Table of Contents
ISRN Education
Volume 2012, Article ID 848562, 12 pages
http://dx.doi.org/10.5402/2012/848562
Research Article

Evaluation of an Intervention Program to Foster Self-Regulated Learning and Academic Achievement in Latin Instruction

Department of Educational Research, Saarland University, Building A4 2, Room 4.19, 66123 Saarbrücken, Germany

Received 20 September 2012; Accepted 10 October 2012

Academic Editors: R. Martens and G. Sideridis

Copyright © 2012 Daniela Wagner and Franziska Perels. 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.

Abstract

The study's aim was to develop two different intervention programs and to evaluate their contribution to students' self-regulated learning and academic achievement in Latin classes. The concept of our study referred to a process-focused model of self-regulated learning that divides the phases of the self-regulated learning process into different areas, which we applied to domain-specific translation strategies. Within a pre-, post-, and follow-up-test design with 109 tenth graders, self-regulated learning skills and translation competency as well as translation strategy application were assessed using both a self-regulation questionnaire and a standardized translation test. Three different conditions were compared: (a) combined training group (ComG): self-regulated learning and translation, (b) translation training only (TG), and (c) control group (CG). The intervention consisted of nine sessions spread over a period of three weeks. Results of analyses of variance with time as a repeated measurement indicated interaction effects between time and groups for self-regulated learning in favor of the intervention groups. The ComG showed marginally higher self-regulatory skills than the TG. Regarding the translation competencies as well as the strategy application, the results revealed significant training effects in comparison to the control group, with the TG showing the highest increase.