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Education Research International
Volume 2014 (2014), Article ID 510342, 15 pages
Research Article

A Framework for Designing Training Programs to Foster Self-Regulated Learning and Text Analysis Skills

Department of Educational Research, Saarland University, Campus Building A 4 2, 66123 Saarbrücken, Germany

Received 5 May 2014; Revised 25 June 2014; Accepted 9 July 2014; Published 10 August 2014

Academic Editor: Lieven Verschaffel

Copyright © 2014 Daniela Wagner et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


The study’s aim was to develop an intervention program and to evaluate its contribution to students’ self-regulated learning (SRL) and text analysis skills. In a student-focused training approach, the students themselves acquired the training strategies, whereas in the teacher-focused training, the teachers were enabled to explicitly impart these strategies to their students. In order to investigate the effectiveness of the intervention in terms of transfer benefits on SRL and text analysis skills, 274 lower secondary students were examined in a pretest-training-posttest design. Based on two different training approaches, a distinction was made between four groups: student training (singleST), teacher training (singleTT), combination of student and teacher training (ComT), and control group (CG). Substantially more transfer was revealed in all training conditions as compared to the control group. Specifically, the singleST group showed the highest learning gains for all variables. Conversely, a combination of both approaches (ComT) did not result in synergetic effects, but rather in reciprocal interferences.