Evaluation of a training program of learning strategies in school using process analysis

Within the framework of a processanalytic evaluation study students of grad e 10 to 12 of a high school took part at a training program for cognitive, resourceorientated and emotional learning strategies. The promotion of self -regulated learning competences can be described as a main goal of the inte rvention. Significant changes in the learning behavior were observed concer ning the use of those learning strategies that were imparted in the trainin g. As expected the consecutive learning process was remarkable influenced b y individual situational stress components. The empirical results are in ac cord with the theoretical assumptions of Pekrun and Schiefele (1996) with r egard to the affective-motivational conditions of learning behavior. The us e of a learning diary was specifically chosen to strengthen effects induced by the training and to serve as a processual data collecting instrument of learning behavior parameters during the whole intervention period. The res ults emphasize that it might be essential for future studies to pay special attention to the use of emotional and motivational learning strategies in self-regulated learning contexts and to take them into account for the deve lopment of learning strategy training programms.