Self-regulation of resources in higher education
Strategic learning behaviour mediates the effect of learning strategy knowledge on academic performance
Abstract
Abstract: Resource-management learning strategies are particularly important for performance in higher education. Despite this consideration, the current state of research still lacks evidence on the precise interplay of the different learning process components that affect academic performance. The aim of the present study was to test a mediation model derived from process theories of self-regulated learning, in which students' knowledge about resource-management strategies impacts their academic performance via its behavioural manifestations. N = 106 university students took part in an online course over the period of one semester. Students' resource-management strategy knowledge was assessed at the beginning of the semester, and their use of resource-management strategies was observed via log data of their learning behaviour during the semester while learning through the online course. Academic performance was assessed on the basis of an exam at the end of the semester. The mediation model was tested for three different resource-management strategies: time management, effort regulation, and help seeking. There was a significant indirect effect of strategy knowledge via strategy use on academic performance for all learning strategies considered. We conclude that students' strategic learning behaviour is an indispensable link in the relationship between their strategy knowledge and academic performance, and discuss implications for research and training practice.
Zusammenfassung: Ressourcenmanagementstrategien gelten im Hochschulkontext als besonders relevant für Studienleistungen. Trotz ihrer großen Relevanz bietet der aktuelle Forschungsstand bisher jedoch nur eingeschränkte Evidenz zum Zusammenhang zwischen den verschiedenen Lernprozesskomponenten, die sich im Verlauf des Lernprozesses auf den Lernerfolg von Studierenden auswirken. Das Ziel dieser Studie war es deswegen, ein von etablierten Prozessmodellen zum selbstregulierten Lernen abgeleitetes Mediationsmodell zu testen, in dem der Einfluss des Strategiewissens von Lernenden auf ihre Studienleistung über ihr Lernverhalten vermittelt wird. N = 106 Universitätsstudierende haben über die Dauer eines Semesters an einem Online-Kurs teilgenommen. Das Strategiewissen der Studierenden wurde zu Beginn des Semesters erfasst und ihre Anwendung der entsprechenden Strategien auf Basis von Logdaten beobachtet, die während der Kursbearbeitung im Verlauf des Semesters gesammelt wurden. Die Studienleistung der Studierenden wurde anhand einer Klausur am Ende des Semesters beurteilt. Das postulierte Mediationsmodell wurde für drei verschiedene Ressourcenmanagementstrategien getestet: Zeitmanagement, Anstrengungsregulation, Hilfesuchen. Es zeigte sich ein signifikanter indirekter Effekt des Strategiewissens der Studierenden über ihre Strategieanwendung auf ihre Studienleistungen für alle untersuchten Lernstrategien. Wir kommen zu dem Schluss, dass das strategische Lernverhalten der Studierenden ein elementares Bindeglied zwischen ihrem Strategiewissen und ihrer akademischen Leistung ist. Implikationen für Forschung und Interventionsdesigns werden diskutiert.
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