Although self-regulated learning (SRL) is seen as highly relevant for successful college learning, college students oftentimes show a lack in SRL abilities. Therefore, it seems necessary to foster SRL in this group of leaners. In order to evaluate such training and to foster SRL in an optimal way, a valid assessment of this competence and its development is necessary. As different methods for the assessment of SRL show benefits and points of criticism, the present study used a multimethod approach to investigate convergence between and across different measures as well as their predictive validity for achievement. SRL was conceptualized of cognitive, metacognitive, and motivational components. Seventy college students were assessed with two broad SRL-measures (questionnaire, strategy knowledge test) and two task-specific SRL measures (microanalyses, trace data) within a standardized laboratory setting. Moreover, GPA of college entrance diploma was gathered as an indicator of general achievement level. Results indicate moderate to high relations between the different components of SRL (cognition, metacognition, and motivation) within one assessment level and no relations between the different assessment methods within one component. With regard to achievement, we found that every component is predictive for achievement but only if measured with different assessment methods. The results are discussed with regard to their implications for future research and the use of different assessment methods for SRL.

尽管人们认为自我调节学习（SRL）与成功的大学学习高度相关，但大学生通常表现出缺乏SRL能力。因此，似乎有必要在这批精干者中培养SRL。为了评估这种培训并以最佳方式建立SRL，必须对此能力及其发展进行有效评估。由于评估SRL的不同方法显示出好处和批评点，因此本研究使用多方法方法研究了不同措施之间和不同措施之间的收敛性以及其实现预期的有效性。SRL被概念化为认知，元认知和动机组成部分。在标准化实验室环境中，对七十名大学生进行了两项广泛的SRL措施（问卷调查，策略知识测试）和两项针对任务的SRL措施（微量分析，跟踪数据）评估。此外，还收集了高考文凭的GPA作为总体成绩水平的指标。结果表明，在一个评估级别中，SRL的不同组成部分（认知，元认知和动机）之间存在中等至高度的关系，而在一个组成部分中，不同评估方法之间没有相关性。关于成就，我们发现每个组成部分都可以预测成就，但只有在使用不同的评估方法进行衡量的情况下。讨论了结果对未来研究的影响以及对SRL的不同评估方法的使用。我们发现，每个组成部分都可以预测成绩，但只有使用不同的评估方法进行衡量时才可以。讨论了结果对未来研究的影响以及对SRL的不同评估方法的使用。我们发现，每个组成部分都可以预测成绩，但只有使用不同的评估方法才能衡量。讨论了结果对未来研究的影响以及对SRL的不同评估方法的使用。