Study title

The project, funded by the Federal Ministry of Education and Research (BMBF), is a joint project involving Bielefeld University, the Karlsruhe Institute of Technology and the University of Augsburg. As part of the funding initiative accompanying research for the Quality Pact for Teaching of the Federal Ministry of Education and Research (BMBF), researchers at the three locations looked at the self-regulation skills of students in the examination phase and used the method of experience sampling to examine students directly in their everyday study life. The Augsburg site specifically investigated learning and performance emotions and emotion regulation strategies over several days before an important exam in the first semester. The aim of the study was to find out which conditions contribute to successful self-regulation during the examination phase. The project builds on measures to promote self-regulation from projects of the „Qualitätspakt Lehre“ at Bielefeld University, the Karlsruhe Institute of Technology and the University of Ulm. The aim of the project is to investigate whether and to what extent these measures support students´ self-regulated learning. In Bielefeld, additional questions on the conditions under which motivational conflicts occur and their effects are to be clarified. In Ulm, the focus is on learning strategy processes. In Karlsruhe, the project is investigating whether and how specific interventions reduce the occurrence of procrastination in everyday life. A total of nine studies will be conducted at the project locations. The common element of all planned studies is the use of ambulatory assessment. It allows both the recording of self-regulatory competences in real time and the targeted promotion of self-regulation through the implementation of appropriate instructions. In addition, questionnaires will be used to determine possible conditioning factors and effects of self-regulated learning.