Franziska Perels
Biographic Data
| ID | 2748555 |
|---|---|
| NAME | Franziska Perels |
| GIVEN NAMES | Franziska |
| FAMILY NAME | Perels |
| SIGNATURE | PERELS F |
| AFFILIATIONS | Saarland University |
| ORCID | 0000-0002-8594-1031 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
The role of executive functions and fluid intelligence in the prediction of conditional strategy knowledge of self-regulated learning
Self-regulated learning (SRL) is an important predictor for academic achievement already at preschool and elementary school age. Conditional strategy knowledge of SRL is considered as a central prerequisite for the use of SRL strategies. Individual differences in SRL in same-aged children may be attributed to differences in cognitive abilities. The present study investigated the contribution of executive functions (EF) and fluid intelligence to c…
Assessing knowledge about self-regulated learning: Validation of a measurement tool for preschoolers
Introduction Self-regulated learning (SRL), as the self-directed and goal-orientated control of one’s learning process, is an important ability for academic success. Even at preschool age, when its development is at a very early stage, SRL helps to predict later learning outcomes. Valid test instruments are needed to identify preschoolers who require SRL support and help them to start school successfully. Methods The present study aimed to provid…
Fostering self-regulated learning using synchronous or asynchronous digital learning environments: A latent profile analysis of pre-service teachers’ individual differences
Self-regulated learning (SRL) is positively associated with improved learning achievements during all educational phases. Despite playing an important role in conveying SRL strategies to their students, pre-service often lack knowledge about SRL and imparting it. Therefore, addressing SRL and teaching SRL strategies to students seems relevant to pre-service teacher training. The present study aims to analyze pre-service teachers’ SRL profiles in …
The who and what of inclusive education—Profiles of student teachers' attitudes toward inclusive education
The present study investigated the relationship between different attitudes toward inclusive education. It draws from the Framework of Inclusive Education by assuming a reciprocal relationship between learning theory beliefs, models of disability, and the assessment of joined education, resulting in consistent attitudes toward inclusion. The study investigated attitudes toward inclusion by applying a person-centered approach (latent profile analy…
Attitudes toward Inclusive Education from a Network Perspective
The present study showcases attitudes toward inclusive education in a new light. It contributes to the ongoing debate regarding the extent of inclusive education and highlights the importance of teachers in a process toward inclusion. Based on a framework that involves the reciprocal relation between models of disability, learning theory, and placement of persons with disabilities, attitudes of student teachers and psychology students from a Germ…
Investigating the relationship between self-regulated learning, metacognition, and executive functions by focusing on academic transition phases: A systematic review
The importance of self-regulated learning (SRL) for academic learning and achievement is already well established. In terms of developing a comprehensive understanding of SRL, executive functions (EFs), which are seen as an important influential factor for learning and goal-oriented behavior, should be taken into consideration. Some authors have linked SRL and EF via metacognition (MC), which forms a fundamental component of SRL, and like EF, rep…
The Effect of Digital Game-Based Learning Interventions on Cognitive, Metacognitive, and Affective-Motivational Learning Outcomes in School: A Meta-Analysis
Digital game-based learning (DGBL) interventions can be superior to traditional instruction methods for learning, but previous meta-analyses covered a huge period and included a variety of different target groups, limiting the results’ transfer on specific target groups. Therefore, the aim of this meta-analysis is a theory-based examination of DGBL interventions’ effects on different learning outcomes (cognitive, metacognitive, affective-motivati…
Linking academic buoyancy and math achievement in secondary school students: Does academic self-efficacy play a role
Academic buoyancy describes the ability to successfully overcome and recover from setbacks in an academic context (e.g., a poor grade, motivational dips, stress due to upcoming performance exams). This day-to-day form of academic resilience has recently been defined in the context of positive psychology. The present study aimed to gain insights into the mechanisms of academic buoyancy by predicting math achievement. Since there is already evidenc…
Differential development and trainability of self-regulatory abilities among preschoolers
Self-regulation (SR) as well as self-regulated learning (SRL) show large interindividual variance in preschoolers. This variance may result in differential developmental trajectories. The present study aims to investigate whether a reduction in interindividual differences over time, which could previously be found for preschoolers' SR, is also present for SRL. Furthermore, the present study aims to explore whether preschool SRL training transfers…
Self-regulated learning as a mediator of the relation between executive functions and preschool academic competence
Executive functions (EF) and self-regulated learning (SRL) are processes for the goal-directed control of cognition and (learning) behavior that positively affect academic outcomes. Based on the finding that EF form the developmental basis for SRL, this study tested a model that assumes SRL as a mediator of the relationship between preschool EF and academic competence. Previous studies that found evidence for this mediation considered as predicto…
Changes in Teacher Burnout and Self-Efficacy During the Covid-19 Pandemic: Interrelations and e-Learning Variables Related to Change
Although the reciprocal relationship of teacher burnout and teacher self-efficacy (TSE) is well documented, the literature still lacks studies investigating their (latent) changes and interrelations of change over time. By applying a latent change regression model in our study, we aimed to contribute to this research gap by examining changes in burnout and their relations to changes in TSE during the COVID-19 pandemic—a very challenging time for …
A Novel Modelling Process in Chemistry: Merging Biological and Mathematical Perspectives to Develop Modelling Competences
Models are essential in science and therefore in scientific literacy. Therefore, pupils need to attain competency in the appropriate use of models. This so-called model–methodical competence distinguishes between model competence (the conceptual part) and modelling competence (the procedural part), wherefrom a definition follows a general overview of the concept of models in this article. Based on this, modelling processes enable the promotion of…
Can teacher self-efficacy act as a buffer against burnout in inclusive classrooms
Multimethod assessment of self-regulated learning in college students: Different methods for different components
Although self-regulated learning (SRL) is seen as highly relevant for successful college learning, college students oftentimes show a lack in SRL abilities . Therefore, it seems necessary to foster SRL in this group of leaners. In order to evaluate such training and to foster SRL in an optimal way, a valid assessment of this competence and its development is necessary. As different methods for the assessment of SRL show benefits and points of cri…
A Framework for Designing Training Programs to Foster Self-Regulated Learning and Text Analysis Skills
The study’s aim was to develop an intervention program and to evaluate its contribution to students’ self-regulated learning (SRL) and text analysis skills. In a student-focused training approach, the students themselves acquired the training strategies, whereas in the teacher-focused training, the teachers were enabled to explicitly impart these strategies to their students. In order to investigate the effectiveness of the intervention in terms …
Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School
The aim of the intervention based on the self-regulation theory by Zimmerman (2000) was to promote a powerful learning environment for supporting self-regulated learning by using learning materials. In the study, primary school teachers were asked to implement specific learning materials into their regular mathematics lessons in grade four. These learning materials focused on particular (meta)cognitive and motivational components of self-regulate…
Improving self-regulated learning of preschool children: Evaluation of training for kindergarten teachers
Background In the context of lifelong learning, self-regulated learning is an important competence. Children between 4 and 6 years of age are at a crucial step in their life to develop self-regulatory competence. That is why their kindergarten teachers play an important role as instructors as well as role models.Aim This study tested the effects of self-regulation training for kindergarten teachers concerning their own self-regulation and methods…
Improving self-regulated learning of preschool children: Evaluation of training for kindergarten teachers
Background In the context of lifelong learning, self-regulated learning is an important competence. Children between 4 and 6 years of age are at a crucial step in their life to develop self-regulatory competence. That is why their kindergarten teachers play an important role as instructors as well as role models.Aim This study tested the effects of self-regulation training for kindergarten teachers concerning their own self-regulation and methods…
Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School
The aim of the intervention based on the self-regulation theory by Zimmerman (2000) was to promote a powerful learning environment for supporting self-regulated learning by using learning materials. In the study, primary school teachers were asked to implement specific learning materials into their regular mathematics lessons in grade four. These learning materials focused on particular (meta)cognitive and motivational components of self-regulate…
Improving self-regulated learning of preschool children: Evaluation of training for kindergarten teachers
Background In the context of lifelong learning, self-regulated learning is an important competence. Children between 4 and 6 years of age are at a crucial step in their life to develop self-regulatory competence. That is why their kindergarten teachers play an important role as instructors as well as role models.Aim This study tested the effects of self-regulation training for kindergarten teachers concerning their own self-regulation and methods…
Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School
The aim of the intervention based on the self-regulation theory by Zimmerman (2000) was to promote a powerful learning environment for supporting self-regulated learning by using learning materials. In the study, primary school teachers were asked to implement specific learning materials into their regular mathematics lessons in grade four. These learning materials focused on particular (meta)cognitive and motivational components of self-regulate…
A Framework for Designing Training Programs to Foster Self-Regulated Learning and Text Analysis Skills
The study’s aim was to develop an intervention program and to evaluate its contribution to students’ self-regulated learning (SRL) and text analysis skills. In a student-focused training approach, the students themselves acquired the training strategies, whereas in the teacher-focused training, the teachers were enabled to explicitly impart these strategies to their students. In order to investigate the effectiveness of the intervention in terms …
A Novel Modelling Process in Chemistry: Merging Biological and Mathematical Perspectives to Develop Modelling Competences
Models are essential in science and therefore in scientific literacy. Therefore, pupils need to attain competency in the appropriate use of models. This so-called model–methodical competence distinguishes between model competence (the conceptual part) and modelling competence (the procedural part), wherefrom a definition follows a general overview of the concept of models in this article. Based on this, modelling processes enable the promotion of…
Can teacher self-efficacy act as a buffer against burnout in inclusive classrooms
Multimethod assessment of self-regulated learning in college students: Different methods for different components
Although self-regulated learning (SRL) is seen as highly relevant for successful college learning, college students oftentimes show a lack in SRL abilities . Therefore, it seems necessary to foster SRL in this group of leaners. In order to evaluate such training and to foster SRL in an optimal way, a valid assessment of this competence and its development is necessary. As different methods for the assessment of SRL show benefits and points of cri…
Changes in Teacher Burnout and Self-Efficacy During the Covid-19 Pandemic: Interrelations and e-Learning Variables Related to Change
Although the reciprocal relationship of teacher burnout and teacher self-efficacy (TSE) is well documented, the literature still lacks studies investigating their (latent) changes and interrelations of change over time. By applying a latent change regression model in our study, we aimed to contribute to this research gap by examining changes in burnout and their relations to changes in TSE during the COVID-19 pandemic—a very challenging time for …
Linking academic buoyancy and math achievement in secondary school students: Does academic self-efficacy play a role
Academic buoyancy describes the ability to successfully overcome and recover from setbacks in an academic context (e.g., a poor grade, motivational dips, stress due to upcoming performance exams). This day-to-day form of academic resilience has recently been defined in the context of positive psychology. The present study aimed to gain insights into the mechanisms of academic buoyancy by predicting math achievement. Since there is already evidenc…
Differential development and trainability of self-regulatory abilities among preschoolers
Self-regulation (SR) as well as self-regulated learning (SRL) show large interindividual variance in preschoolers. This variance may result in differential developmental trajectories. The present study aims to investigate whether a reduction in interindividual differences over time, which could previously be found for preschoolers' SR, is also present for SRL. Furthermore, the present study aims to explore whether preschool SRL training transfers…
Self-regulated learning as a mediator of the relation between executive functions and preschool academic competence
Executive functions (EF) and self-regulated learning (SRL) are processes for the goal-directed control of cognition and (learning) behavior that positively affect academic outcomes. Based on the finding that EF form the developmental basis for SRL, this study tested a model that assumes SRL as a mediator of the relationship between preschool EF and academic competence. Previous studies that found evidence for this mediation considered as predicto…
Assessing knowledge about self-regulated learning: Validation of a measurement tool for preschoolers
Introduction Self-regulated learning (SRL), as the self-directed and goal-orientated control of one’s learning process, is an important ability for academic success. Even at preschool age, when its development is at a very early stage, SRL helps to predict later learning outcomes. Valid test instruments are needed to identify preschoolers who require SRL support and help them to start school successfully. Methods The present study aimed to provid…
Fostering self-regulated learning using synchronous or asynchronous digital learning environments: A latent profile analysis of pre-service teachers’ individual differences
Self-regulated learning (SRL) is positively associated with improved learning achievements during all educational phases. Despite playing an important role in conveying SRL strategies to their students, pre-service often lack knowledge about SRL and imparting it. Therefore, addressing SRL and teaching SRL strategies to students seems relevant to pre-service teacher training. The present study aims to analyze pre-service teachers’ SRL profiles in …
The who and what of inclusive education—Profiles of student teachers' attitudes toward inclusive education
The present study investigated the relationship between different attitudes toward inclusive education. It draws from the Framework of Inclusive Education by assuming a reciprocal relationship between learning theory beliefs, models of disability, and the assessment of joined education, resulting in consistent attitudes toward inclusion. The study investigated attitudes toward inclusion by applying a person-centered approach (latent profile analy…
Attitudes toward Inclusive Education from a Network Perspective
The present study showcases attitudes toward inclusive education in a new light. It contributes to the ongoing debate regarding the extent of inclusive education and highlights the importance of teachers in a process toward inclusion. Based on a framework that involves the reciprocal relation between models of disability, learning theory, and placement of persons with disabilities, attitudes of student teachers and psychology students from a Germ…
Investigating the relationship between self-regulated learning, metacognition, and executive functions by focusing on academic transition phases: A systematic review
The importance of self-regulated learning (SRL) for academic learning and achievement is already well established. In terms of developing a comprehensive understanding of SRL, executive functions (EFs), which are seen as an important influential factor for learning and goal-oriented behavior, should be taken into consideration. Some authors have linked SRL and EF via metacognition (MC), which forms a fundamental component of SRL, and like EF, rep…
The Effect of Digital Game-Based Learning Interventions on Cognitive, Metacognitive, and Affective-Motivational Learning Outcomes in School: A Meta-Analysis
Digital game-based learning (DGBL) interventions can be superior to traditional instruction methods for learning, but previous meta-analyses covered a huge period and included a variety of different target groups, limiting the results’ transfer on specific target groups. Therefore, the aim of this meta-analysis is a theory-based examination of DGBL interventions’ effects on different learning outcomes (cognitive, metacognitive, affective-motivati…
The role of executive functions and fluid intelligence in the prediction of conditional strategy knowledge of self-regulated learning
Self-regulated learning (SRL) is an important predictor for academic achievement already at preschool and elementary school age. Conditional strategy knowledge of SRL is considered as a central prerequisite for the use of SRL strategies. Individual differences in SRL in same-aged children may be attributed to differences in cognitive abilities. The present study investigated the contribution of executive functions (EF) and fluid intelligence to c…
Psychology (15 works) · Innovative Teaching and Learning Methods (12 works) · Developmental psychology (9 works) · Mathematics education (9 works) · Social Psychology (8 works) · Self-regulated learning (6 works) · Cognition (5 works) · Computer Science (4 works) · Educational and Psychological Assessments (4 works) · Pedagogy (4 works)