Schel Janina, Drechsel Barbara
Department of Psychology in School and Teaching, Institute of Psychology, Otto-Friedrich-Universität, Bamberg, Germany.
Front Psychol. 2025 Apr 24;16:1527438. doi: 10.3389/fpsyg.2025.1527438. eCollection 2025.
Especially for teacher education students, competencies in self-regulated learning are of great importance: for their own learning during their studies, as well as for the diagnosis and support of their future students. This study aims to investigate the competencies and developmental potentials (currently low-developed areas that hold the potential for improvement) of these students' self-regulated learning processes.
Data from = 240 teacher education students regarding the preaction, action, and postaction parameters of the self-regulated learning process were analyzed.
Through latent profile analysis (LPA), five self-regulated learning profiles were extracted and labeled as follows: process-oriented competent, preaction-volitional competent, action-cognitive competent, repetitive-low reflective, and avoiding-unreflective. The profiles were validated by learning success and goal orientation. Higher-competency profiles demonstrated better learning success and more favorable goal orientations than lower-competency profiles.
The person-centered approach of this study can help develop differentiated interventions based on learning profiles to promote self-regulated learning competencies in teacher education students, ensuring that interventions can be designed as efficiently as possible. Further potentials and limitations of the approach are discussed.
特别是对于教师教育专业的学生而言，自我调节学习能力非常重要：这对于他们在学习期间的自身学习，以及对未来学生的诊断和支持都很重要。本研究旨在调查这些学生自我调节学习过程的能力和发展潜力（目前发展水平较低但有改进潜力的领域）。
分析了来自240名教师教育专业学生关于自我调节学习过程的行动前、行动中和行动后参数的数据。
通过潜在剖面分析（LPA），提取了五种自我调节学习剖面，并分别标记为：以过程为导向的胜任型、行动前意志胜任型、行动认知胜任型、重复低反思型和回避不反思型。这些剖面通过学习成绩和目标导向进行了验证。高能力剖面比低能力剖面表现出更好的学习成绩和更有利的目标导向。
本研究以人为主的方法有助于根据学习剖面制定差异化干预措施，以促进教师教育专业学生的自我调节学习能力，确保干预措施能够尽可能高效地设计。同时还讨论了该方法的进一步潜力和局限性。
