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

该项目调查大学学习初期的学习问题在多大程度上是由于自我调节使用资源管理策略方面的缺陷。化学，作为一个具有高性能要求的科学学科，与教育形成鲜明对比，作为一个社会科学学科，在大学学习中的性能要求较低。假设有关的频率和变化的监管赤字在资源管理以及假设之间的差异对比学科进行测试。此外，它是测试在多大程度上使用资源管理策略介导的人格特质（特别是诚实）对学业成功的影响？一个假设，只是开始受到关注，在最近的研究。从â开始焦点讨论组？在此基础上，开发了一种新的评估资源管理战略的工具，该工具基于“情景判断”方法，可以诊断战略使用中的具体缺陷。该工具经过验证，随后在一个学期的纵向研究中用于检验假设。该项目对研究小组做出了重大贡献，因为它专注于特定的学习策略，并调查了学习先决条件对学业成功的影响程度，如框架提案中所述，是由学习策略介导的，在何种程度上，这种中介是温和的，这取决于所涉及的学科。

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.