ADHS-Meta-analysis on the effectiveness of Self-regulation interventions

ADHS has been associated with reduced emotional and academic well-being. As a neurodevelopmental disorder that is related to deficits in executive functions, evidence shows that students with ADHD can benefit from self-regulation (SR) training. In AMSel we are conducting a meta-analysis on previous studies on the effectiveness of SR training for the emotional and academic well-being of students with ADHD.

The project aims at investigating which self-regulatoin strategies are most effective for learners with ADHS, and which type of interventions have largest effects on learning outcomes. To this end we analyze international training studies that evaluate an intervention for either learners with ADHS or their parents or teachers to foster self-regulation of learners with ADHD. We conducted a literature search in psychological and medical data bases that yielded 15,421 hits. Sixty-five studies met the eligibitily criteria and are currently systematically coded. The results will provide implications for future intervention research.

Project management: Dr. Charlotte Dignath

Cooperation partner: Prof. Dr. Caterina Gawrilow

AMSel | Homepage


Effectiveness of Self-Regulation Training

We are currently conducting meta-analyses on the following topics: (1) Effectiveness of self-regulation training for learners with ADHD, (2) Effectiveness of different forms of instruction in promoting self-regulation, (3) Effectiveness of learning diaries to promote self-regulation, (4) Effectiveness of self-regulation training for learners with learning disorders.

Project management: Dr. Charlotte Dignath

Cooperation partner: Prof. Dr. Jasmin Decristan

ESel | Homepage


Multimethod Assessment of Metacognition 

Learners differ in their ability to use metacognitive strategies to self-regulate their learning. Valid assessment of strategy use is one of the most important gaps in current research. Research can no longer rely solely on questionnaires for valid assessment. Innovative methods are needed to assess metacognitive strategy use situationally. 

The goals of this study is to (1) describe learners‘ metacognitive activities in the process of completing a complex task, (2) illuminate the relationship between offline and online measures of metacognitive strategy use, (3) examine how learners‘ use of metacognitive strategies is related to their metacognitive knowledge and motivation for metacognitive strategies, and (4) investigate which aspect of metacognitive strategy use contributes most to explaining task performance. We therefore examine university students‘ strategy use, motivation, and performance before, during, and after completing a one-hour complex problem-solving task. 

Preliminary results from this in-depth study support previous evidence that online and situational measures are more strongly associated with task performance than offline measures. However, because we found only a weak association between metacognitive knowledge and metacognitive strategy use, further research is needed to clarify the relationship between the two metacognitive constructs. Finally, our results suggest that both video-based observations and written measures of thinking aloud are valid tools to capture metacognitive strategy use during problem solving.

Project management: Dr. Charlotte Dignath


Using digital media to foster self-regulation in primary school science classrooms

The project aims to investigate the effectiveness of teaching units for primary school science classrooms which integrate the use of digital media. In this scope, we examine (1) whether the digital media can be used effectively to support science learning as well as to activate self-regulation of learning, and (2) whether the additional implementation of adaptive elements can particularly support at-risk students.

The temporary school closures to embank the SARS-Cov-2 pandemic boosted the digitization of learning, showing that in particular primary schools are hardly prepared for the use of digital media. However, digital media have shown to be effective to implement individual support of learners in the classroom as well as when learning at home. In order to benefit from learning with digital media, however, learners need a high degree of self-regulation. Surveys among students about their experience with distance learning during the pandemic have indicated that self-regulation of learner is a major challenge for children. Thus, self-regulation is a prerequisite for digital learning, which can be promoted by means of concepts of individual support through the use of digital media. This project will investigate the effectiveness of teaching units for primary school science classrooms that integrate the use of digital media. In the first phase of the project, we will investigate primary teachers’ conceptions and experiences with the use of digital media (in science) and with the promotion of self-regulation. Moreover, we will prepare and evaluate a teaching unit that incorporates the aspects digital media and self-regulation into science classrooms.

Project management: Dr. Charlotte Dignath & Prof. Dr. Nicola Meschede

NawiSelf*digital | Homepage


Problem solving and strategies – self-regulation in learning

Self-regulation describes the ability to set goals independently, to motivate oneself to work on them, to select and use suitable 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. Based on these findings, approaches for the targeted promotion of self-regulation in elementary school will be explored. The research project comprises several sub-studies. In a first study, 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) for strategy use will be investigated. Further studies will use video-based training and instructional videos to test how children learn to use self-regulation strategies using model learning in play-based situations and whether they transfer this to school-based learning situations. In doing so, we test the effectiveness of pure model observation against implicit and explicit strategy instruction.

Project management: Dr. Charlotte Dignath

PuS-SeL | Homepage


Knowing, using, promoting: teachers‘ self-regulatory competence

The project WieSeL investigates which aspects of teachers‘ professional competence support the promotion of self-regulation in learning among school children. Based on empirical findings, we assume that teachers first need knowledge about what self-regulated learning and teaching is in order to be able to proceed self-regulated and to effectively promote the self-regulation of their students in the classroom. The role of teachers‘ knowledge about self-regulation in promoting self-regulation in the classroom will be investigated.

Several studies are planned as part of the project. First, we will investigate how teachers‘ knowledge about self-regulation can be measured in a valid and reliable way. Subsequently, intervention studies are planned to investigate the conditions for success of brief interventions to promote self-regulation competence for teachers in more detail.

Project management: Dr. Charlotte Dignath

WieSeL | Homepage

SeLFI LAB is funded by the German Research Foundation (DFG) as part of an Emmy Noether Group and is part of the IDeA Research Center (Individual Development and Adaptive Education of Children at Risk) for the study of developmental and learning processes in children within the first twelve years of life.