Zwischen Begleitung und Selbstregulation

Zielvereinbarungsgespräche als Instrument der Lernprozessbegleitung und Unterstützung selbstregulierten Lernens

Abstract

Goal-setting meetings (ZVG) are a key element of continuous learning process support at the University School Dresden, helping students to plan, reflect on, and regulate their learning. This exploratory study examines how students, learning mentors, and parents perceive ZVG and identifies their perceived strengths as well as areas for further development. Data were collected through semi-structured interviews with students (n = 3) and standardized online questionnaires completed by learning facilitators (n = 11) and parents (n = 139). Across all stakeholder groups, ZVG were evaluated predominantly positively. Students perceived the conferences as providing structure and orientation for their learning processes. Learning facilitators particularly emphasized the dialogic and relationship-building character of the conferences but identified a need for further development regarding the systematic formulation of learning goals and the promotion of students' self-responsibility. Parents especially valued the transparency of the meetings and the information they received about their children's learning and development. At the same time, the findings indicate potential for improvement in goal-setting practices, documentation procedures, and organizational conditions. The study provides first empirical insights into regularly conducted goal-setting meetings as an instrument of continuous learning process support and highlights their potential to foster self-regulated learning.