Promoting Self-Regulated Learning of Preschoolers through Indirect Intervention: A Two-Level Approach

Autor/inn/en	Venitz, Laura; Perels, Franziska
Titel	Promoting Self-Regulated Learning of Preschoolers through Indirect Intervention: A Two-Level Approach
Quelle	In: Early Child Development and Care, 189 (2019) 13, S.2057-2070 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Venitz, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1434518
Schlagwörter	Self Management; Preschool Children; Intervention; Preschool Teachers; Parents; Parent Role; Teacher Role; Independent Study; Behavior Change; Foreign Countries; Knowledge Level; Program Effectiveness; Germany + Suchen Sie Ihr Suchwort? Selbstmanagement; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Eltern; Parental role; Elternrolle; Lehrerrolle; Selbststudium; Ausland; Wissensbasis; Deutschland
Abstract	Self-regulated learning (SRL) is defined as a substantial competence for lifelong learning, meaning that its promotion seems important in the early years. The present study is of special interest as it aimed to develop and evaluate an intervention to improve SRL in preschool-aged children. Because the support of essential reference persons is crucial for the development of SRL in childhood [Martinez-Pons, M. (2002). Parental influences on children's academic self-regulatory development. "Theory Into Practice," 41(2), 126-131], parents and preschool teachers were involved in the intervention presented below. To asess the chosen variables, a sample of 37 preschool teachers and 16 parents completed questionnaires. In addition, the SRL of 53 preschoolers (47.3% female; M[subscript age] = 5.74 years) was recorded using a rating scale. The results of the analyses indicated significant improvements in terms of supportive methods for the adult level, whereas the expected indirect effect of the training on the child level could not be confirmed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01