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{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2023,10,12]],"date-time":"2023-10-12T05:16:20Z","timestamp":1697087780375},"reference-count":50,"publisher":"Springer Science and Business Media LLC","license":[{"start":{"date-parts":[[2023,10,11]],"date-time":"2023-10-11T00:00:00Z","timestamp":1696982400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2023,10,11]],"date-time":"2023-10-11T00:00:00Z","timestamp":1696982400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"funder":[{"DOI":"10.13039\/501100009828","name":"Universit\u00e4t Erfurt","doi-asserted-by":"crossref"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Unterrichtswiss"],"abstract":"<jats:title>Abstract<\/jats:title><jats:p>In this quasi-experimental field study, we investigated the effects of a\u00a0digital support tool on knowledge about, assessment of, and feedback on self-regulated learning (SRL). Student teachers (<jats:italic>N<\/jats:italic>\u202f=\u2009119) took the roles of learners and teachers. As learners, they wrote learning journals and received feedback on the strategies they had used. As teachers, they assessed a\u00a0peer\u2019s learning strategies elicited in the learning journals and provided feedback. A\u00a0digital tool supported the participants in their role as teachers by providing additional assessment support (yes\/no) and feedback support (yes\/no). Assessment support was realized with rubrics, feedback support was realized with sentence starters. Our results indicated that declarative and self-reported knowledge about SRL increased in all groups. Assessment support did not foster assessment skills, but feedback support fostered the quality of the peer feedback and feedback quality in a\u00a0standardized posttest. High feedback quality, in turn, predicted learners\u2019 application of organizational (but not metacognitive) strategies. We conclude that the combination of writing learning journals and providing peer feedback on SRL is a\u00a0promising approach to promote future teachers\u2019 SRL skills. Digital tools can support writing the feedback, for example, by providing sentence starters as procedural facilitators. Such support can help teachers supply high-quality feedback on SRL, which can then help learners improve their SRL.<\/jats:p>","DOI":"10.1007\/s42010-023-00184-z","type":"journal-article","created":{"date-parts":[[2023,10,11]],"date-time":"2023-10-11T16:02:12Z","timestamp":1697040132000},"update-policy":"http:\/\/dx.doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Effects of a\u00a0digital support tool on student teachers\u2019 knowledge about, assessment of, and feedback on self-regulated learning","Effekte eines digitalen Unterst\u00fctzungstools auf das Wissen \u00fcber, die Einsch\u00e4tzung von und das Feedback zu selbstreguliertem Lernen bei angehenden Lehrkr\u00e4ften"],"prefix":"10.1007","author":[{"ORCID":"http:\/\/orcid.org\/0000-0001-7677-7797","authenticated-orcid":false,"given":"Helene","family":"Zeeb","sequence":"first","affiliation":[]},{"given":"Anika","family":"B\u00fcrgermeister","sequence":"additional","affiliation":[]},{"given":"Henrik","family":"Saalbach","sequence":"additional","affiliation":[]},{"given":"Alexander","family":"Renkl","sequence":"additional","affiliation":[]},{"given":"Inga","family":"Glogger-Frey","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2023,10,11]]},"reference":[{"issue":"1","key":"184_CR1","doi-asserted-by":"publisher","first-page":"11","DOI":"10.1007\/s10212-017-0342-0","volume":"33","author":"M Alqassab","year":"2018","unstructured":"Alqassab, M., Strijbos, J.-W., & Ufer, S. (2018). Training peer-feedback skills on geometric construction tasks: role of domain knowledge and peer-feedback levels. European Journal of Psychology
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