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“.

A doctoral candidate

The LOEWE Centre DYNAMIC Network Approach of Mental Health to Stimulate Innovations for Change uses dynamic network models to aim at a new understanding of mental disorders and their treatment. The Department for Human Development assesses individual and differential developments of individual people in educational contexts. The Cognitive Development unit investigates multivariate dynamics of change processes by conducting empirical studies on the intra-individual variability of cognitive achievements and emotional well-being and relevant influential factors in daily (school) life.

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.