Presentación del taller presentado por la Dra. Heidrun Stoeger en el marco del evento "Psicología en la PUCP en sintonía con la Psicología Mundial". / Dr. Stoeger presentation at the event "Psychology at the PUCP aligned with the world psychology" - 27.04.2017

1. Prof. Dr. Heidrun Stoeger
Chair of School Research, School Development, and Evaluation
University of Regensburg
Germany
Making College a Success:
Learning Strategies and Self-Regulated Learning

2. Structure
1) Different types of learning strategies and their effectiveness
a) Cognitive learning strategies
b) Support strategies
c) Metacognitive Strategies
2) Self-regulated learning: A systematic combination of different types of
learning strategies
3) Application: SRL and time management

3. COGNITIVE LEARNING STRATEGIES
REHEARSAL STRATEGIES
ORGANIZATION STRATEGIES
ELABORATION STRATEGIES
(Pintrich, Smith, Garcia, & McKeachie, 1991)

4. COGNITIVE LEARNING STRATEGIES
REHEARSAL STRATEGIES
Repeating learning
material in order to
facilitate learning or
remembering
Every-day example:
Repeating a telephone number
until remembering it
School / university example:
Reading through the same text
several times; learning cards
estudiar =
learning
estudiar =
learning
estudiar =
learning
…

5. COGNITIVE LEARNING STRATEGIES
ORGANIZATION STRATEGIES
Restructuring learning
contents in a form that
is easier to memorize
Every-day example:
Segment telephone numbers
into 3-digit groups to make
memorization easier
School / university example:
Mind map; organization of
contents into topical groups
Lern-
strategien
Kognitive LS
Ressourcen-
managemen
t
Orga-
Strat
Elabo-
ration
Metakog.
Strat

6. COGNITIVE LEARNING STRATEGIES
ELABORATION STRATEGIES
Integrating new
knowledge into existing
knowledge structures
Every-day example:
Thinking through new learning
material and evaluating it
School / university example:
Recapitulation of learning
contents in one‘s own words;
teaching new concepts to
another person (peer teaching)
How does the
topic in our
reading relate to
our last lecture?

7. SUPPORT STRATEGIES
MAKING USE OF ADDITIONAL INFORMATION RESOURCES
TIME MANAGEMENT
(Pintrich, Smith, Garcia, & McKeachie, 1991)

8. Examples:
Books
Online resources
Friends
SUPPORT STRATEGIES
MAKING USE OF ADDITIONAL INFORMATION RESOURCES
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9. SUPPORT STRATEGIES
TIME MANAGEMENT
Usage of time resources
Example:
Making schedules
MONDAY TUESDAY
8 a.m.–1 p.m. Lessons 9–10 a.m.
Exam Preparation:
1–2 p.m. Lunch Read Texts
Create summaries
3–4 p.m.
Exam Preparation:
10–11 a.m.: Break
Read Texts
Create summaries

10. META-COGNITIVE LEARNING STRATEGIES
PLANNING Subprocesses such as self-assessment and
goal setting
Continuous assessment of one´s learning
and/or strategy use
Analysis of one´s performance and
effectiveness of used learning method
MONITORING
EVALUATION

11. How effective are intervention programs?
11

12. Mean effect sizes grouped according to
instructed strategy
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
Only cognitive strategies Cognitive and
metacognitive strategies
(Dignath, Büttner, & Langfeldt, 2008)

13. 0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
Only cognitive strategies Cognitive and
metacognitive strategies
(Dignath, Büttner, & Langfeldt, 2008)
Mean effect sizes grouped according to
instructed strategy

14. 0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
Only cognitive strategies Cognitive and
metacognitive strategies
(Dignath, Büttner, & Langfeldt, 2008)
Mean effect sizes grouped according to
instructed strategy

15. A SYSTEMATIC COMBINATION OF DIFFERENT TYPES OF LEARNING STRATEGIES
(Pintrich, Smith, Garcia, & McKeachie, 1991)
SELF-REGULATED LEARNING:

16. Self-regulated learning is “[...] an active, constructive process
whereby learners set goals for their learning and then do
monitor, regulate, and control their cognition, motivation, and
behavior, guided and constrained by their goals and contextual
features in the environment” (Pintrich, 2000, p. 453)

17. goal setting
strategic planning
strategy implementation
strategy monitoring
strategy adjustment
outcome evaluation
self-assessment
Normative cyclical
model of SRL
(Ziegler & Stoeger, 2005)

18. self-assessment
strategic planning
strategy implementation
strategy monitoring
strategy adjustment
outcome evaluation
goal setting
Normative cyclical
model of SRL
(Ziegler & Stoeger, 2005)

19. self-assessment
goal setting
strategy implementation
strategy monitoring
strategy adjustment
outcome evaluation
strategic planning
Normative cyclical
model of SRL
(Ziegler & Stoeger, 2005)

20. self-assessment
goal setting
strategic planning
strategy monitoring
strategy adjustment
outcome evaluation
strategy implementation
Normative cyclical
model of SRL
(Ziegler & Stoeger, 2005)

21. self-assessment
goal setting
strategic planning
strategy implementation
strategy adjustment
outcome evaluation
strategy monitoring
Normative cyclical
model of SRL
(Ziegler & Stoeger, 2005)

22. self-assessment
goal setting
strategic planning
strategy implementation
strategy monitoring
outcome evaluation
strategy adjustment
Normative cyclical
model of SRL
(Ziegler & Stoeger, 2005)

23. self-assessment
goal setting
strategic planning
strategy monitoring
strategy adjustment
outcome evaluation
strategy implementation
Normative cyclical
model of SRL
(Ziegler & Stoeger, 2005)

24. self-assessment
goal setting
strategic planning
strategy implementation
strategy adjustment
outcome evaluation
strategy monitoring
Normative cyclical
model of SRL
(Ziegler & Stoeger, 2005)

25. self-assessment
goal setting
strategic planning
strategy implementation
strategy monitoring
strategy adjustment
outcome evaluation
Normative cyclical
model of SRL
(Ziegler & Stoeger, 2005)

26. goal setting
strategic planning
strategy implementation
strategy monitoring
strategy adjustment
outcome evaluation
self-assessment
Normative cyclical
model of SRL
(Ziegler & Stoeger, 2005)

27. How can you use this knowledge for your own learning?

28. Application:
SELF-ASSESSMENT
GOAL SETTING
STRATEGIC PLANNING
STRATEGY IMPLEMENTATION
STRATEGY MONITORING
TIME MANAGEMENT
STRATEGIES
OUTCOME EVALUATION
STRATEGY ADJUSTMENT

29. A scale on time management
completely
true
not at
all true
I often have the feeling that the day just doesn´t have
enough hours.
□ □ □ □ □ □
I often plan too much content for one learning unit. □ □ □ □ □ □
I often learn important things at the last minute. □ □ □ □ □ □
I would be more successful in my exams if I started earlier to
study for them.
□ □ □ □ □ □
I often feel under pressure. □ □ □ □ □ □
I often study until midnight. □ □ □ □ □ □

30. Activity 1 (p. 1-2):
Let’s start with a made-up situation:
Mary is studying education, and Peter is studying psychology. Together, they are getting
ready for their final exam in their statistics course. The exam covers the measurement of
correlations and effects. It will be an online examination and will involve problems with
calculations with and without SPSS output. The students are to prepare for the test with
their statistics textbook. You will find the table of contents from their textbook on a
worksheet. The students have four weeks to get ready for their test. Mary and Peter both
have jobs that take a lot of their time, and they have not yet started thinking about how to
prepare for the test.

31. What thoughts could Mary and Peter have during the self-assessment step
(the first step in the cycle illustrated on the next sheet)? What material
could they use for this step?
Work on this activity for 15 minutes.

32. SELF-ASSESSMENT
Possible Solution (p. 3-5)

33. SELF-ASSESSMENT

34. SELF-ASSESSMENT

35. Activity 2 (p. 6-8):
Now that Peter and Mary have each completed their self-assessment sheet, it is time for them
to set appropriate goals and to start their strategic (i.e., timeline) planning (i.e., steps 2 and 3 in
the learning cycle illustrated below).
How would you proceed? Work on the activity for 10 minutes
Remember: You find the table of contents of the statistics book Peter and Mary should use
when studying for the final exam on a separate worksheet. The final exam will take place in four
weeks.

36. GOAL SETTING STRATEGIC PLANNING

37. Please take a closer look at Peter’s and Mary’s learning goals and
strategic time planning. What is your overall impression of their
respective plans? What difficulties might Peter or Mary have?
Work on this activity for 5 minutes.
Activity 3 (p. 9-13):

38. GOAL SETTING STRATEGIC PLANNING

39. GOAL SETTING STRATEGIC PLANNING

40. GOAL SETTING STRATEGIC PLANNING

41. Activity 4 (p. 14-18):
Mary has now made a weekly plan for Week 1 based on her goals and
strategic planning. She has also filled out the self-evaluation for this week.

42. Please examine Mary’s Week 1 plan as well as her self-evaluation
for Week 1. Where does Mary succeed at recognizing problems in
her Week 1 plan? Does she take these problems into account for
the next week?
Work on this activity for 10 minutes.

43. STRATEGIC PLANNING STRATEGY IMPLEMENTATION

44. STRATEGIC PLANNING STRATEGY IMPLEMENTATION

45. STRATEGY ADJUSTMENTSTRATEGY MONITORING

46. STRATEGY ADJUSTMENTSTRATEGY MONITORING

47. Activity 5 (p. 19-20):
After the end of the four weeks of studying for the final exam, Peter then
evaluates his overall learning process. For this, he uses a special learning
process questionnaire that covers all four weeks.

48. Please look carefully at Peter’s learning process questionnaire.
Where do you see learning opportunities for Peter for the next time
around?
Work on this activity for 5 minutes.

49. OUTCOME EVALUATION

50. Time for questions and discussion

51. Time management
Why it’s necessary
- Time for studying needs to be set aside and then used effectively
- Study times need to be balanced with competing activities (e.g., leisure
activities)

52. Time management
Making a schedule
1. Thinking about past/usual time management
Daily & weekly time-usage records
 Effective time management starts with contemplation  Recognizing
weaknesses
 Daily and weekly records help to recognize weaknesses
 Recognizing weaknesses is important for making realistic schedules in
the future

53. Time management
Making a schedule
1. Thinking about past/usual time management
Daily & weekly time-usage records
2. Setting goals – Setting priorities
 Setting short-term (e.g., for today, next week) and long-term (e.g.,
for your degree) goals
 Important: Leisure-time goals should also be included
 Decision about priorities

54. Time management
Making a schedule
1. Thinking about past/usual time management
Daily & weekly time-usage records
2. Setting goals – Setting priorities
3. Designing task plans
 Before making a schedule it is important to define tasks
 Planning should start with a certain milestone date (e.g., submission of a
paper)

55. Time management
Making a schedule
1. Thinking about past/usual time management
Daily & weekly time-usage records
2. Setting goals – Setting priorities
3. Designing task plans
4. Designing a weekly schedule

56. At what times of the day are humans at their best and at their
worst?
Hildebrandt et al. 1998
Quiz on Making Weekly Schedules

57. How long should students study on a given day?
Quiz on Making Weekly Schedules

58. How long should students study on a given day?
 Maximum 8 hrs studying per day
 Maximum 40 hrs studying per week
 It is important to alternate between phases of reading and
studying
Quiz on Making Weekly Schedules

59. How long should learning phases last?
Quiz on Making Weekly Schedules

60. How long should learning phases last?
 45 min work followed by a 15-min break
 For very difficult tasks or when exhausted: longer breaks are
appropriate
Quiz on Making Weekly Schedules

61. How long should students work on one topic?
Quiz on Making Weekly Schedules

62. How long should students work on one topic?
 Switch to another topic or subject every 2 to 3 hours
Quiz on Making Weekly Schedules

63. How should breaks be spent?
Quiz on Making Weekly Schedules

64. How should breaks be spent?
Hydrate! Relax! Move! Play? Clean?
Quiz on Making Weekly Schedules

65. Time management
Making a schedule
4. Designing a weekly schedule
 Consider when you are most and least productive
 Plan an 8-hour studying day (40–50 h per week)
 Alternate between reading and studying phases
 Plan regular breaks (45 min work + 15 min break)
 Change topics every 2–3 hours
 Use breaks to regain concentration
 All standing appointments and responsibilities should be included
 At least 20% of learning time should be set aside for repetition
 At the end of each day time should be set aside for reflection
 If the reflection shows problems, the plan for the next day should
be adapted

66. Time management
Making a schedule
Steps when making a schedule:
1. Thinking about past/usual time management
Daily & weekly time-usage records
2. Setting goals – Setting priorities
3. Designing task plans
4. Designing a weekly schedule
5. Reflection about schedule implementation, separating work and leisure, study
environment

67. Thank you for your attention
Steinbach, J., & Stoeger, H. (2016). Development of the teacher attitudes towards self-regulated learning scale.
European Journal of Psychological Assessment. Advance online publication.
Stoeger, H., Fleischmann, S., & Obergriesser, S. (2015). Self-regulated learning (SRL) and the gifted learner in primary
school: the theoretical basis of and empirical findings on a research program dedicated to ensuring that all
students learn to regulate their own learning. Asia Pacific Education Review, 16, 257-267.
Stoeger, H., Sontag, C., & Ziegler, A. (2014). Impact of a teacher-led intervention on preference for self-regulated
learning, finding main ideas in expository texts, and reading comprehension. Journal of Educational Psychology
106, 799–814.
Sontag, C., Stoeger, H. & Harder, B. (2012). The relationship between intelligence and the preference for self-regulated
learning: A longitudinal study with fourth-graders. Talent Development and Excellence, 4, 1-22.
Stoeger, H. & Ziegler, A. (2011). Self-regulatory training through elementary school students’ homework completion. In
B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of Self-Regulation of Learning and Performance. London:
Routledge.
Stoeger, H., & Ziegler, A. (2010). Are pupils with differing cognitive abilities able to profit similarly from a training to
mediate self-regulated learning and homework skills? Gifted Education International, 26, 110-123.
Stoeger, H., & Ziegler, A. (2008). Evaluation of a classroom based training to improve self-regulated learning in time
management tasks during homework activities with fourth graders. Metacognition and Learning, 3, 207-230.
Stoeger, H., & Ziegler A. (2006). On the influence of motivational orientations on a training to enhance self-regulated
learning skills. Educational Sciences and Psychology, 9, 13-27.
Stoeger, H. & Ziegler, A. (2005). Evaluation of an elementary classroom self-regulated learning program for gifted math
underachievers. International Education Journal, 6, 261-271.