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Selbstreguliertes Lernen

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Zusammenfassung

In diesem Kapitel wird auf die Bedeutung der Selbstregulation im Rahmen des schulischen und außerschulischen Lernens eingegangen. Ausgehend von einer Definition werden zunächst die historischen Wurzeln sowie theoretische Modelle und empirische Befunde zum selbstregulierten Lernen skizziert. Anschließend werden Möglichkeiten der Förderung mit ihren Implikationen für die Praxis beschrieben.

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  1. Universität des Saarlandes, Saarbrücken, Deutschland

    Franziska Perels, Manuela Benick & Laura Dörrenbächer-Ulrich

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  1. Franziska Perels
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  2. Manuela Benick
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  3. Laura Dörrenbächer-Ulrich
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Correspondence to Franziska Perels .

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Editors and Affiliations

  1. Empirische Bildungsforschung, Julius-Maximilians-Universität Würzburg, Würzburg, Deutschland

    Heinz Reinders

  2. Alice Salomon Hochschule Berlin, Berlin, Deutschland

    Dagmar Bergs-Winkels

  3. Hochschule für Angewandte Wissenschaften Hamburg, Hamburg, Deutschland

    Annette Prochnow

  4. Lehrstuhl Empirische Bildungsforschung, Julius-Maximilians-Universität Würzburg, Würzburg, Deutschland

    Isabell Post

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© 2022 Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature

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Perels, F., Benick, M., Dörrenbächer-Ulrich, L. (2022). Selbstreguliertes Lernen. In: Reinders, H., Bergs-Winkels, D., Prochnow, A., Post, I. (eds) Empirische Bildungsforschung. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-27277-7_39

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  • DOI: https://doi.org/10.1007/978-3-658-27277-7_39

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  • Publisher Name: Springer VS, Wiesbaden

  • Print ISBN: 978-3-658-27276-0

  • Online ISBN: 978-3-658-27277-7

  • eBook Packages: Education and Social Work (German Language)

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