Learning processes of students with and without learning difficulties


ADHD is associated with lower emotional and academic well-being. Because it is a neurodevelopmental disorder associated with executive function deficits, evidence suggests that students with ADHD may benefit from self-regulation (SR) training. As part of AMSel, we are conducting a meta-analysis of previous intervention studies on the effectiveness of self-regulation training for the emotional and academic well-being of students with ADHD.

The project aims to examine which self-regulation strategies are most effective for learners with ADHD and which types of interventions have the greatest impact on training success. To this end, we analyze international training studies that evaluate a learner self-regulation intervention, either for learners with ADHD or for their parents or teachers.

The literature search was conducted in psychological and medical databases and yielded 15,421 hits. Based on the inclusion criteria, 146 studies were selected that were published in international journals in English or as gray literature.

These studies are currently being systematically coded and analyzed using a coding scheme developed for this meta-analysis.

Further information on the individual studies can be found here.

Project team: Charlotte Dignath (project leader), Carolin Hahnel, Marion Schneckenbühl, Mareike Kunter, Caterina Gawrilow

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PuS-SeL – Learning processes

Self-regulation describes the ability to set goals independently, to motivate oneself to work on them, to select and use appropriate learning strategies and finally to reflect on the learning process. Particularly in school and especially in independent learning at home, students depend on the use of self-regulation strategies. Since learning strategies are already consolidated in early childhood, it is of particular importance to promote self-regulation already in young children. The PuS-SeL project therefore focuses on the different components of self-regulation in primary school children’s learning and factors that influence the use of self-regulation strategies.

In this project, the role of individual preconditions (such as self-efficacy, cognitive and motivational processes, and knowledge about self-regulation strategies) as well as contextual factors (e.g., promotion of self-regulation by parents and teachers) on strategy use is investigated.

Further information on the individual studies can be found here.

Project team: Charlotte Dignath (project leader), Bernadette van Berk, Stella Vosniadou (Mercator Fellow)

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PuS-SeL Special

Scientific studies suggest that students who suffer from learning difficulties or an attention disorder often also have difficulties with self-regulation. In this subproject, we examine in great detail how learners with difficulties in learning or attention proceed in their learning. In doing so, we analyze cognitive, metacognitive, and motivational learning processes in order to find out how these target groups can best be supported and encouraged in their learning.

In addition, we are conducting a study with teachers to investigate the extent to which they adapt their teaching and the promotion of self-regulation to the needs of their students. For example, we are testing what teachers pay particular attention to when supporting the self-regulation of students with learning difficulties, and whether their teaching practices differ systematically based on the proportion of students with learning difficulties.

In addition, we investigate differential effects for these target groups in our training studies in order to be able to derive targeted support options.

Project Team: Project Team: Charlotte Dignath (Project Leader), Bernadette van Berk

PuS-Sel | Homepage