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For unto every one that hath shall be given: teachers’ competence profiles regarding the promotion of self-regulated learning moderate the effectiveness of short-term teacher training

Metacognition and learning, 2021-12, Vol.16 (3), p.555-594

Dignath, Charlotte

2021

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The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies

Educational psychology review, 2021-06, Vol.33 (2), p.489-533

2021

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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, 2018-08, Vol.13 (2), p.127-157

2018

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Reading Persuasive Texts Affects Preservice Teachers’ Beliefs About Cultural Diversity in the Classroom

Journal of teacher education, 2022-03, Vol.73 (2), p.188-200

2022

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Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level

Metacognition and learning, 2008-12, Vol.3 (3), p.231-264

2008

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Daily automated feedback enhances self-regulated learning: a longitudinal randomized field experiment

Frontiers in psychology, 2023-05, Vol.14, p.1125873-1125873

2023

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Fostering pre-service teachers’ theoretical knowledge application: studying with and without text-based cases

Instructional science, 2021-12, Vol.49 (6), p.855-876

2021

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Introduction to special issue mind the gap between research and practice in the area of teachers’ support of metacognition and SRL

Metacognition and learning, 2021, Vol.16 (3), p.517-521

2021

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Can You Only Diagnose What You Know? The Relation Between Teachers’ Self-Regulation of Learning Concepts and Their Assessment of Students’ Self-Regulation

Frontiers in education (Lausanne), 2020-11, Vol.5

2020

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On the right track: decoding self-regulated learning in young students’ log data with the digital train track task

Frontiers in education (Lausanne), 2024-10, Vol.9

2024

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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, 2017-01, Vol.4 (5), p.83-105

Dignath, Charlotte

2017

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The promotion of self-regulated learning in the classroom : a theoretical framework and an observation study

Metacognition and learning, 2024-04, Vol.19 (1), p.1-39

2024

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Jahrbuch der Schulentwicklung. Band 23. 50 Jahre Schulentwicklung - Leitthemen der empirischen Bildungsforschung

2023

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How do teachers promote self-regulation of learning when students need to learn at home? The moderating role of teachers’ ICT competency

Unterrichtswissenschaft, 2024-03, Vol.52 (1), p.65-92

2024

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Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study

Educational psychology review, 2022-12, Vol.34 (4), p.2609-2660

2022

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Fostering self-monitoring of university students by means of a standardized learning journal—a longitudinal study with process analyses

European journal of psychology of education, 2014-06, Vol.29 (2), p.239-255

2014

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Promotion of self-regulated learning in classrooms: Investigating frequency, quality, and consequences for student performance

Metacognition and learning, 2010-08, Vol.5 (2), p.157-171

2010

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Self-Regulated Learning Interventions for Pre-service Teachers: a Systematic Review

Educational psychology review, 2024-12, Vol.36 (4), p.113, Article 113

2024

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What Teachers Think about Self-Regulated Learning : Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students’ Self-Regulation

Education research international, 2012-01, Vol.2012 (2012), p.1-10

2012

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Let Learners Monitor the Learning Content and Their Learning Behavior! A Meta-analysis on the Effectiveness of Tools to Foster Monitoring

Educational psychology review, 2023-06, Vol.35 (2), p.62, Article 62

2023

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Reading persuasive texts affects preservice teachers' beliefs about cultural diversity in the classroom

Journal of teacher education, 2022, Vol.73 (2), p.188-200

2022

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Empirische Arbeit: Ein Fragebogen zur Erfassung von Überzeugungen Lehramtsstudierender zum Unterrichten in heterogenen Klassen: Befunde zur Kriteriumsvalidität und Veränderungssensitivität

Psychologie in Erziehung und Unterricht, 2020-06, Vol.67 (3), p.194-211

2020

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Fostering Self-Regulated Learning Among Students by Means of an Electronic Learning Diary: A Training Experiment

Journal of cognitive education and psychology, 2015, Vol.14 (1), p.77-97

2015

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How Can Primary School Students Learn Self-Regulated Learning Strategies Most Effectively? A Meta-Analysis on Self-Regulation Training Programmes

Educational research review, 2008, Vol.3 (2), p.101-129

2008

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Assessing How Teachers Enhance Self-Regulated Learning: A Multiperspective Approach

Journal of cognitive education and psychology, 2013-01, Vol.12 (3), p.338-358

2013

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For unto every one that hath shall be given: teachers’ competence profiles regarding the promotion of self-regulated learning moderate the effectiveness of short-term teacher training

The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies

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

Reading Persuasive Texts Affects Preservice Teachers’ Beliefs About Cultural Diversity in the Classroom

Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level

Daily automated feedback enhances self-regulated learning: a longitudinal randomized field experiment

Fostering pre-service teachers’ theoretical knowledge application: studying with and without text-based cases

Introduction to special issue mind the gap between research and practice in the area of teachers’ support of metacognition and SRL

Can You Only Diagnose What You Know? The Relation Between Teachers’ Self-Regulation of Learning Concepts and Their Assessment of Students’ Self-Regulation

On the right track: decoding self-regulated learning in young students’ log data with the digital train track task

What determines whether teachers enhance self-regulated learning? Predicting teachers’ reported promotion of self-regulated learning by teacher beliefs, knowledge, and self-efficacy

The promotion of self-regulated learning in the classroom : a theoretical framework and an observation study

Jahrbuch der Schulentwicklung. Band 23. 50 Jahre Schulentwicklung - Leitthemen der empirischen Bildungsforschung

How do teachers promote self-regulation of learning when students need to learn at home? The moderating role of teachers’ ICT competency

Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study

Fostering self-monitoring of university students by means of a standardized learning journal—a longitudinal study with process analyses

Promotion of self-regulated learning in classrooms: Investigating frequency, quality, and consequences for student performance

Self-Regulated Learning Interventions for Pre-service Teachers: a Systematic Review

What Teachers Think about Self-Regulated Learning : Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students’ Self-Regulation

Let Learners Monitor the Learning Content and Their Learning Behavior! A Meta-analysis on the Effectiveness of Tools to Foster Monitoring

Reading persuasive texts affects preservice teachers' beliefs about cultural diversity in the classroom

Empirische Arbeit: Ein Fragebogen zur Erfassung von Überzeugungen Lehramtsstudierender zum Unterrichten in heterogenen Klassen: Befunde zur Kriteriumsvalidität und Veränderungssensitivität

Fostering Self-Regulated Learning Among Students by Means of an Electronic Learning Diary: A Training Experiment

How Can Primary School Students Learn Self-Regulated Learning Strategies Most Effectively? A Meta-Analysis on Self-Regulation Training Programmes

Assessing How Teachers Enhance Self-Regulated Learning: A Multiperspective Approach

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