Promovend: Johannes Jud
Keywords: Selbstreguliertes Lernen, professionelle Kompetenzen, Motivation, Erwartungs-Wert-Theorie
Gutachtende: Prof. Dr. Yves Karlen, Prof. Dr Elena Makarova, Prof. Dr. Katharina Maag Merki
Projektbeginn:HS 2020

Abstract
Competences in self-regulated learning (SRL) are important for academic achievement, thriving in life and lifelong learning (Dent & Koenka, 2016). Although competences in SRL can be supported by teachers (de Boer et al., 2018), implementations of SRL in the classroom only occur to a limited extent (Dignath & Büttner, 2018). Therefore, there is a need to better understand, what determines teachers to promote SRL and how this influences students’ development of SRL (Karlen et al., 2020). Researchers identified different generic professional competences such as knowledge, beliefs and motivation, determining teachers’ instructional quality and students’ academic development (Baumert & Kunter, 2013). In recent years, research on teachers’ motivation has increased significantly (Han et al., 2016).

For the context of SRL, mainly the motivational construct of self-efficacy has been studied. Various results show that it is one of the most significant predictors on the promotion of SRL (e.g. Dignath, 2016). However, research on motivation emphasizes the variety of motivational characteristics and their influences on the intensity and quality of behaviour and instructional practice (Eccles & Wigfield, 2002). Despite the first existing results in the context of teachers’ promotion of SRL, a differentiated analysis of various motivational constructs is still missing. A prominent framework to analyse teachers’ motivation in a holistic way, is the expectancy-value theory. It includes persons’ values (Do I want to do it?) and their expectancies (Can I do it?) as the most important predictors of a persons’ effort, achievement, performance and choices (Eccles & Wigfield, 2002). The aim of this dissertation is to analyse teachers’ motivation, the impact of such on teachers` promotion of SRL and on the students’ development of SRL. Adapting the expectancy-value framework to the context of SRL, the relationship and the impact of different motivational constructs are going to be analysed. The main research questions are:

1) What are predictors of teachers’ values and expectancies regarding the promotion of SRL?
2) Which motivational constructs predict teachers’ promotion of SRL and what is the impact on students’ motivation to self-regulate their learning?

This dissertation is part of the SNF project ProCoS (Professional Competences in Self-Regulated Learning). In this study a quasi-experimental longitudinal research design is applied. Various methods are used to answer the questions in depth: Next to classroom observations to assess teachers’ instructional practice, motivational constructs are assessed by self-report questionnaires. Additionally, to assess teachers’ and students’ knowledge about SRL, knowledge tests are applied.

Literatur

Baumert, J., & Kunter, M. (2013). The COACTIV Model of Teachers’ Professional Competence. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Hrsg.), Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers (S. 25–48). Springer US. https://doi.org/10.1007/978-1-4614-5149-5_2

de Boer, H., Donker, A. S., Kostons, D. D. N. M., & van der Werf, G. P. C. (2018). Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis. Educational Research Review, 24, 98–115. https://doi.org/10.1016/j.edurev.2018.03.002

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

Dignath, C. (2016). What determines whether teachers enhance self-regulated learning? Predicting teachers’ reported promotion of self-regulated learning by teacher beliefs, knowledge, and self-efficacy. Frontline Learning Research, 4(5), 83–105. https://doi.org/10.14786/flr.v4i5.247

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

Eccles, J. S., & Wigfield, A. (2002). Motivational Beliefs, Values, and Goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153

Han, J., Yin, H., & Boylan, M. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1), 1217819. https://doi.org/10.1080/2331186X.2016.1217819

Karlen, Y., Hertel, S., & Hirt, C. N. (2020). Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner. Frontiers in Education, 5, 159. https://doi.org/10.3389/feduc.2020.00159