Research findings on self-regulation in the classroom

A new study by Friederike Blume in the Cognitive Development Lab uses a diary study to show that there is a connection between teaching quality and self-regulation, especially for pupils with ADHD symptoms. The DIPF researcher primarily investigated the question: Does good teaching promote pupils’ attention and behaviour? The result: pupils are better able to self-regulate in lessons that they consider to be particularly well implemented. The results of the study have been published in the scientific journal Learning and Instruction” under the title “It counts in every single lesson: Between- and within-person associations of teaching quality and student self-regulation“.

SAW funding for the project "PROMPT 1.0 - A mobile intervention that improves children's self-regulated learning skills"

The Individualized Interventions Lab is delighted to have received comprehensive SAW funding for the project “PROMPT 1.0 – A mobile intervention that improves children’s self-regulated learning skills” as part of the Leibniz competition in the category: Leibniz Transfer. The aim of PROMT 1.0 is to develop and evaluate a mobile intervention that provides children with long-term, individualised support in the development and application of self-regulated learning skills. The project is being funded for three years with a total of 1 million euros.

Learning comic on self-organised learning published

To illustrate the concept of self-organised learning for pupils, Solveig Gresselmeyer has created the learning comic “From learning grouch to learning ninja – a short guide to self-organised learning” in collaboration with the Individualized Interventions Lab. We are pleased to be able to share the publication in German language with you. This work is licensed under CC BY 4.0 DE.