Dignath, C., & Veenman, M. V. (2020). The role of direct strategy instruction and indirect activation of self-regulated learning – evidence from classroom observation studies. Educational Psychology Review, 1-45.

https://doi.org/10.1007/s10648-020-09534-0

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Dignath, C., Meschede, N., Kunter, M., & Hardy, I. (2020). Empirische Arbeit: Ein Fragebogen zur Erfassung von Überzeugungen Lehramtsstudierender zum Unterrichten in heterogenen Klassen: Befunde zur Kriteriumsvalidität und Veränderungssensitivität. Psychologie in Erziehung und Unterricht67(3), 194-211.

https://doi.org/10.2378/peu2020.art16d


Adl-Amini, K., Hehn-Oldiges, M., Weber, N., Meschede, N., Dignath, C., Burgwald, C., … & Hardy, I. (2019). Professionalisierung von angehenden Lehrkräften im Kontext Heterogenität unter Verwendung digitaler Lerneinheiten. Herausforderung Lehrer* innenbildung-Zeitschrift zur Konzeption, Gestaltung und Diskussion2(3), 233-250.

https://doi.org/10.4119/hlz-2469

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Benick, M., Dignath, C., Weißenfels, M., Bellhäuser, H. & Perels, F. (2019). Interventionen zur Förderung selbstregulierten Lernens. In H. Gaspard, U. Trautwein & M. Hasselhorn (Hrsg.), Jahrbuch der pädagogisch-psychologischen Diagnostik. Tests und Trends. Bd. 17 Diagnostik und Förderung von Motivation und Volition im Schulkontext (S. 177-192). Göttingen: Hogrefe.


Dignath, C., & Büttner, G. (2018). Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes–insights from video-based classroom observations and teacher interviews. Metacognition and Learning13(2), 127-157.

https://doi.org/10.1007/s11409-018-9181-x

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Dignath, C. (2016). What determines whether teachers enhance self-regulated learning? Predicting teachers’ reported promotion of self-regulated learning by teacher beliefs, knowledge, and self-efficacy. Frontline Learning Research4(5), 83-105.

https://doi.org/10.14786/flr.v4i5.247

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Dignath-van Ewijk, C., Fabriz, S., & Büttner, G. (2015). Fostering self-regulated learning among students by means of an electronic learning diary: A training experiment. Journal of Cognitive Education and Psychology14(1), 77-97.

https://doi.org/10.1891/1945-8959.14.1.77


Donker, A., de Boer, H., Kostons, D., Dignath -van Ewijk, C., & van der Werf, M. (2014). Effectiveness of learning strategy instruction on academic performance: a meta-analysis. Educational Research Review, 11, 1-26.

https://doi.org/10.1016/j.edurev.2013.11.002


Dignath-van Ewijk, C., Dickhäuser, O., & Büttner, G. (2013). Assessing how teachers enhance self-regulated learning: A multiperspective approach. Journal of Cognitive Education and Psychology12(3), 338-358.

https://doi.org/10.1891/1945-8959.12.3.338


Fabriz, S., Dignath-van Ewijk, C., Poarch, G., & Büttner, G. (2014). Fostering self-monitoring of university students by means of a standardized learning journal—a longitudinal study with process analyses. European Journal of Psychology of Education29(2), 239-255.

https://doi.org/10.1007/s10212-013-0196-z


Dignath-van Ewijk, C., & van der Werf, G. (2012). What teachers think about self-regulated learning: Investigating teacher beliefs and teacher behavior of enhancing students’ self-regulation. Education Research International201, 1-10.

https://doi.org/10.1155/2012/741713

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Dignath-van Ewijk, C. (2011). Evaluating the effects of self-regulation trainings using meta-analysis. Handbook of self-regulation of learning and performance, 376-392.


Dignath, C. (2011). Metaanalyse zur Evaluation psycho-sozialer Interventionen. In J. Haberstroh & J. Pantel (Eds.), Demenz psychosozial behandeln. Psychosoziale Interventionen bei Demenz in Praxis und Forschung (pp. 378-384). Heidelberg: AKA.


Kistner, S., Rakoczy, K., Otto, B., Dignath-van Ewijk, C., Büttner, G., & Klieme, E. (2010). Promotion of self-regulated learning in classrooms: Investigating frequency, quality, and consequences for student performance. Metacognition and learning5(2), 157-171.

https://doi.org/10.1007/s11409-010-9055-3

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Perels, F., Dignath, C., & Schmitz, B. (2009). Is it possible to improve mathematical achievement by means of self-regulation strategies? Evaluation of an intervention in regular math classes. European Journal of Psychology of Education24(1), 17.

https://doi.org/10.1007/bf03173472

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Souvignier, E. & Dignath, C. (2009). Pädagogische Interventionsforschung: Historischer Rückblick. In T. Hascher & B. Schmitz (Eds.), Handbuch Pädagogische Interventionsforschung (pp. 12-30). Weinheim: Juventa.


Büttner, G., Dignath, C., & Otto, B. (2008). Förderung von selbstreguliertem Lernen und Metakognition. Sonderpädagogische Förderprogramme im Vergleich: Orientierungshilfen für die Praxis: Kohlhammer, 53-66.


Dignath, C. & Fabriz, S. (2009). Gruppentraining für ängstliche und sozial unsichere Kinder und ihre Eltern. In Langfeldt, H.P & Büttner, G. (Eds.), Trainingsprogramme zur schulischen Förderung (pp. 159-170). Weinheim: Beltz.

https://doi.org/10.1007/s10648-020-09534-0

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Fabriz, S. & Dignath, C. (2009). Mutig werden mit Til Tiger. Ein Trainingsprogramm für sozial unsichere Kinder von Ahrens-Eipper & Leplow. In Langfeldt, H.P. & Büttner, G. (Eds.), Trainingsprogramme zur schulischen Förderung (pp. 171-181). Weinheim: Beltz.


Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and learning3(3), 231-264.

https://doi.org/10.1007/s11409-008-9029-x

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Dignath, C., Buettner, G., & Langfeldt, H. P. (2008). How can primary school students learn self-regulated learning strategies most effectively?: A meta-analysis on self-regulation training programmes. Educational Research Review3(2), 101-129.

https://doi.org/10.1016/j.edurev.2008.02.003


Fabriz, S., Dignath, C., Poarch, G. & Büttner, G. (2007). Förderung von Selbstregulationskompetenz mit standardisierten Lerntagebüchern. In M. Krämer, S. Preiser & K. Brudeylins (Eds.), Psychologiedidaktik und Evaluation VI (pp. 95-104). Göttingen: Vandenhoeck & Ruprecht.

SeLFI LAB is funded by the German Research Foundation (DFG) as part of an Emmy Noether Group and is part of the IDeA Research Center (Individual Development and Adaptive Education of Children at Risk) for the study of developmental and learning processes in children within the first twelve years of life.