Manuela Benick

• Dr. phil.
• Research Associate at Saarland University

Self-regulated learning (SRL) is positively associated with improved learning achievements during all educational phases. Despite playing an important role in conveying SRL strategies to their students, pre-service often lack knowledge about SRL and imparting it. Therefore, addressing SRL and teaching SRL strategies to students seems relevant to pr...

The present study examines university students' acceptance of e-learning according to the Technology Acceptance Model (TAM). We also investigate the influence of external factors, including self-efficacy with digital media, self-regulated learning , prior experience, and affinity for technology, to extend the model with valid individual factors. St...

Digital game-based learning (DGBL) interventions can be superior to traditional instruction methods for learning, but previous meta-analyses covered a huge period and included a variety of different target groups, limiting the results’ transfer on specific target groups. Therefore, the aim of this meta-analysis is a theory-based examination of DGBL...

In diesem Kapitel wird auf die Bedeutung der Selbstregulation im Rahmen des schulischen und außerschulischen Lernens eingegangen. Ausgehend von einer Definition werden zunächst die historischen Wurzeln sowie theoretische Modelle und empirische Befunde zum selbstregulierten Lernen skizziert. Anschließend werden Möglichkeiten der Förderung mit ihren...

Gamification in educational contexts is often used to increase learners' intrinsic motivation and their self-efficacy beliefs, two constructs which are positively related with each other as well as to scholastic outcomes. As self-efficacy beliefs are conceptualized context-specific, it is important to consider various users' needs by adapting the l...

Teacher self-efficacy for e-Learning (TSE-EL) as well as attitudes towards e-Learning (A-EL) are highly relevant prerequisites for online teaching and learning (OTL). This study therefore analysed individual differences in A-EL and TSE-EL. Conducting latent profile analyses with n¼169 German in-service teachers, we found one group with positive A-E...

The main aim of this study was to analyze if the relationship between students with special educational needs (SEN), especially students with ‘emotional needs’, and the high burnout rates of teachers is moderated by teacher self-efficacy (TSE). The moderated regression analyses did not reveal significant interaction effects, but we found, for insta...

Teachers play a key role in the development of self-regulated learning (SRL), especially in primary education. However, current results indicate that teachers are either inadequately or only moderately fulfilling this key function, as they spend little time in the instruction of SRL strategies. The objective of the current study was, therefore, to...

Self-regulated learning (SRL) is important for a person's school career and their later academic success, and it should therefore be fostered as early as possible. Nevertheless, research focusing on the promotion of SRL in preschoolers is limited. The present study aims to examine the efficacy of an SRL intervention based on a longitudinal control-...

Bereits während der Grundschulzeit werden die Weichen für die habituelle Verankerung eines günstigen Lern- und Arbeitsverhaltens gelegt, das sich u. a. durch die Anwendung metakognitiver und motivationaler Selbstregulationsstrategien auszeichnet. Jedoch werden entsprechende Strategien nicht von allen Schülerinnen und Schülern gleichermaßen genutzt....

Die Zielsetzung der Dissertation bestand darin, eine Lernumgebung für den regulären Unterricht zu entwickeln, mittels derer Grundschülern der vierten Klassenstufe Strategien selbstregulierten Lernens vermittelt werden sollten. Instruiert wurden die Schüler dabei von ihren Lehrkräften. Den theoretischen Bezugsrahmen für die Konzeption der Lernumgebu...

The aim of the intervention based on the self-regulation theory by Zimmerman (2000) was to promote a powerful learning environment for supporting self-regulated learning by using learning materials. In the study, primary school teachers were asked to implement specific learning materials into their regular mathematics lessons in grade four. These l...

Dargestellt werden die zentralen Ergebnisse der landesweiten Vergleichsarbeiten in den KLassen 7 - 9 im Saarland aus den Schuljahren 2003/04 - 2007/08 The central results the national school achievementtests in the classes 7 - 9 in Saarland from the school years 2003/04 - in 2007/08 are presented.

Der Abschlussbericht fasst die zentralen Ergebnisse der landesweiten Orientierungsarbeiten in den 3. Klassen aller saarländischen Grundschulen aus den Schuljahren 2003/04 bis 2007/08 zusammen. The final report summarises the central results the national orientation school-tests into the 3rd classes of all Saarland elementary schools from the school...

Vorgestellt werden die Ergebnisse der landesweiten Vergleichsarbeiten in den Fächern Deutsch, Mathematik, Englisch, Französisch und Latein aus den Schuljahren 2003 - 2007 in den Klassenstufen 7, 8 und 9 The results the national comparative scholltests are introduced in the fields German, Mathematics, English, French and Latin from the school years...