Quellen

Quellen

Bembenutty, H. (2011). Meaningful and Maladaptive Homework Practices: The Role of Self-Efficacy and Self-Regulation. Journal of Advanced Academics, 22(3), 448–473. https://doi.org/10.1177/1932202X1102200304 (Original work published 2011)

Dent, A. L., Koenka, A. C. (2016). The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis. Educ Psychol Rev 28, 425–474. https://doi.org/10.1007/s10648-015-9320-8

Dignath, C., Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition Learning, 3, 231–264. https://doi.org/10.1007/s11409-008-9029-x

Dignath, C., Büttner, G., & Langfeld, H. P. (2008). How Can Primary School Students Learn Self-Regulated Learning Strategies Most Effectively? A Meta-Analysis on Self-Regulation Training Programmes. Educational Research Review, 3, 101–129.
https://doi.org/10.1016/j.edurev.2008.02.003

Donker, A.S., Boer, H.D., Kostons, D., Ewijk, C.D., & Werf, M.P. (2014). Effectiveness of learning strategy instruction on academic performance: A meta-analysis. Educational Research Review, 11, 1–26.

Ergen, B., & Kanadlı, S. (2017). The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study. Eurasian Journal of Educational Research, 17(69), 55–74.

Kim, S. L., & Yeo, K. J. (2021). A systematic review of the relationship between motivational constructs and self-regulated learning. International Journal of Evaluation and Research in Education, 10(1), 330–335. http://doi.org/10.11591/ijere.v10i1.21006

Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33

Satow, L. (2006). Schulbezogene Selbstwirksamkeitserwartungen und Prüfungsangst - Eine Mehrebenenanalyse mit latenten Variablen. Zeitschrift für Pädagogische Psychologie, 13(4). https://doi.org/10.1024//1010-0652.13.4.207

Schöber, C., Schütte, K., Köller, O., McElvany, N., & Gebauer, M. M. (2018). Reciprocal effects between self-efficacy and achievement in mathematics and reading. Learning and Individual Differences, 63, 1–11. https://doi.org/10.1016/j.lindif.2018.01.008

Sitzmann, T., & Ely, K. (2011). A meta-analysis of self-regulated learning in work-related training and educational attainment: what we know and where we need to go. Psychological bulletin, 137(3), 421–442. https://doi.org/10.1037/a0022777

Stoeger, H., Ziegler, A. (2008). Evaluation of a classroom based training to improve self-regulation in time management tasks during homework activities with fourth graders. Metacognition Learning 3, 207–230. https://doi.org/10.1007/s11409-008-9027-z