Self-regulation of learning in the university entry phase: resource management strategies

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The project investigates the extent to which learning problems at the beginning of university studies are due to deficits in the self-regulated use of resource management strategies. Chemistry, as a science discipline with high performance requirements, is contrasted with education, as a social sciences discipline with lower performance requirements in university studies. Hypotheses concerning the frequency of and change in regulation deficits in re-source management as well as hypotheses concerning differences between the contrasted disciplines are tested. Furthermore, it is tested to what extent the usage of resource management strategies mediates the effect of personality traits (especially conscientiousness) on academic success ¿ a hypothesis that has only begun to receive attention in recent research. Starting with ¿focus discussion groups¿, a new instrument for assessing resource management strategies is developed, which is based on a ¿situational judgement¿ approach and which allows the diagnosis of specific deficits in strategy usage. The instrument is validated and subsequently used for testing hypotheses in a longitudinal study over the course of one semester.The project makes a major contribution to the research group as it focuses on specific learning strategies and investigates the extent to which the effect of learning prerequisites on academic success, as described in the framework proposal, is mediated by learning strategies and to what extent this mediation is moderated depending on the disciplines involved.