Abstracts - Earli

Assessing the instruction of self-regulated learning in real classroom settingsCharlotte Dignath, University Johann Wolfgang Goethe, Frankfurt, GermanyGerhard Büttner, University Johann Wolfgang Goethe, Frankfurt, GermanyHans-Peter Langfeldt, University Johann Wolfgang Goethe, Frankfurt, GermanyThis study should provide an insight into direct and indirect ways of strategy instruction in realclassroom settings. For this purpose, an assessment instrument was developed to register teachers’strategy instruction and their creation of learning environments which are conducive to selfregulatedlearning. In addition to be taught direct and systematic strategy instruction, students needopportunities for exercising self-regulated learning. Therefore, features of the learningenvironment that foster the application of self-regulation strategies should also be assessed. Inorder to meet these demands, we designed an observation scale to code teachers’ instruction andclassroom arrangement in real classroom situations. Prior to the collection of live observationaldata, two observers went through a training program consisting of about twenty hours. Interobserverreliability checks based on the coding of video-taped lessons for three separateinstructional variables (classroom context, type of instruction, and type of strategy) ranged above0.6 (Cohen’s Kappa). A first live collection of observational data in elementary classroomsrevealed a high amount of indirect strategy support by means of cooperative learning forms;however, most teachers did not train self-regulation strategies in a systematic or structured way.These results implicate a need for training teachers how to implement strategy instruction in theirteaching, as well as how to use cooperative learning in an effective way to create learningenvironments that foster self-regulated learning amongst students.From individual to group units of analysis: Exploring the impact of family synchronic events onchildren’s self-regulated learningDeborah Pino Pasternak, University of Cambridge, United KingdomThe aim of this paper is to present a multidimensional framework for the analysis of parent-childinteractions able to account for social and cognitive dimensions that significantly impact onchildren’s opportunities to engage in self-regulated learning (SRL). This paper will argue that inorder to reach a more complete and process-oriented understanding of parent-child dynamics andtheir relative impact on children’s SRL dyadic or group units of analysis are required. EightChilean families (mother-child dyads and father-mother-child groups) participated in a six-sessionintervention programme oriented to foster a self-regulated approach to academic tasks in the areasof reading and mathematical problem solving. Children (7 to 10 year-olds) were all achievingbelow average in maths and language and they all showed poor profiles of SRL at the start of theprogramme. All sessions of the programme were video-taped for later analysis. A two stageprocess of analysis was carried out involving the analysis of individual parent and child behavioursas well as the analysis of dyadic/group units of analysis (social and cognitive synchronic events).Results indicate the positive impact of highly demanding cognitive synchrony and warm socialsynchrony on children’s SRL. Results also highlight the impact of children’s motivational patternson family dynamics at the social and cognitive level.The role of self-regulation in motor learning: Analyzing self-regulation during a cognitiveintervention program for children with motor learning difficultiesClaire Sangster, University of Cambridge, United KingdomTraditionally, research and intervention efforts with children with motor learning difficulties havefocused on understanding and addressing the underlying neurological deficits believed to– 492 –