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

In AMSel we are conducting a meta-analysis on previous studies on the effectiveness of SR training for the emotional and academic well-being of students with ADHD.

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.


until 10/2022: IDeA Center

since 11/2022: TU Dortmund

Project Management

Prof. Dr. Charlotte Dignath

Project Details

Current projects
08/2019 – 12/2023
External funding
Research topic: Differential Educational Conditions and Educational Trajectories
Department: Teacher and Teaching Quality
Contact: Prof. Dr. Charlotte Dignath, Associated Researcher