Extended funding concept of self-regulated learning of preschoolers by a combination of explicit and implicit support measures.

通过显性和隐性支持措施的结合，扩展学龄前儿童自我调节学习的资助概念。

• 批准号: 250559999
• 负责人: Professorin Dr. Franziska Dorothea Perels
• 金额: --
• 依托单位: Fachrichtung Bildungswissenschaften
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2013
• 资助国家: 德国
• 起止时间: 2012-12-31 至 2019-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/250559999?language=en
• 关键词: Extended; funding; concept; self; regulated

Based on the results of the previous study (PE1176-13) the present study aims at the promoting of self-regulated learning of preschool children through a combination of an explicit intervention as well as an implicit approach to support in sense of focused language learning. In the previous study it was shown, that an explicit promotion of self-regulated learning of preschoolers was most effective by a combination of a direct (preschooler) and an indirect intervention (preschool teachers). In addition to this explicit promotion in this study an implicit approach to foster self-regulated learning is realized by the promotion of language learning. Based on findings in the developmental psychology the ability of self-regulation depends on verbal prerequisites and the skill to transfer verbal expression into inner thinking processes. Based on a comparing evaluation of the further developed measures it is to proof, whether coupling of the measures is more effective than a pure training of self-regulated learning.

基于之前的研究（PE1176-13）的结果，本研究旨在通过显性干预和隐式支持集中语言学习的方式相结合，促进学龄前儿童的自我调节学习。先前的研究表明，通过直接（学龄前儿童）和间接（学前教师）干预相结合，明确促进学龄前儿童的自我调节学习是最有效的。除了本研究中的这种显性促进之外，还通过促进语言学习实现了促进自我调节学习的隐性方法。根据发展心理学的研究结果，自我调节的能力取决于言语先决条件以及将言语表达转化为内部思维过程的技能。基于对进一步开发的措施的比较评估，证明措施的耦合是否比纯粹的自我调节学习训练更有效。

项目成果

The Promotion of Self-regulated Learning by Kindergarten Teachers: Differential Effects of an Indirect Intervention

幼儿园教师自我调节学习的促进：间接干预的不同效果

• DOI: 10.26822/iejee.2019553340
• 发表时间: 2019
• 期刊: lnternational Electronic Journal of Elementary Education
• 作者: Venitz;Perels
• 通讯作者: Perels

Promoting self-regulated learning in preschoolers

促进学龄前儿童的自我调节学习

• DOI: 10.37291/2717638x.20201237
• 发表时间: 2020
• 作者: Benick;Dörrenbächer;Perels
• 通讯作者: Perels

A Pilot study of the Online Assessment of Self-Regulated Learning in Preschool Children: Development of a Direct, Quantitative Measurement Tool

学龄前儿童自我调节学习在线评估的试点研究：开发直接定量测量工具

• DOI: 10.26822/iejee.2019257655
• 发表时间: 2019
• 期刊: International Electronic Journal of Elementary Education
• 作者: Dörrenbächer;Perels
• 通讯作者: Perels

Promoting self-regulated learning of preschoolers through indirect intervention: a two-level approach

通过间接干预促进学龄前儿童的自我调节学习：两级方法

• DOI: 10.1080/03004430.2018.1434518
• 发表时间: 2019
• 期刊: Early Child Development and Care
• 影响因子: 1.4
• 作者: Venitz;Perels
• 通讯作者: Perels

The influence of interindividual differences in precursor abilities for self-regulated learning in preschoolers

学龄前儿童自我调节学习前驱能力个体差异的影响

• DOI: 10.1080/03004430.2019.1705799
• 发表时间: 2019
• 期刊: Early Child Development and Care
• 影响因子: 1.4
• 作者: Dörrenbächer;Perels
• 通讯作者: Perels