Upper Secondary Education with Special Focus on Research on Teaching and Learning

Prof. Dr. Yves Karlen

The Chair of Upper Secondary Education and Research on Teaching and Learning is dedicated to the complex conditions and effects of teaching and learning processes in the school context.
The research focus areas of the chair include in particular the understanding of self-regulated learning processes, the development of diagnostic procedures for observing and promoting interdisciplinary learning progress, and the investigation of the mechanisms of mindsets and motivation on learning and teaching.
Our overarching goal is to support schools and educators in the further development of their teaching through close collaboration between academia and practice. This intends to strengthen educators and learners for lifelong learning in a digitised world. We conduct research for and with the practice.

• Hirt, C. N., Eberli, T. D., Jud, J. T., Rosenthal, A., & Karlen, Y. (2025). One step ahead: Effects of a professional development program on teachers’ professional competencies in self-regulated learning. Teaching and Teacher Education, 159. https://doi.org/10.1016/j.tate.2025.104977
• Brunner, S. N., Bäuerlein, K., Conti, M., & Karlen, Y. (2025). Measuring individual differences in students' knowledge about self-regulated learning strategies with a digital tool. Learning and Individual Differences, 119. https://doi.org/10.1016/j.lindif.2025.102656
•  Karlen, Y., Hertel, S., Grob, U., Jud, J., & Hirt, C. N. (2024). Teachers Matter: Linking Teachers and Students' Self-Regulated Learning. Research Papers in Education. https://doi.org/10.1080/02671522.2024.2394059
• Jud, J., Karlen, Y., & Hirt, C. N. (2024). Linking teachers’ and students’ motivation for self-regulated learning: is there a signal and how is it transmitted? Metacognition and Learning. https://doi.org/10.1007/s11409-024-09393-y
• Karlen, Y., & Hertel, S. (2024). Inspiring self-regulated learning in everyday classrooms: teachers’ professional competences and promotion of self-regulated learning. Unterrichtswissenschaft. https://doi.org/10.1007/s42010-024-00196-3
• Hertel, S., Reschke, K., & Karlen, Y. (2024). Are profiles of self-regulated learning and intelligence mindsets related to students’ self-regulated learning and achievement? Learning and Instruction, 90. https://doi.org/10.1016/j.learninstruc.2023.101850
• Rosenthal, A., Hirt, C. N., Eberli, T. D., Jud, J., & Karlen, Y. (2023). Video-based classroom insights: Promoting self-regulated learning in the context of teachers’ professional competences and students’ skills in self-regulated learning. Unterrichtswissenschaft. https://doi.org/10.1007/s42010-023-00189-8
• Karlen, Y., Bäuerlein, K., & Brunner, S. (2023). Teachers’ assessment of self-regulated learning: Linking professional competences, assessment practices, and judgment accuracy. Social Psychology of Education. https://doi.org/10.1007/s11218-023-09845-4
• Bäuerlein, K., Brunner, S., Etter, B., Stebner, F., Weber, X.-L., Wirth, J., & Karlen, Y. (2023). Förderung der diagnostischen Kompetenz von Lehrpersonen im selbstregulierten Lernen. In R. Porsch & P. Gollub (Eds.), Professionalisierung von Lehrkräften im Beruf. Stand und Perspektiven der Lehrkräftebildung und Professionsforschung (pp. 159-177). Waxman.
• Jud, J., Hirt, C. N., Rosenthal, A., & Karlen, Y. (2023). Teachers’ motivation: Exploring the success expectancies, values and costs of the promotion of self-regulated learning. Teaching and Teacher Education, 127. https://doi.org/10.1016/j.tate.2023.104093
• Karlen, Y., Hirt, C. N., Jud, J., Rosenthal, A., & Eberli, T. D. (2023). Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition. Teaching and Teacher Education, 125. https://doi.org/10.1016/j.tate.2023.104055
• Hirt, C. N., Jud, J., Rosenthal, A., & Karlen, Y. (2022). How Motivated are Teachers to Promote Self-Regulated Learning? A Latent Profile Analysis in the Context of Expectancy-Value Theory. Frontline Learning Research, 10(2), 46-65. https://doi.org/10.14786/flr.v10i2.1113