Self-regulation of learning in the university entry phase: resource-management strategies

Detlev Leutner, University of Duisburg-Essen,

Joachim Wirth, Ruhr-University of Bochum

Scientific assistant:
Julia Waldeyer


The project investigates the extent to which learning difficulties at the beginning of university studies are due to deficits in the self-regulated use of resource-management strategies. Civil engineering, as a technological discipline with high performance requirements, is contrasted with education, as a social sciences discipline with lower performance requirements in early university studies. Hypotheses concerning the frequency of and change in regulation deficits in resource management as well as hypotheses concerning differences between the contrasted disciplines are tested. Furthermore, it is tested to what extent the usage of resource-management strategies mediates the effect of personality traits (especially conscientiousness) on academic success – a hypothesis that has recently begun to receive attention. Starting with “focus-discussion groups”, a new instrument for assessing resource-management strategies is developed, which is based on a “situational judgement” approach and which allows the assessment of specific deficits in strategy usage. The instrument is validated and subsequently used for testing hypotheses in a longitudinal study over the course of several semesters.

The project contributes to the research group as it focuses on specific learning strategies. In addition, it investigates the extent to which the effect of learning prerequisites on academic


(Back to overview)