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

对目标导向行为的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都很有兴趣（Garner, 2009; Karbach & Unger, 2014）。“执行功能”（EF）一词定义了允许以目标为导向的控制和监控自己的思想和行为的认知过程（Miyake等人，2000），而教育心理学术语“自我调节学习”（SRL）汇集了规划和实现自我强加的学习目标的认知、情绪和行动（Zimmerman, 2000）。这两个构念都是指以目标为导向的对认知和行为的规划、控制和评价过程。学习动机的概念是非特定领域的，而学习动机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，应该有可能发现定义和结构上的特殊性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是SRL发展的基础（Bailey & Jones, 2019; Garner, 2009）。在这里，假设程序性元认知作为中介变量（Follmer & Sperling, 2016）。手头的研究项目是在关注童年时期的同时，更详细地分析所描述的概念关系。在这种情况下，儿童时期尤为重要，因为上述能力和潜在的神经元机制尚未完全发育和分化（Weibe, Espy & Charak, 2008）。因此，对比关系，以及-在纵向研究的帮助下-构念之间的预测影响应该是可见的，特别是在儿童时期。此外，在儿童时期比较不同年龄组可以更深入地探索EF和SRL的分化过程。为了研究所描述的关系以及预期的分化，在学龄前儿童和四年级学生中，EF和SRL的成分在两个测试时间被多方法记录。然后以比较的方式对构造进行建模，并分析并发关系和预测关系。此外，程序元认知将被测量，以测试其作为两个构式之间的中介作用。第二步，分析EF和SRL与上下文变量（例如智力、努力控制）之间的关系。

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.