Promoting self-regulated learning of preschoolers through indirect intervention: a two-level approach

Venitz, Laura; Perels, Franziska

doi:10.1080/03004430.2018.1434518

Cited by 20 publications

(26 citation statements)

References 22 publications

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“…On the other hand, it consists of items from two established measurement tools: the Children's Independent Learning Development (CHILD 3-5) checklist (Whitebread et al, 2009) and the Child behavioural ratings scale (Rowley, 2015). Item selection is based on con-tent considerations and the results from item analysis of a former version of the SRL rating scale, used in Venitz & Perels (2018). All items of the composed measurement tool were rated on a Four Point Likert scale that ranges from 1 (never) to 4 (always).…”

Section: External Rating-scale Of Self-regulated Learning (Srl Ratingmentioning

confidence: 99%

A Pilot study of the Online Assessment of Self-Regulated Learning in Preschool Children: Development of a Direct, Quantitative Measurement Tool

Jacob

Dörrenbächer

Perels

2019

iejee

Self Cite

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Self-regulatory abilities have been shown to be closely linked to academic success. There are a variety of measurement tools to assess self-regulated learning in pupils and students. Crucially, preschool age marks a sensible period for the maturation of self-regulated learning (SRL) and related abilities such as executive-control functions (EF). This is why the development of a direct instrument that fits the special characteristics of this age cohort is important. An adapted version of Zimmermann´s (2000) process model may serve as a theoretical basis. This pilot study intends to develop and evaluate a direct, quantitative measurement tool to assess SRL in an 'online manner'. The measurement tool was tested in 183 preschoolers of German kindergartens. After a detailed item analysis, reliability was estimated and concurrent validity was examined. Statistical analysis indicates a satisfactory reliability for the measurement tool as a whole. Additionally, validity is supported by (small) significant overall correlations with the external measure as well as EF measure. Nevertheless, the need for the optimization of the instrument is clear and the study has important implications for further research. In general, the results demonstrate that it is both plausible and possible to assess SRL in preschoolers directly at child level

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Section: External Rating-scale Of Self-regulated Learning (Srl Ratingmentioning

confidence: 99%

A Pilot study of the Online Assessment of Self-Regulated Learning in Preschool Children: Development of a Direct, Quantitative Measurement Tool

Jacob

Dörrenbächer

Perels

2019

iejee

Self Cite

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“…Transferring the findings to a kindergarten context, a reinforcement of kindergarten teachers' knowledge of strategies to promote SRL in children and a reflection on their own SRL seem to be of particular importance. Therefore, the presented training (Venitz & Perels, 2018) pursued two essential key goals: First, the reflection of the own SRL behavior as a basis to get able to act as a positive role model who demonstrates SRL behavior (Bandura, 1977), and second the development of knowledge concerning the support of SRL in kindergarten children.…”

Section: Srl and Its Relevance For Kindergarten Teachersmentioning

confidence: 99%

“…As a consequence of the increased recognition of early education processes and their support by kindergarten teachers, the conceptualization and evaluation of a specific SRL promotion training for this professional group, is of great significance. This was the starting point for the development and evaluation of a study for kindergarten teachers which aimed to improve their knowledge and competencies in regard to the promotion of SRL in children of kindergarten age (Venitz & Perels, 2018; further described in section 2.2). The results of the quasi-experimental control-group study with repeated measures showed a significant increasement in terms of the strategies that were used by the participants to promote the SRL in children of kindergarten age (Venitz & Perels, 2018).…”

Section: The Current Studymentioning

confidence: 99%

“…This was the starting point for the development and evaluation of a study for kindergarten teachers which aimed to improve their knowledge and competencies in regard to the promotion of SRL in children of kindergarten age (Venitz & Perels, 2018; further described in section 2.2). The results of the quasi-experimental control-group study with repeated measures showed a significant increasement in terms of the strategies that were used by the participants to promote the SRL in children of kindergarten age (Venitz & Perels, 2018). However, an investigation of differential effects is still pending, although it has been shown that the analysis of effects in dependence of different participant groups, offers a deeper insight into the evaluation of an intervention (Lapka, et al, 2011).…”

Section: The Current Studymentioning

confidence: 99%

“…Hence, an intervention to promote the SRL behavior of kindergarten teachers as well as their knowledge about strategies to foster SRL in children, appears useful. Therefore, in a further study by Venitz & Perels (2018), an indirect intervention for kindergarten teachers which focuses on the SRL promotion of five to six-year-old children, was developed. As research on SRL of educational staff in school contexts indicates that there are individual differences in the support of SRL (Moos & Ringdal, 2014), an investigation of differences with regard to early childhood educators' knowledge about SRL promotion strategies seems to be of special importance.…”

Section: Introductionmentioning

confidence: 99%

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The Promotion of Self-regulated Learning by Kindergarten Teachers: Differential Effects of an Indirect Intervention

Venitz

Perels

2019

iejee

Self Cite

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The early promotion of self-regulated learning (SRL) has aroused increased interest since it has been highlighted as the key competence for lifelong learning (E.U. Council, 2002). To meet the demand for early support, an intervention for kindergarten teachers to foster SRL in five to sixyear-old children was developed (Venitz & Perels, 2018). In the present study, different SRL promotion strategy profiles of kindergarten teachers were investigated by using latent profile analyses and the effectiveness of the developed intervention was evaluated under consideration of the found profiles. The results of latent profile analysis (n= 134 kindergarten teachers) displayed specific profiles that differ regarding the degree of self-reported knowledge concerning strategies to promote SRL in children. Using a sample of n= 76 kindergarten teachers who participated on a three-week training which was focused on the reflection of the own SRL as well as the promotion of SRL, differential effects of the found profiles were investigated. The results indicate that an adaption of the intervention according to the different SRL promotion strategy profiles would be meaningful, because kindergarten teachers with high and low SRL promotion strategy profiles differed significantly concerning their repertoire of supportive strategies and their SRL behavior.

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For unto every one that hath shall be given: teachers’ competence profiles regarding the promotion of self-regulated learning moderate the effectiveness of short-term teacher training

Dignath

2021

Metacognition Learning

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Teachers play a major role in the effectiveness of student learning. Teacher’s competence contributes to their classroom practice. We applied a generic model of teacher competence to the specific context of teachers’ promotion of self-regulated learning (SRL) in the classroom, and investigated teachers’ competence profiles regarding SRL (study 1) and how teachers’ competence can moderate the effectiveness of teacher training (study 2). In the first step, in study 1 191 teachers were assessed according to different characteristics that have been found to be important aspects of teacher competence (knowledge, beliefs, and self-efficacy). To investigate how these characteristics co-occur in teachers we determined latent profiles of teacher competence regarding SRL. To this end, and the data were subjected to a latent profile analysis that yielded two levels of competence profile: low and high competence to promote SRL. These competence profiles were positively associated with teachers’ self-reported SRL practice in the classroom. Next, to test whether these competence profiles affect teachers’ competence development, we conducted a training study. In this study 2, we examined the effects of an 8-h long teacher training about SRL on the development of teachers’ competence (knowledge, beliefs, self-efficacy) and on their SRL practice in the classroom with a repeated measures control group design. Forty-five teachers participated in the training, and these teachers and their 543 students evaluated the effectiveness of the training. Training effects were found on the teacher level, but not on the student level. Teachers who participated in the training outperformed the control teachers in their development of self-efficacy to foster SRL, and their perceived SRL practice. Moreover, teachers’ competence profiles moderated the training effect, showing that teachers with an initially high competence benefitted more from the training. Applying a generic model of teacher competence to the context of promoting SRL seems beneficial to inspire future research on indicators of teachers’ SRL practice.

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Promoting self-regulated learning of preschoolers through indirect intervention: a two-level approach

Cited by 20 publications

References 22 publications

A Pilot study of the Online Assessment of Self-Regulated Learning in Preschool Children: Development of a Direct, Quantitative Measurement Tool

A Pilot study of the Online Assessment of Self-Regulated Learning in Preschool Children: Development of a Direct, Quantitative Measurement Tool

The Promotion of Self-regulated Learning by Kindergarten Teachers: Differential Effects of an Indirect Intervention

For unto every one that hath shall be given: teachers’ competence profiles regarding the promotion of self-regulated learning moderate the effectiveness of short-term teacher training

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