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Candy, P. C. (1991). Self-direction for lifelong learning: A comprehensive guide to theory and practice. San Francisco: Jossey-Bass Publishers. Eugster, B. (2004). Selbststeuerung und Selbsttechnologie: Soziologische Bemerkungen zur Subjektivität in Lehr-Lehr-Arrangements. In M. Wosnitza, A. Frey, & R. S. ) Lernprozess, Lernumgebung und Lerndiagnostik. Wissenschaftliche Beiträge zum Lernen im 21. Jahrhundert. Landau: Empirische Pädagogik, 14–25. Eugster, B. (2011). Die Einheit von Forschung und Lehre.

Münster: Waxmann, 237–250. Hickey, D. T. (1997). Motivation and contemporary socio-constructivist instructional perspectives. Educational Psychologist, 32, 175–193. Humboldt, W. v. (1809/1996b). Bericht der Sektion des Kultus und Unterrichts an den König Dezember 1809. In W. v. ) Werke IV: Schriften zur Politik und zum Bildungswesen (5. ). Stuttgart: Cotta, 210–238. Joint Quality Initiative (2004). Shared ‘Dublin’ descriptors for Short Cycle, First Cycle, Second Cycle and Third Cycle Awards. A report from a Joint Quality Initiative informal group.

The study furthermore shows that it is necessary to take a more detailed look into group processes in order to understand what is really happening when groups are regulating their learning processes. This requires a broader methodological approach since 19 M. WOSNITZA, B. EUGSTER & K. HELKER survey studies alone, as often used when analyzing regulation strategies (see also study 1), can only scratch the surface of this phenomenon. Learning process regulation Learning environment Figure 4. Focus of study 3.

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