Promoting self-regulated learning of preschoolers through indirect intervention: a two-level approach. Issue 13 (10th November 2019)

• Record Type: Journal Article
• Authors: Venitz, Laura; Perels, Franziska
• Is Part Of: Early child development and care. Volume 189:Issue 13(2019)
• Page Start: 2057
• Page End: 2070
• Publication Date: 2019-11-10
• Subjects: Self-regulated learning -- preschool age -- training of essential reference persons -- two-level approach -- analyses of variance; Child development -- Periodicals; Children -- Services for -- Periodicals; 155.405
• DOI: 10.1080/03004430.2018.1434518
• Languages: English
• ISSNs: 0300-4430

Abstract

ABSTRACT: Self-regulated learning (SRL) is defined as a substantial competence for lifelong learning, meaning that its promotion seems important in the early years. The present study is of special interest as it aimed to develop and evaluate an intervention to improve SRL in preschool-aged children. Because the support of essential reference persons is crucial for the development of SRL in childhood [Martinez-Pons, M. (2002). Parental influences on children's academic self-regulatory development. Theory Into Practice, 41 (2), 126–131], parents and preschool teachers were involved in the intervention presented below. To asess the chosen variables, a sample of 37 preschool teachers and 16 parents completed questionnaires. In addition, the SRL of 53 preschoolers (47.3% female; M age = 5.74 years) was recorded using a rating scale. The results of the analyses indicated significant improvements in terms of supportive methods for the adult level, whereas the expected indirect effect of the training on the child level could not be confirmed.