Implications for Further Research

The implications for further research mainly address the limitations of the present studies, which were described in the previous part of this chapter. Therefore, they aim to extend the research towards three future dimensions. First, by using multiple measurement instruments to answer the research questions, a more holistic picture of students’ self-regulated learning will be gained. More detail, especially regarding external measurements such as teachers’ judgment or classroom observations, would help to draw a more precise picture of situational aspects of students’ self-regulated learning. Furthermore, in experimental studies, a picture of micro-processes could be depicted by assessing the interrelations between specific aspects of self-regulated learning.

Second, by applying further statistical methods that provide the possibility to reflect and interpret the data even more precisely, further conclusions can be drawn. Specifically, data gained by multi-method assessments requires sophisticated statistical methods to allow for a comprehensive analysis and interpretation. Therefore, the application of methods such as time series (Schmitz, 2006) or Markov Models (Rijmen et al., 2008) would allow for interpreting the data in more detail. This would also allow for analyzing interrelations and interdependencies more precisely and therefore allow for confirming the assumption of most of the current models of regulated learning that accentuate regulation and self-regulated learning to by a cyclical process in nature (Schmitz, 2006).

Thus, we arrive at the third implication for future research, namely the assessment of

further aspects of self-regulated learning, such as situational aspects, as well as further strategies of self-regulated learning, especially the simultaneous assessment of all these layers of self-regulated learning. This approach will provide the possibility to analyze not only specific strategies but also interrelations and interdependencies of different strategies and components of self-regulated learning.

5.3.2 Implications for Practice

Concrete propositions for implications for practice are presented in the respective chapters, but following from all three studies, it can be concluded that students should take responsibility for their learning themselves, in terms of coping with boredom as well as in terms of regulating their own learning.

Naturally, teachers are responsible for developing engaging lesson plans and creating a stimulating classroom environment to help students to learn their best and ameliorate their performance. But furthermore, teachers are responsible for providing classroom settings in which students have the opportunity to regulate themselves and their learning, and additionally, show students what a necessity it is to regulate themselves and their learning (Boekaerts & Niemivirta, 2005). For example, in the first two studies, students seem to not perceive it to be possible to perform behavioral-approach behavior, and in the third study even if students perform planning or evaluation strategies, these strategies seem not to be necessary for academic improvement. On the other hand, students might believe the teachers to be responsible for their emotional and motivational perceptions in the classroom, as well as for their learning behavior and learning success and therefore might not apply any sensible strategies.

To address this, teachers could start to amenably discuss with their students their mutual responsibility for the regulation of students’ emotional and motivational experiences in the classroom, as well as their learning behavior, and therefore be receptive to students’

feedback concerning the identification and modification of activities perceived by students as anticipating self-regulation.

Concrete possible interventions of how to help students to cope with their boredom have already been discussed. Concerning students use metacognitive strategies, many interventions programs that seem to be promising exist (for a review, see Dignath et al., 2008;

Dignath & Buttner, 2008; Hattie et al., 1996). However, care must be taken that the

program tells them precisely when to regulate and how. The idea of self-regulation is just that, to regulate the self. If teachers trust in students self-regulatory abilities, and give them control to do so not by simply leaving them alone, but by supporting them only when necessary and accentuating the value of the subject as well as of the self-regulation, students might be able to perform efficient self-regulatory strategies very easily.

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