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

对目标导向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;卡尔巴赫& Unger，2014）。虽然术语“执行功能”（EF）定义了允许以目标为导向的控制和监控自己的思想和行动的认知过程（Miyake et al.，2000），教育心理学术语"自我调节学习”（SRL）集合了规划和实现自我强加的学习目标的认知，情感和行动（齐默尔曼，2000）。这两种结构都是指以目标为导向的规划、控制和评价认知和行为的过程。英语学习是一种非领域性的概念，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，应该有可能发现定义和结构的特点和结构之间的关系。基于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）。 在这里，假设程序元认知作为中介变量（Follmer & Sperling，2016）。目前的研究项目旨在更详细地分析所描述的概念关系，同时关注儿童时期。在这种情况下，儿童时期特别重要，因为所提到的能力和潜在的神经元机制尚未完全发育和分化（Weibe，Espy和Charak，2008）。因此，对比关系，以及-在纵向研究的帮助下-结构之间的预测影响应该是可见的，特别是在童年时期。此外，比较不同年龄组的儿童允许更深入的探索EF和SRL的分化过程。为了调查所描述的关系以及预期的分化，EF和SRL的组件被多方法记录在两个测试时间在学龄前儿童和四年级学生。然后以比较的方式对这些结构进行建模，并分析并发和预测关系。此外，程序性元认知是衡量，以测试其作为两个结构之间的中介作用。在第二步中，EF和SRL与上下文变量（如智力，努力控制）之间的关系进行分析。

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.