Abstracts - Earli

support reactivity effects due to self-monitoring, meaning that the registered behaviour is modifiedin the desired direction (e. g. Korotitsch & Nelson-Gray, 1999). This symposium deals with thequestion, with which kind of instruments the documentation and reflection of learning processescould be enhanced and self-monitoring could be systematically supported. The presentationsintroduce to different self-monitoring methods like portfolios, structured diaries or web basedmonitoring-tools and their benefit regarding the enhancement of learning and self regulationprocesses. The instruments presented in the studies were used solely as well as in combinationwith other interventions (e. g. trainings, seminars, lessons). The group of participants in the studiesare diverse (e.g. students, teacher students, and job-seekers). Within the different studies a varietyof methodological approaches is presented (e.g. qualitative content analysis, process-analysis, anddescriptive and inferential statistics). The purpose of the symposium is to discuss the potential ofthe presented self-monitoring methods to enhance self-regulation and learning processes.Potential of portfolios to promote students’ self-regulation and achievementTanja Lindacher, University of Education Ludwigsburg, GermanyMichaela Glaeser-Zikuda, University of Freiburg, GermanyLearning is considered to be a dynamic conceptualization including self-regulation processes ofcognitive, motivational and emotional factors. Because of new and demanding tasks in school andeducation self-regulation skills are becoming more and more important. To develop and enhancethose skills portfolios offer many possibilities. In this presentation we will focus on two studies. Inthe first one we present qualitative and quantitative analyses of portfolios from 8th grade physicsstudents. In the second one the effects of a portfolio intervention in 10th grade history classroomsare presented. The high potential of portfolio for the enhancement of self-regulation is discussed.Self-regulated learning during internship – a diary study with student teachersTina Hascher, University of Salzburg, AustriaAs is known from research on school learning, one possibility of supporting and attending selfregulatedlearning is the use of learning-diaries.46 teacher students from the University of Bernwrote daily semi-structured diaries in their practicum and reported their learning outcomes. Allsituations were analyzed by qualitative content analysis regarding the forms of learning, thelearning topics, the time-course of learning and the learning support. The presentation will give anoverview of student teachers’ field experiences, their learning processes during internship and willillustrate the importance of self-regulated learning as well as coaching by the mentors in school.Enhancing self-regulated learning in primary school – Process evaluation of a students’ trainingbased on learning diariesBarbara Otto, Technical University of Darmstadt, GermanyFranziska Perels, Technical University of Darmstadt, GermanyBernd Schmitz, Technical University of Darmstadt, GermanyA training was developed and evaluated which aimed at the enhancement of students’ selfregulatedlearning. The training concept bases on the process model of self-regulation (Schmitz &Wiese, 2006), which differentiates between three phases in each learning process: the pre-action,the action and the post-action phase. In sum, 105 4th graders of German elementary schoolparticipated voluntarily within the intervention study. The student training consisted of sevenweekly training sessions that covered learning strategies of all three phases. By having a trainingduration of six weeks, it was possible to evaluate the intervention processually by a learning diary.– 629 –