Analyzing the conceptual relations of executive functions and self-regulated learning at (pre) school age

分析学龄前执行功能和自我调节学习的概念关系

• 批准号: 490858277
• 负责人: Professorin Dr. Julia Karbach
• 金额: --
• 依托单位: Fachrichtung Bildungswissenschaften
• 依托单位国家: 德国
• 项目类别: Research Grants
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/490858277?language=en
• 关键词: Analyzing; conceptual; relations; executive; functions

The study of skills for goal-oriented behaviour and the necessary self-regulatory competencies is of great interest in clinical as well as in neurocognitive, developmental and educational-psychological research (Garner, 2009; Karbach & Unger, 2014). While the term „executive functions“ (EF) defines cognitive processes that allow for goal-oriented control and monitoring of one’s own thoughts and actions (Miyake et al., 2000), the educational-psychological term of „self-regulated learning“ (SRL) aggregates cognitions, emotions and actions for planning and achieving one‘s self-imposed learning goals (Zimmerman, 2000). Both of the constructs refer to processes of goal-oriented planning, control and evaluation of cognition and behavior. EF are conceptualized to be non-domain-specific, while the research on SRL focuses on learning-related cognitions and actions. By integrating both research traditions, it should be possible to uncover definitional and structural peculiarities and relationships between the constructs. Based on recent theoretical models and the results of initial studies in this integrative research field, it can be assumed that EF form the basis for the development of SRL (Bailey & Jones, 2019; Garner, 2009). Here, it is assumed that procedural metacognition serves as a mediator variable (Follmer & Sperling, 2016). The research project at hand is looking to analyze the described conceptual relation in more detail while focusing on the period of childhood. Childhood is of particular importance in this context, since the abilities mentioned and the underlying neuronal mechanisms are not yet fully developed and differentiated for this age group (Weibe, Espy & Charak, 2008). Therefore, contrasting relationships, as well as – with the help of a longitudinal study – predictive influences between the constructs should be visible, especially in childhood. Furthermore, comparing different age groups within childhood allows for a deeper exploration of differentiation processes in EF and SRL. In order to investigate the described relationships as well as the expected differentiation, components of EF and SRL are to be recorded multimethodally at two test times in preschoolers and fourth graders. The constructs are then to be modeled in a comparative manner, and concurrent and predictive relationships are to be analyzed. In addition, procedural metacognition is to be measured to test its role as a mediator between the two constructs. In a second step, an analysis of the relationships between EF and SRL with context variables (e.g. intelligence, effortful control) is to be carried out.

以目标为导向的行为技能和必要的自我调节能力的研究在临床以及神经认知、发展和教育心理学研究中具有极大的兴趣(Garner，2009；Karbach&Unger，2014)。“执行功能”一词定义的认知过程是对自己的思想和行为进行目标导向的控制和监控(Miyake等人，2000)，而教育心理学术语“自我调节学习”(SRL)则是用来计划和实现自我强加的学习目标的认知、情绪和行动的集合(Zimmerman，2000)。这两个概念都是指以目标为导向的认知和行为的计划、控制和评估的过程。认知功能被认为是非特定领域的，而自主学习的研究主要集中在与学习相关的认知和行为上。通过整合这两种研究传统，应该有可能揭示定义和结构的特点以及结构之间的关系。根据最近的理论模型和这一综合研究领域的初步研究结果，可以假设EF构成了SRL发展的基础(Bailey&Jones，2019；Garner，2009)。本文假设程序性元认知作为中介变量(Follmer&Sperling，2016)。手头的研究项目希望在关注童年时期的同时，更详细地分析所描述的概念关系。在这方面，童年尤其重要，因为所提到的能力和潜在的神经元机制对于这个年龄段的人来说还没有完全发展和分化(Webe，Espy&Charak，2008)。因此，对比关系，以及在纵向研究的帮助下，结构之间的预测性影响应该是明显的，特别是在儿童时期。此外，比较儿童时期的不同年龄组可以更深入地探索EF和SRL的分化过程。为了调查所描述的关系以及预期的差异，在学龄前儿童和四年级学生中，在两个测试时间内多方法记录EF和SRL的成分。然后，将以比较的方式对这些构造进行建模，并分析并发和预测关系。此外，对程序性元认知进行测量，以检验其在两种结构之间的中介作用。在第二步中，将分析EF和SRL与环境变量(例如智力、努力控制)之间的关系。