The study’s aim was to develop an intervention program and to evaluate its contribution to students’ self-regulated learning (SRL) and text analysis skills. In a student-focused training approach, the students themselves acquired the training strategies, whereas in the teacher-focused training, the teachers were enabled to explicitly impart these strategies to their students. In order to investigate the effectiveness of the intervention in terms of transfer benefits on SRL and text analysis skills, 274 lower secondary students were examined in a pretest-training-posttest design. Based on two different training approaches, a distinction was made between four groups: student training (singleST), teacher training (singleTT), combination of student and teacher training (ComT), and control group (CG). Substantially more transfer was revealed in all training conditions as compared to the control group. Specifically, the singleST group showed the highest learning gains for all variables. Conversely, a combination of both approaches (ComT) did not result in synergetic effects, but rather in reciprocal interferences. 1. Introduction In the last few decades, the continuous technological revolution resulted in an efficient processing of information at any time and place as well as in a more flexible learning management. The omnipresent availability and complexity of information, however, necessitate the acquisition of new abilities in order to achieve the level of skills that is necessary to manage the demands of today’s society. For this reason, getting used to the continuous and lifelong need to adapt one’s own behavior and knowledge through self-evident and conscious application of strategies requires starting early with strategy instruction and promotion. Different training programs in all areas of life, whether at preschool [1], primary school [2], secondary school [3], or in the workplace [4], have already shown to be effective in enhancing learning processes and encouraging learners to acquire more self-regulatory learning abilities. Self-regulated learning (SRL) is defined as an “active, constructive process whereby learners (the term “learner” refers to students throughout the document, as the study focuses on an academic setting) set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behavior, guided and constrained by their goals and the contextual features in the environment” [5]. For the purpose of the present study, we aimed at refining guidelines for a training of self-regulatory skills. The
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