Laura Dörrenbächer-Ulrich
Dados Biográficos
| ID | 7355132 |
|---|---|
| NOME | Laura Dörrenbächer-Ulrich |
| PRENOMES | Laura |
| SOBRENOME | Dörrenbächer-Ulrich |
| ASSINATURA | DÖRRENBÄCHER-ULRICH L |
| AFILIAÇÕES | Saarland University |
| ORCID | 0000-0002-8361-9030 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2021 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 0 |
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
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
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 …
Investigating the relationship between self-regulated learning, metacognition, and executive functions by focusing on academic transition phases
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
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
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…
Multimethod assessment of self-regulated learning in college students
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…
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Multimethod assessment of self-regulated learning in college students
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…
Linking academic buoyancy and math achievement in secondary school students
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
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
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 …
Investigating the relationship between self-regulated learning, metacognition, and executive functions by focusing on academic transition phases
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
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…
Innovative Teaching and Learning Methods (7 obras) · Psychology (7 obras) · Developmental psychology (5 obras) · Social Psychology (5 obras) · Cognition (4 obras) · Educational and Psychological Assessments (3 obras) · Mathematics education (3 obras) · Self-regulated learning (3 obras) · Academic achievement (2 obras) · Competence (human resources) (2 obras)