AMSel – ADHS-Meta-analysis on the effectiveness of Self-regulation interventions

Project Description

ADHS has been associated with reduced emotional and academic well-being. As a neurodevelopmental disorder that is related to deficits in executive functions, evidence shows that students with ADHD can benefit from self-regulation (SR) training. The project aims at investigating which self-regulatoin strategies are most effective for learners with ADHS, and which type of interventions have largest effects on learning outcomes. To this end we analyze international training studies that evaluate an intervention for either learners with ADHS or their parents or teachers to foster self-regulation of learners with ADHD. A literature search in psychological and medical data bases yielded 15,421 hits. The studies that met the eligibitily criteria are currently systematically coded. The results will provide implications for future intervention research.

Funding

until 10/2022: IDeA Center

since 11/2022: TU Dortmund

Project Management

Project Details