Abstracts - Earli

A 1528 August 2007 15:00 - 17:00Room: 1.71 PóczaSymposiumSupporting self-regulated learningChair: Franziska Perels, Technical University of Darmstadt, GermanyChair: Barbara Otto, Technical University of Darmstadt, GermanyOrganiser: Franziska Perels, Technical University of Darmstadt, GermanyOrganiser: Barbara Otto, Technical University of Darmstadt, GermanyOrganiser: Bernhard Schmitz, Technical University of Darmstadt, GermanyDiscussant: Michaela Schmidt, Technical University of Darmstadt, GermanySelf-regulation is a competence humans need to meet the requirements of life-long learning.Therefore, it is important to analyse the possibilities to support self-regulated learning. In thissymposium (chair: F. Perels, B. Otto and B. Schmitz, University of Technology Darmstadt,Germany), we present four different approaches that examine important aspects of self-regulatedlearning in school and university. C. Dignath et al., University of Frankfurt, Germany: Theefficacy of self-regulated learning interventions at primary and secondary school level – a metaanalysisD. Whitebread & P. Coltman, University of Cambridge, UK: Towards a pedagogy forteaching thinking and developing metacognitive abilities in young children F. Perels et al.,University of Technology Darmstadt, Germany: Improving self-regulated learning of preschoolchildren. Evaluation of a training for kindergarten teachers P. Gradinger et al., University ofVienna/ University of Applied Sciences Linz, Austria: Improving self-regulated learning:Differential effects by VEL based on quantitative and qualitative data Beginning with a metaanalysisinvestigating the efficacy of self-regulated learning interventions at primary andsecondary school level the second paper reports findings from two studies focusing on differentapproaches to teaching ‘thinking’ and the development of self-regulatory and metacognitiveabilities in young children. The third reported study also refers to self-regulated learning of youngchildren by presenting the findings of a training programme for kindergarten teachers to supportself-regulated learning of pre-school children. We close the symposium with another interventionstudy, which describes differential effects of a computer-based intervention within universitycontext. The presented studies will be discussed regarding their theoretical and educationalsignificance (M. Schmidt, University of Technology Darmstadt, Germany).The efficacy of self-regulated learning interventions at primary and secondary school level – ameta-analysisCharlotte Dignath, University Johann Wolfgang Goethe, GermanyGerhard Büttner, University Johann Wolfgang Goethe, GermanyHans-Peter Langfeldt, University Johann Wolfgang Goethe, GermanyRecently, research has increasingly focused on fostering self-regulated learning amongst youngchildren. To consider this trend, this article presents the results of a differentiated meta-analysis of77 studies on enhancing self-regulated learning amongst primary and secondary school students.Based on recent models of self-regulated learning, which consider motivational as well ascognitive and metacognitive aspects (see Boekaerts, 1999), effects of self-regulated learning onacademic achievement, cognitive and metacognitive competencies, as well as on motivation wereanalyzed. To get a differentiated picture of the training effects on these diverse components of– 46 –