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

Venitz, Laura; Perels, Franziska

doi:10.26822/iejee.2019553340

Cited by 11 publications

(23 citation statements)

References 53 publications

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“…In general, intervention studies for preschoolers in the context of self-regulation differ concerning a) the measurement of intervention success, either measuring benefits only at the child-level (Schmitt, McClelland, Tominey, & Acock, 2015) or via external ratings (Dörr & Perels, 2019a); b) the type of fostering through direct interventions at the child level (Barnett et al, 2008;Schmitt et al, 2015) or through indirect interventions which focus on the promotion of potential multipliers, such as kindergarten teachers (see also next section; Bradley, Atkinson, Tomasino, Rees & Galvin, 2009;Ford, McDougall, & Evans, 2009;Venitz & Perels, 2019); and c) the general stimulation of self-regulation (Raver et al, 2011), compared to specific self-regulation strategies/aspects such as self-reflection (Espinet, Anderson, & Zelazo, 2013;Flook, Goldberg, Pinger, & Davidson, 2015) or metacognition (Dörr & Perels, 2019a). However, most of the literature in this age group has tapped into gSR, and less so on SRL (e.g.…”

Section: Fostering Self-regulated Learning In Preschoolersmentioning

confidence: 99%

“…The sensitisation for SRL could have covered intervention benefit due to a more negative self-assessment in posttest (similar to the explanation in the section above). The inaccuracy of kindergarten teacher self-report of SRL was also considered as critical in the intervention study of Venitz and Perels (2019).…”

Section: Lack Of An Intervention Benefit In Kindergarten Teachersmentioning

confidence: 99%

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Promoting self-regulated learning in preschoolers

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Self-regulated learning (SRL) is important for a person's school career and their later academic success, and it should therefore be fostered as early as possible. Nevertheless, research focusing on the promotion of SRL in preschoolers is limited. The present study aims to examine the efficacy of an SRL intervention based on a longitudinal control-group-design for preschoolers (direct-level intervention) and their kindergarten teachers (indirect-level intervention). The SRL intervention took place in either a) an autonomous learning environment, where SRL learning strategies were practiced with no special focus on the stimulation of communicative abilities or b) in a social-interactive learning environment, where SRL learning strategies were practiced while communicative abilities were stimulated. The sample consisted of 189 preschoolers (49.5% ♀, 50.5% ♂, mean age: 5.6 years, SD = .47 years) and 30 kindergarten teachers. SRL and general self-regulation ability (gSR) served as performance measures. The results of the paired t-tests revealed an increase in SRL and gSR for preschoolers irrespective of the condition, while a group-differential intervention benefit for preschoolers (i.e. direct-autonomous or direct-interactive intervention) could not be confirmed by the applied repeated measures ANOVA and contrast analyses. Further, we did not find any substantial benefit from teacher intervention (i.e. indirect intervention) analysed by non-parametric Wilcoxon test. This unexpected result is discussed in light of methodical considerations. Nevertheless, the study provides important implications for future intervention studies.

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Section: Fostering Self-regulated Learning In Preschoolersmentioning

confidence: 99%

Section: Lack Of An Intervention Benefit In Kindergarten Teachersmentioning

confidence: 99%

Promoting self-regulated learning in preschoolers

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“…The likelihood that Avery's teacher would be able to notice Avery's lack of meta-strategic knowledge would be enhanced greatly if that teacher had experienced the kind of video-based laboratory exercises that Michalsky designed. Of course, the efficacy of such training is likely moderated by teachers' existing competence, a critical point asserted by Dignath (2021) and supported by prior research (Steinbach & Stoeger, 2016;Venitz & Perels, 2019). There is likely a Matthew Effect for pre-service and in-service teacher education, where teachers who can enact SRL and teachers who have some facility with SRT are likely to benefit more from professional development focused on metacognition, such as Michalsky's (in press), than those teachers who lack SRL and SRT knowledge, skills, and dispositions.…”

Section: Teacher Education and Professional Development On Srlmentioning

confidence: 94%

Teacher support for metacognition and self-regulated learning: a compelling story and a prototypical model

Greene

2021

Metacognition Learning

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Despite strong evidence that students' self-regulated learning (SRL) capacity and performance predict important academic and lifelong learning outcomes, SRL remains largely absent from educational standards and curricula. That absence has implications for students, surely, but it also affects what pre-service teachers learn and how in-service teachers interact with students, resulting in inconsistent at best, and non-existent at worst, instruction and support for SRL. A better understanding of how teachers support metacognition and SRL is needed to enhance teachers' competence for these vital aspects of education and also to advocate for the inclusion of SRL in educational reform. The articles in this special issue make significant advances toward understanding teachers' support of SRL and how to bolster it, in turn affording more and better arguments for advocacy. My goal in this article is to synthesize the ideas in these articles to tell a story of teachers' support for metacognition and SRL, which in turn implies a prototypical model with implications for future research on teacher competence for supporting SRL and future professional development that enhances teachers' professional vision and performance. Future scholarship can be enhanced via modern methodologies and analytic techniques, which the articles in this special issue also illustrate. The story told in this special issue is an important step toward a future where SRL takes its rightful place as a key component of educational reform.Keywords Teachers • Self-regulated learning • Self-regulated teaching • Teacher competence Given ample evidence that self-regulated learning (SRL; Greene, 2018) knowledge, skills, and dispositions are strong predictors of student academic achievement (Dent & Koenka, 2016;Jansen et al., 2019), why is it that SRL is not included in many primary, secondary, and tertiary education standards (White & DiBenedetto, 2018) and not a greater focus in

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“…Their findings highlighted that students were able to demonstrate an improvement in the control aspect of metacognition; however, monitoring seemed to be more challenging. However, the authors acknowledge that it is easier to observe control strategies than monitoring strategies which may act as a limitation (Venitz and Perels, 2019). Despite the importance of developing these skills in the early years, much of the research continues to focus on metacognition at later stages of development such as in secondary and post-secondary contexts.…”

Section: Developing Metacognition In the Early Yearsmentioning

confidence: 99%

Thinking about Kindergarten thinking: A mixed methods study

Braund

2022

Front. Psychol.

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Metacognition, otherwise known as ‘thinking about one’s thinking,’ leads to greater academic success and is foundational. Given this importance, metacognitive behaviors need to be developed within early years contexts to provide young children the opportunity to practice these behaviors and receive feedback. However, literature continues to focus on the development of metacognition in later grades. This mixed methods study explored metacognition in eight Kindergarten classrooms. Participants included eight Kindergarten teachers, six early childhood educators (ECEs), and 80 students. Data collection was conducted at two time periods separated by 12 weeks. Data collection included the Children’s Independent Learning Development (CHILD) measure, semi-structured interviews, and classroom observations. The quantitative data from the CHILD were analyzed using a paired samples t-test in SPSS. All qualitative data were analyzed thematically. Qualitatively, three themes were identified: (1) Conceptualization of metacognition, (2) Barriers to developing metacognition, and (3) Operationalization of strategies to facilitate metacognitive development. Evidence demonstrated that participants had incomplete conceptualizations of metacognition. Some articulated simple understandings by reporting the literal translation and were unable to articulate more fulsome conceptions. However, some teachers had more developed conceptions of metacognition that included different facets such as planning and reflective thinking. All participants were forthcoming with identifying ways in which they struggled with implementing metacognitive practices or encouraging the development of metacognition. These barriers included large classroom sizes, developmental readiness, and wide student ability. Despite having an incomplete understanding of metacognition, early years educators were trying a variety of different strategies to help promote metacognitive thinking within their Kindergarten classrooms. Surprisingly, teacher ratings using the CHILD did not change significantly from Time 1 (M = 1.88, SD = 0.744) to Time 2 (M = 1.85, SD = 0.66), t (72) = 0.72, p > 0.05. A similar trend was observed for ECE ratings using the CHILD as they did not change significantly from Time 1 (M = 1.89, SD = 0.70) to Time 2 (M = 1.80, SD = 0.79), t (52) = 1.36, p > 0.05. This research highlights empirical practices that Kindergarten educators can use to help facilitate metacognitive thinking. Furthermore, it identifies a need to better support Kindergarten educators by integrating practices aimed at developing metacognitive thinking in their students through explicit examples of strategies.

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

Cited by 11 publications

References 53 publications

Promoting self-regulated learning in preschoolers

Promoting self-regulated learning in preschoolers

Teacher support for metacognition and self-regulated learning: a compelling story and a prototypical model

Thinking about Kindergarten thinking: A mixed methods study

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