Abstract
Research on self-regulated learning takes two central perspectives on the learning process, that of
the learning individual and that of the accompanying environmental factors. We suggest combining
both of these perspectives in a systemic model, the actiotope model. 399 pupils in fifth and sixth
grade were examined at three points in time: prior to the introduction of a new subject (Latin,
French, ...
Abstract
Research on self-regulated learning takes two central perspectives on the learning process, that of
the learning individual and that of the accompanying environmental factors. We suggest combining
both of these perspectives in a systemic model, the actiotope model. 399 pupils in fifth and sixth
grade were examined at three points in time: prior to the introduction of a new subject (Latin,
French, or physics), three to five weeks after the introduction, and, finally, about twelve weeks
after the new subject had been introduced. Hierarchical linear modeling shows that the adaptivity
of the actiotope explains the frequency of self-regulated learning obtained via self-report measures
(goal setting, planning, monitoring, regulating); but the actiotope’s adaptivity does not explain
individual differences in the development of self-regulated learning processes.
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