolgreichere Umsetzung eigener Ziele durch mächtige Personen werden vor allem kognitive Prozesse verantwortlich gemacht. Motivationale und selbstregulatorische Prozesse scheinen ebenso wichtig für die Erklärung des Phänomens, wurden bisher zur Erklärung aber kaum herangezogen. Das Ziel dieser Arbeit ist es zu klären, ob und wie Macht unsere Fähigkeit beeinflusst, unser eigenes Verhalten zu steuern und uns selbst zu kontrollieren. Dazu werden zwei Formen der Selbstregulation unterschieden (Kuhl, 2000; Ryan & Deci, 2000): selbstintegrierte, autonome und selbstdiskrepante, kontrollierte Regulation. Beide wirken sich unterschiedlich auf funktionale Komponenten von Selbstregulation wie z. B. die Selbstregulationsressourcen aus. In drei Studienreihen wurde gezeigt, dass das Machtausmaß und die Machtform die Art der Selbstregulation und ihre funktionalen Komponenten beeinflussen. In der ersten Studienreihe wurde der Einfluss von Macht auf die Verfügbarkeit und den Verbrauch von Selbstregulationsressourcen auf drei Ebenen untersucht: auf der Verhaltensebene, experientiell und physiologisch. In den ersten beiden Studien zeigte sich, dass Versuchspersonen nach einem Machtpriming länger bei einer Selbstkontrollaufgabe durchhielten und sich vitaler und weniger erschöpft fühlten als nach einem Machtlosigkeitspriming. In der dritten Studie zeigte sich außerdem, dass Versuchspersonen während einer anstrengenden Aufgabe umso weniger physiologischer Ressourcen verbrauchten, umso mächtiger sie sich vor der Bearbeitung fühlten. Mediiert wurde dieser Effekt über eine Zunahme autonomer Selbstregulation. In der zweiten Studienreihe wurde untersucht, wie die Art der Selbstregulation und die Selbstregulationsressourcen von zwei unterschiedlichen Formen der Macht beeinflusst werden: persönliche Macht (der Unabhängigkeit von anderen) und soziale Macht (der Kontrolle über andere). Beide Formen von Macht sind mit dem Gefühl von Kontrolle verbunden und sollten deshalb zu einer autonomeren Selbstregulation und vermehrter Selbstregulationskapazität führen. Aufgrund der stärkeren Fokussierung auf andere sollte soziale Macht außerdem kontrollierte Selbstregulation verstärken und damit Erschöpfung und Stress erhöhen, während der vermehrte Fokus auf die eigenen Interessen im Zusammenhang mit persönlicher Macht beides verringern sollte. Die Ergebnisse beider Studien bestätigten diese Annahmen. In einem dritten Forschungsstrang wurde festgestellt, dass Macht sich auch auf die Effektivität automatischer Selbstregulationsmechanismen auswirkt. Der Affekttransfer von Zielen zu dazugehörenden Aktivitäten bewirkt folgenden Prozess: je mehr positiven Affekt eine Person mit einem Ziel verbindet, umso positiver erlebt sie Aktivitäten, die sie dem Ziel näher bringen. Während dieser Selbstregulations-mechanismus bei Mächtigen reibungslos abläuft, ist er bei Machtlosen blockiert. Dies zeigte sich in allen drei Studien. Weitere Analysen untermauerten wiederum die Rolle der autonomen Selbstregulation als Mediator, denn es zeigte sich, dass Macht die autonome Selbstregulation erhöht und dadurch den Affekttransfer ermöglicht. Insgesamt versetzt Macht Menschen in die Lage, ihr eigenes Verhalten erfolgreicher zu regulieren und zu kontrollieren. Denn Macht erhöht die verfügbaren Selbstregulationsressourcen und beeinflusst die Wirkungsweise eines automatischen Selbstregulationsmechanismus positiv. Diesen Effekten liegt der Einfluss von Macht auf autonome und kontrollierte Selbstregulation zugrunde. Abschließend werden die theoretischen und praktischen Implikationen dieser Befunde diskutiert.

Journal for educational research online 1 (2009) 1, S. 197-223, 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 differentiated estimate regarding the extent to which the schools can promote the pivotal aim - that of self-regulated learning. (DIPF/Orig.), Zentrales Ziel der vorliegenden Studie ist es, die schulisch-instruktionalen Gestaltungsmöglichkeiten für die Förderung selbstregulierten Lernens darzustellen. Während bestehende Befunde insbesondere die schulischen Fördermöglichkeiten für motivationale, kognitive oder metakognitive Dimensionen selbstregulierten Lernens je einzeln darstellen, vergleicht diese Studie die Bedeutung des schulisch-instruktionalen Kontextes für die Förderung der unterschiedlichen Aspekte selbstregulierten Lernens. Dazu analysiert sie die individuellen Entwicklungsverläufe von 1 432 Schülerinnen und Schülern in einem Längsschnitt vom 10. bis zum 12. Schuljahr. 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. (DIPF/Orig.)

This study examined the effects of controllability on self-affirmation processes. The core question was: Does threatening a particular facet of one's self lead to self-affirmation processes in other non-related self-dimensions. In two trials subjects conducted self-evaluations on valent attributes that were either controllable or uncontrollable. Before the second trial, they had to rate highly or non-attractive models. This was done to question perceived physical attractiveness. Presenting highly attractive models led to reduced attractiveness ratings, whereas presenting less attractive models led to higher attractiveness ratings. At the same time, subjects changed their self- evaluations. While self-evaluations for controllable attributes remained stable, positive uncontrollable attributes received higher self-ratings when highly attractive models were shown. Such asymmetrical effects are discussed against the backdrop of controllability.