Improving self-regulated learning of preschool children
Evaluation of training for kindergarten teachers
Bibliographic Data
| ID | 5265277 |
|---|---|
| Authors | Franziska Perels (0000-0002-8594-1031, Technische Universität Darmstadt, corresponding author), Miriam Merget‐kullmann (Technische Universität Darmstadt), Milena Wende (Technische Universität Darmstadt), Bernhard Schmitz (0000-0002-6034-6674, Technische Universität Darmstadt), Carla Buchbinder (Technische Universität Darmstadt) |
| Year | 2009 |
| Volume | 79 |
| Issue | 2 |
| Pages | 311-327 |
| Publication date | 2009-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/000709908x322875 |
| PMID | 18559141 |
| OpenAlex | W2070840636 |
| Language | EN |
| Citations received | 28 |
| References cited | 17 |
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 to foster self-regulation in children at preschool age whom they were teaching.Sample In this study, 35 German kindergarten teachers and 97 children participated. All adult participants were graduated kindergarten teachers.Method The kindergarten teachers were tested with a questionnaire 2 weeks before and after the training. At the same time, the preschoolers were interviewed. A waiting control group design was applied.Results and conclusions The results obtained by means of analyses of variance show that the self-regulation of the kindergarten teachers as well as the self-regulated learning of preschoolers whose kindergarten teachers took part in the training improved significantly. The results indicate that it is possible to improve self-regulated learning of preschool children by a training programme for kindergarten teachers
Competence (human resources) · Context (archaeology) · Developmental psychology · German · Lifelong learning · Mathematics education · Pedagogy · Self-regulated learning · Early Childhood Education and Development · Educational and Psychological Assessments · Innovative Teaching and Learning Methods · Psychology · Social Psychology
Fostering Self-Regulation Skills in Youth
Self-regulation and early school success
The development of two observational tools for assessing metacognition and self-regulated learning in young children
Teacher beliefs, knowledge, and practice of self-regulated learning
Nutrition-Related Knowledge, Attitudes, and Practices (KAP) among Kindergarten Teachers in Chongqing, China
Training Early Childhood Teachers to Support Children’s Social and Emotional Learning
Executive Functions, Metacognition, Self-Regulation, and Self-Regulated Learning – What are We Talking About? A Review and Introduction of the Emerge Model
SRL In Elementary School Students’ English Language Learning
Teachers’ perceptions of their self-regulated learning practices in elementary school classrooms
Is GBL Good for Teachers? A Game for Teachers on How to Foster Students’ Self-Regulated Learning
Development and validation of a self‐regulated learning teaching scale for preschool teachers
Implementing high-impact tutoring through a self-regulated learning framework
Differential development and trainability of self-regulatory abilities among preschoolers
Self-regulated learning as a mediator of the relation between executive functions and preschool academic competence
Learning executive function and early mathematics
Supporting early childhood educators to foster children's self-regulation and executive functioning through professional learning
Integrating metacognition and executive function to enhance young children’s perception of and agency in their learning
Fostering lifelong learning – Evaluation of a teacher education program for professional teachers
Professional development in self-regulated learning
Enhancing teachers’ knowledge of how to promote self-regulated learning in primary school students
One step ahead
The impact of early childhood care and education training programs on educator outcomes
Self-Regulated Learning in the Classroom
A Framework for Designing Training Programs to Foster Self-Regulated Learning and Text Analysis Skills
Early Behavioral Self-Regulation, Academic Achievement, and Gender
Correlations Between the Attitudes about Learning of After-School Club Students during School and the Teaching Quality of Elementary School Teachers
Training Self-Regulated Learning in the Classroom
Oportunidades de autorregulação em contexto pré-escolar
New perspectives for the evaluation of training sessions in self-regulated learning
Self-Regulation and Academic Learning
Attaining Self-Regulation
The Role of Goal Orientation in Self-Regulated Learning
Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies
Intrinsic and Extrinsic Motivations
Developing Children's Thinking About Their Own Learning
| Unique citing works | 28 |
|---|---|
| Citations per year | 1,65 |
| Citation span | 2009 - 2026 (18) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 26 |