Children who are better at self-regulation find it easier overall to concentrate and put distractions aside in favour of their goals. Self-regulation is also conducive to their daily learning in distance learning situations, such as during the Corona pandemic, and children therefore need less support. This shows a study by researchers at the DIPF | Leibniz Institute for Research and Information in Education. Another finding: children learn more independently at home on days when they enjoy the learning tasks more and find them easier. The results have now been published in the journal Zeitschrift für Erziehungswissenschaft.
With the podcast series "Sitzenbleiben" the DIPF primarily addresses parents. The focus is on questions about their children's learning in daycare centers and schools. But it is also worthwhile for anyone interested in education in general to take a listen. Discussions with the institute's scientific experts focus on performance gaps in the classroom, the difficult transition to secondary school, and children growing up multilingual.
Currently, almost all students learn only digitally at home, because in the wake of the Covid 19 pandemic, universities have largely converted their teaching to online courses. But virtual lectures and seminars often still lack individual feedback for learners. A new project being conducted by the DIPF | Leibniz Institute for Human Development and Educational Information and Goethe University Frankfurt aims to change that. The researchers want to develop a software tool that uses modern, automated evaluation methods to help provide accurate feedback.
A new two-volume handbook provides a comprehensive overview of education systems in North, Central and South America covering nearly all countries, including the Caribbean states. The handbook, edited by researchers from DIPF | Leibniz Institute for Research and Information in Education and the University of Münster, is published in English, targeting students, researchers and the public at large. The volumes comprise more than 1,200 pages offering scientifically grounded fundamental knowledge while also informing about urgent challenges.
A recent study examined the role of gender for teachers' responses to social exclusion among their students. 101 teachers in Germany were asked about a fictitious situation. According to the study, they would be more likely to help an excluded girl than a boy. Another result: female teachers reject social exclusion even stronger than their male colleagues, but would still not intervene more often. The study was conducted by the DIPF | Leibniz Institute for Research and Information in Education, the University of Konstanz and the University of Mannheim.