Abstracts - Earli

There were two conditions to this task: 1) High similarity, and 2) Low similarity. The cards had1 to 5 items arranged horizontally and controlled for length and density. Each child completed aset of 11 trials for each condition. The task was presented in counter balanced order. Additionally,each child was requested to count sets from 2 to 10 items and to produce sets from 2 to 6 items.The results indicate that participants scored better than chance in training and they also scoredbetter than chance on both high and low similarity sets. The results also indicated positivecorrelation among counting, cardinality and equivalence understanding. The study has strongimplication for the teaching of math for preschool children with disabilities.Attention deficits, motivational self-regulation and computer-based instructionThomas Weiss, Chemnitz University of Technology, GermanyMaria Bannert, Chemnitz University of Technology, GermanyLearners with ADHD lack more than "normal" learners the ability to adequately self-regulate theirlearning processes (Harris, 2004; Barkley, 2005), a competence which is essential for the effectiveexecution of the majority of computer-based learning activities (Koerndle et al., 2006). Withregard to the expected benefits of instructional technology for this learner-group and the increasingimportance of lifelong learning the general question occurs, under which circumstances and towhat degree learners with ADHD are able and willing to use computers and internet for selfregulatedlearning. The typical symptoms of learners with ADHD (high distractibility, lowfrustration tolerance, problems to persistently strive for goals; Barkley, 2005) give raise to theassumption, that especially the motivational self-regulation of learning (Pintrich, 2000; Rheinberg,2000; de Corte, 2005) might be maladaptive. There is further evidence, that among the severalvariables involved especially area-specific self-efficacy expectations play an important role in theregulation process and are expected to be significant predictors for the willingness of utilizingcomputers for learning purposes and the efficiency of the actual learning process (Bandura, 1994).In the study presented (N=40) we tried to identify possible relations between the extent ofattention deficits and further important learner-related antecedents of motivational self-regulation(especially area-specific self-efficacy), its relations to learner’s motivational/ functional states inthe context of a nonlinear computer-based learning task and the utilization of computers in thenormal course of life. The findings support our general hypothesis concerning the negative impactof attention deficits on the motivational self-regulation of learning. However, self-efficacy forweb-based learning doesn’t seem to be the important mediator between attention deficits andmotivational states during the learning process as expected, but at best part of a cluster ofantecedents and mediating variables, which have to be in the focus of more detailed analyses andfuture research.Regional educational initiative in centralized educational governance conditions: CakovecPetra Hoblaj, Center for Strategy and Development, Zagreb, CroatiaIvana Batarelo, Faculty of Philosophy, University of Zagreb, CroatiaVesna Ciglar, Teacher Training College in Cakovec, CroatiaThis presentation presents results of a case study on the effectives of the regional educationalinitiative "School Improvement and Sustainable Leadership - Program for Education Developmentand Education Policy on Micro Level: Cakovec process". We attempted to answer three mainresearch questions focusing on types of cooperation between stakeholders on a local level, types ofcooperation on a regional level, and types of cooperation between local/regional stakeholders andcentral government. The results of data analysis imply that there is cooperation betweenstakeholders on a local level, and cooperation between local and central level. Still, cooperation on– 669 –