in press

Dignath, C. & Büttner, G. (in press). 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 Learning. DOI : 10.1007/s11409-018-9181-x.


Dignath-van Ewijk, C. (2016). What determines whether teachers enhance self-regulated learning? Predicting teachers’ self-reported promotion of self-regulated learning by teachers’ beliefs, knowledge, and self-efficacy. Frontline Learning Research, 4(5), 83-105.


Dignath-van Ewijk, C., Fabriz, S. & Büttner, G. (2015). Fostering self-regulated learning (SRL) among students by means of an electronic learning diary - a training experiment. Journal of Cognitive Education and Psychology (Special Issue of University Student Learning), 1, 1-21.


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


Dignath-van Ewijk, C., Dickhäuser, O. & Büttner, G. (2013). Assessing how teachers enhance self-regulated learning - a mulit-perspective approach. Journal of Cognitive Education and Psychology, Special Issue of Self-Regulated Learning, 21, 338-358.

Fabriz, S., Dignath-van Ewijk, C., Poarch, G. & Büttner, G. (2013). Fostering self-monitoring of university students by means of a standardized learning journal - a longitudinal study with process analyses. European Journal of Psychology of Education, 1-17.


Dignath-van Ewijk, C. & Van der Werf, G. (2012). What teachers think about self-regulated learning: An investigation of teacher beliefs about enhancing students' self-regulation and how they predict teacher behavior. Education Research International, doi: 10.1155/2012/741713.


Dignath-van Ewijk, C. (2011). Evaluating the effects of self-regulation trainings using meta-analysis. In B. Zimmerman & D. Schunk (Eds.), Handbook of Self-Regulation of Learning and Performance (pp. 376-392). New York: Routledge.

Dignath-van Ewijk, 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. Metagonition and Learning, 5, 157-171.


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 Education, 24, 17-32.

Dignath, C. (2009). Different aspects of the promotion of self-regulated learning: a multi-method investigation on the instruction of self-regulated learning at primary and secondary school. Dissertation Johann Wolfgang Goethe University of Frankfurt.

Souvignier, E. & Dignath-van Ewijk, 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. (2009). Förderung von selbstreguliertem Lernen und Metakognition. In M. Fingerle & S. Ellinger (Eds.), Evidenzbasierte Förderkonzepte (pp. 53-66). Stuttgart: Kohlhammer.

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.

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 & Learning, 3, 231-264.

Dignath, C., Büttner, G. & Langfeldt, H.-P. (2008). How can primary school students acquire self-regulated learning most efficiently? A meta-analysis on interventions that aim at fostering self-regulation. Educational Research Review, 3, 101-129.

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.