The self-regulation-view in writing-to-learn. Using journal writing to optimize cognitive load in self-regulated learning.

Autor/inn/en	Nückles, Matthias; Roelle, Julian; Glogger-Frey, Inga; Waldeyer, Julia; Renkl, Alexander
Titel	The self-regulation-view in writing-to-learn. Using journal writing to optimize cognitive load in self-regulated learning.
Quelle	In: Educational psychology review, 32 (2020) 4, S. 1089-1126Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen; Tabellen; Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1040-726X; 1573-336X
DOI	10.1007/s10648-020-09541-1
Schlagwörter	Kognition; Selbstmanagement; Forschungsprogramm; Lernender; Anregung; Lernprozess; Unterrichtsmethode; Lerntagebuch; Schreiben; Optimierung
Abstract	[The authors] propose the self-regulation view in writing-to-learn as a promising theoretical perspective that draws on models of self-regulated learning theory and cognitive load theory. According to this theoretical perspective, writing has the potential to scaffold self-regulated learning due to the cognitive offloading written text generally offers as an external representation and memory aid, and due to the offloading, that specifically results from the genre-free principle in journal writing. However, to enable learners to optimally exploit this learning opportunity, the journal writing needs to be instructionally supported. Accordingly, [the authors] have set up a research program - the Freiburg Self-Regulated-Journal-Writing Approach - in which [the authors] developed and tested different instructional support methods to foster learning outcomes by optimizing cognitive load during self-regulated learning by journal writing. [The authors] will highlight the main insights of [their] research program which are synthesized from 16 experimental and 4 correlative studies published in 16 original papers. Accordingly, [the authors] present results on (1) the effects of prompting germane processing in journal writing, (2) the effects of providing worked examples and metacognitive information to support students in effectively exploiting prompted journal writing for self-regulated learning, (3) the effects of adapting and fading guidance in line with learners' expertise in self-regulated learning, and (4) the effects of journal writing on learning motivation and motivation to write. The article closes with a discussion of several avenues of how the Freiburg Self-Regulated-Journal-Writing Approach can be developed further to advance research that integrates self-regulated learning with cognitive load theory. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2023/1