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(Schlagwörter: "Selbstregulation")
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Störungsfreier Unterricht trotz ADHS. Mit Schülern Selbstregulation trainieren - ein Lehrermanual
Gawrilow, Caterina; Guderjahn, Lena; Gold, Andreas
Monograph
| München: Reinhardt | 2013
33852 Endnote
Author(s):
Gawrilow, Caterina; Guderjahn, Lena; Gold, Andreas
Title:
Störungsfreier Unterricht trotz ADHS. Mit Schülern Selbstregulation trainieren - ein Lehrermanual
Published:
München: Reinhardt, 2013
Publication Type:
1. Monographien (Autorenschaft); Monographie
Language:
Deutsch
Keywords:
Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Belohnungsaufschub; Diagnostik; Lehrer; Programm; Ratgeber; Rechtsgrundlage; Schüler; Schulrecht; Selbstregulation; Therapie; Training; Unterrichtsstörung; Verhaltensänderung
Abstract:
Dieser Ratgeber liefert eine praxiserprobte Hilfe für Kinder und Jugendliche mit ADHS im Schulalltag: Das wissenschaftlich fundierte und evaluierte Trainingsprogramm setzt genau dort an, wo SchülerInnen mit dieser Diagnose Unterstützung brauchen, bei der Selbstregulation. Mit einfachen Wenn-Dann-Plänen lernen SchülerInnen, ihre Handlungsimpulse im Unterricht besser zu steuern. Lehrkräfte erhalten konkrete Anleitungen, wie sie solche Pläne mit den SchülerInnen erarbeiten können. Zusätzlich informiert das kompakte Manual zu Entstehung, Diagnostik und Behandlung der ADHS sowie zum Umgang mit daraus folgenden Problemen in der Schule.
DIPF-Departments:
Bildungsqualität und Evaluation
Socioscientific decision making in the science classroom. The effect of embedded metacognitive […]
Eggert, Sabina; Ostermeyer, Frauke; Hasselhorn, Marcus; Bögeholz, Susanne
Journal Article
| In: Education Research International | 2013
33300 Endnote
Author(s):
Eggert, Sabina; Ostermeyer, Frauke; Hasselhorn, Marcus; Bögeholz, Susanne
Title:
Socioscientific decision making in the science classroom. The effect of embedded metacognitive instructions on students' learning outcomes
In:
Education Research International, 2013 (2013) ID 309894, S. 1-12
DOI:
10.1155/2013/309894
URL:
http://dx.doi.org/10.1155/2013/309894
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Argumentation; Deutschland; Empirische Untersuchung; Experimentelle Untersuchung; Gymnasiale Oberstufe; Kooperatives Lernen; Lernerfolg; Messverfahren; Metakognition; Naturwissenschaftliche Kompetenz; Naturwissenschaftlicher Unterricht; Papier-Bleistift-Test; Problemlösen; Schüler; Schülerleistung; Selbstgesteuertes Lernen; Selbstregulation; Soziales Lernen; Urteilsbildung; Wirkung
Abstract:
The purpose of the present study was to examine the effects of cooperative training strategies to enhance students' socioscientific decision making as well as their metacognitive skills in the science classroom. Socioscientific decision making refers to both "describing socioscientific issues" as well as "developing and evaluating solutions" to socioscientific issues. We investigated two cooperative training strategies which differed with respect to embedded metacognitive instructions that were developed on the basis of the IMPROVE method. Participants were 360 senior high school students who studied either in a cooperative learning setting (COOP), a cooperative learning setting with embedded metacognitive questions (COOP+META), or a nontreatment control group. Results indicate that students in the two training conditions outperformed students in the control group on both processes of socioscientific decision making. However, students in the COOP+META condition did not outperform students in the COOP condition. With respect to students' learning outcomes on the regulation facet of metacognition, results indicate that all conditions improved over time. Students in the COOP+META condition exhibited highest mean scores at posttest measures, but again, results were not significant. Implications for integrating metacognitive instructions into science classrooms are discussed.
DIPF-Departments:
Bildung und Entwicklung
Mental contrasting with implementation intentions enhances self-regulation of goal pursuit in […]
Gawrilow, Caterina; Morgenroth, Katrin; Schultz, Regina; Oettingen, Gabriele; Gollwitzer, Peter M.
Journal Article
| In: Motivation and emotion | 2013
33736 Endnote
Author(s):
Gawrilow, Caterina; Morgenroth, Katrin; Schultz, Regina; Oettingen, Gabriele; Gollwitzer, Peter M.
Title:
Mental contrasting with implementation intentions enhances self-regulation of goal pursuit in schoolchildren at risk for ADHD
In:
Motivation and emotion, 37 (2013) 1, S. 134-145
DOI:
10.1007/s11031-012-9288-3
URL:
http://link.springer.com/article/10.1007/s11031-012-9288-3
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Gefährdung; Intervention; Methode; Schüler; Schuljahr 06; Schuljahr 07; Selbstregulation; Strategie; Verhaltensänderung
Abstract:
Self-regulation is an important prerequisite for successful academic achievement, particularly for children who are at risk for Attention Deficit Hyperactivity Disorder (ADHD). We taught Mental Contrasting with Implementation Intentions (MCII), a technique that is known to facilitate the self-regulation of goal pursuit, to schoolchildren (sixth- and seventh-graders) both at risk and not at risk for ADHD. Parents rated their children's level of self-regulation 2 weeks after the intervention. Children at risk and not at risk benefited from MCII more than from a learning style intervention only and the benefits of MCII were particularly strong for children at risk for ADHD. The results have implications with respect to supporting children's self-regulation in their everyday school lives.
DIPF-Departments:
Bildung und Entwicklung
ADHS im Vorschulalter
Gawrilow, Caterina; Petermann, Franz; Schuchardt, Kirsten
Journal Article
| In: Kindheit und Entwicklung | 2013
34070 Endnote
Author(s):
Gawrilow, Caterina; Petermann, Franz; Schuchardt, Kirsten
Title:
ADHS im Vorschulalter
In:
Kindheit und Entwicklung, 22 (2013) 4, S. 189-192
DOI:
10.1026/0942-5403/a000116
URL:
http://psycontent.metapress.com/content/217860pu4451804n/?p=934027744b3843b084355e9ebb90de64&pi=0
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Forschungsstand; Frühdiagnostik; Selbstregulation; Vorschulalter; Vorschulkind
Abstract:
ADHS ist eine der häufigsten Störungen im Kindes- und Jugendalter und führt zu Schwierigkeiten im schulischen Kontext. Kinder mit ADHS zeigen beeinträchtige exekutive Funktionen und Selbstregulationsfähigkeiten-dazu gehören vor allem Inhibitionsdefizite und Defizite im Belohnungsaufschub bzw. eine ausgeprägte Warteaversion. Bereits im Vorschulalter sind die meisten der Kinder mit ADHS auffällig dahingehend, dass sie Hyperaktivität, Impulsivität und eine verringerte Aufmerksamkeitsspanne aufweisen. Abgesehen davon, dass im Vorschulalter diese Symptome altersangemessen sein können, ist es relevant bereits frühzeitig Kinder mit ADHS zu identifizieren, um durch gezielte Präventions- und Therapiemaßnahmen diese Kindern dahingehend zu unterstützen, dass schulische Schwierigkeiten gar nicht erst entstehen.
Abstract (english):
ADHD is one of the most frequent disorders in childhood and adolescence. ADHD leads to academic problems and other difficulties. Children with ADHD are characterized by deficits of executive functions and diminished self-regulation-in particular inhibition and delay of gratification are affected negatively. At-risk children already show symptoms of hyperactivity, impulsivity, and inattentiveness in preschool. Although it might be possible that these symptoms are age appropriate at that point, it is considered to be relevant to identify at-risk children as early as possible in order to implement effective prevention and intervention programs which can help to prevent children with ADHD from developing academic difficulties.
DIPF-Departments:
Bildung und Entwicklung
Training in decision-making strategies. An approach to enhance students' competence to deal with […]
Gresch, Helge; Hasselhorn, Marcus; Bögeholz, Susanne
Journal Article
| In: International Journal of Science Education | 2013
33841 Endnote
Author(s):
Gresch, Helge; Hasselhorn, Marcus; Bögeholz, Susanne
Title:
Training in decision-making strategies. An approach to enhance students' competence to deal with socioscientific issues
In:
International Journal of Science Education, 35 (2013) 15, S. 2587-2607
DOI:
10.1080/09500693.2011.617789
URL:
http://dx.doi.org/10.1080/09500693.2011.617789
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Biologieunterricht; Deutschland; Empirische Untersuchung; Entscheidung; Kompetenz; Metakognition; Motivation; Nachhaltige Entwicklung; Naturwissenschaftlicher Unterricht; Sekundarstufe II; Selbstgesteuertes Lernen; Selbstregulation; Test; Training; Umweltbildung; Urteilsbildung
Abstract:
Dealing with socio-scientific issues in science classes enables students to participate productively in controversial discussions concerning ethical topics, such as sustainable development. In this respect, well-structured decision-making processes are essential for elaborate reasoning. To foster decision-making competence, a computer-based programme was developed that trains secondary school students (grades 11-13) in decision-making strategies. The main research question is: does training students to use these strategies foster decision-making competence? In addition, the influence of meta-decision aids was examined. Students conducted a task analysis to select an appropriate strategy prior to the decision-making process. Hence, the second research question is: does combining decision-making training with a task analysis enhance decision-making competence at a higher rate? To answer these questions, 386 students were tested in a pre-post-follow-up control-group design that included two training groups (decision-making strategies/decision-making strategies combined with a task analysis) and a control group (decision-making with additional ecological information instead of strategic training). An open-ended questionnaire was used to assess decision-making competence in situations related to sustainable development. The decision-making training led to a significant improvement in the post-test and the follow-up, which was administered three months after the training. Long-term effects on the quality of the students' decisions were evident for both training groups. Gains in competence when reflecting upon the decision-making processes of others were found, to a lesser extent, in the training group that received the additional meta-decision training. In conclusion, training in decision-making strategies is a promising approach to deal with socio-scientific issues related to sustainable development.
DIPF-Departments:
Bildung und Entwicklung
Self-regulation strategies support children with ADHD to overcome symptom-related behavior in the […]
Guderjahn, Lena; Gold, Andreas; Stadler, Gertraud; Gawrilow, Caterina
Journal Article
| In: Attention Deficit and Hyperactivity Disorders | 2013
34066 Endnote
Author(s):
Guderjahn, Lena; Gold, Andreas; Stadler, Gertraud; Gawrilow, Caterina
Title:
Self-regulation strategies support children with ADHD to overcome symptom-related behavior in the classroom
In:
Attention Deficit and Hyperactivity Disorders, 5 (2013) 4, S. 397-407
DOI:
10.1007/s12402-013-0117-7
URL:
http://link.springer.com/article/10.1007%2Fs12402-013-0117-7
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Belohnungsaufschub; Empirische Untersuchung; Intervention; Jugendlicher; Kind; Kompetenz; Lehrer; Schule; Sekundarbereich; Selbstregulation; Training; Verhalten; Verhaltensänderung
Abstract:
Children with attention deficit hyperactivity disorder (ADHD) suffer from self-regulation deficits that cause inattention, impulsivity, and hyperactivity. Self-regulation interventions may address these deficits, but to date, only few empirical studies have examined their benefits for children with ADHD in everyday life. The present study investigated three classroom interventions to promote self-regulation and tested their benefit on self-regulatory competencies (assessed with an ADHD questionnaire) in children with ADHD. Students of a special education school for children with ADHD participated in the intervention study that included three sessions (Session 1: Goal Intention or Goal Intention + If-Then Plan; Session 2: Goal Intention + If-Then Plan; Session 3: Goal Intention + If-Then Plan + Self-Monitoring). Teacher-rated self-regulatory competencies were assessed both before and after the intervention sessions. Children with ADHD had better self-regulatory competencies after their first Goal Intention + If-Then Plan Session, but lasting intervention effects were found only when children started with a mere goal intention session.
DIPF-Departments:
Bildung und Entwicklung
Mental contrasting effects on the identification of obstacles
Kappes, Andreas; Wendt, Mike; Reinelt, Tilman; Oettingen, Gabriele
Journal Article
| In: Journal of Experimental Social Psychology | 2013
33374 Endnote
Author(s):
Kappes, Andreas; Wendt, Mike; Reinelt, Tilman; Oettingen, Gabriele
Title:
Mental contrasting effects on the identification of obstacles
In:
Journal of Experimental Social Psychology, 49 (2013) , S. 797-810
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Erfolg; Erwartung; Experimentelle Psychologie; Gegenwart; Realität; Selbstregulation; Ziel; Zukunftserwartung
Abstract (english):
Mental contrasting of a desired future with the present reality strengthens goal pursuit when expectations of success are high, and weakens goal pursuit when expectations of success are low. We hypothesized that mental contrasting effects on selective goal pursuit are mediated by a change in the meaning of the present reality as an obstacle towards reaching the desired future. Using explicit evaluation of reality (Study 1), implicit categorization of reality as obstacle (Study 2), and detection of obstacle (Study 3) as indicators, we found that mental contrasting (versus relevant control groups) fostered the meaning of reality as obstacle when expectations of success were high, but weakened it when expectations of success were low. Importantly, the meaning of reality as obstacle mediated mental contrasting effects on goal pursuit (Studies 1, 2). The findings suggest that mental contrasting produces selective goal pursuit by changing the meaning of a person's reality.
DIPF-Departments:
Bildung und Entwicklung
Overregulation in physical education. Teaching behavior effects on self-regulated motor learning
Lindberg, Sven; Hasselhorn, Marcus; Lehmann, Martin
Journal Article
| In: International Journal of Learning & Development | 2013
33473 Endnote
Author(s):
Lindberg, Sven; Hasselhorn, Marcus; Lehmann, Martin
Title:
Overregulation in physical education. Teaching behavior effects on self-regulated motor learning
In:
International Journal of Learning & Development, 3 (2013) 3, S. 19-40
URL:
http://www.macrothink.org/journal/index.php/ijld/article/view/3557/3062
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Befragung; Bewegung <Motorische>; Deutschland; Einstellung <Psy>; Fremdeinschätzung; Interesse; Interview; Lehrer; Motorisches Lernen; Schüler; Schüler-Lehrer-Beziehung; Sekundarbereich; Selbstbestimmung; Selbsteinschätzung; Selbstregulation; Sportunterricht; Unterrichtsgestaltung; Verhalten; Zufriedenheit
Abstract (english):
This study examines students' use of self-regulated motor learning strategies related to a congruent or incongruent teacher-student fit-constellation of perceived and preferred teaching behavior. In a cross-sectional study in German grammar schools, 1452 students and 18 physical education teachers participated. The results of the study indicate that students apply more self-regulated motor learning strategies in specific fit-constellation. In addition, when the teachers' self-perception of teaching behavior exceeds the respective perception and preference of the students, this overregulation impairs the satisfaction with and interest in physical education as well as self-regulated motor learning
DIPF-Departments:
Bildung und Entwicklung
The connection between primary school students' self-regulation in learning and perceived teaching […]
Rieser, Svenja; Fauth, Benjamin; Decristan, Jasmin; Klieme, Eckhard; Büttner, Gerhard
Journal Article
| In: Journal of Cognitive Education and Psychology | 2013
33582 Endnote
Author(s):
Rieser, Svenja; Fauth, Benjamin; Decristan, Jasmin; Klieme, Eckhard; Büttner, Gerhard
Title:
The connection between primary school students' self-regulation in learning and perceived teaching quality
In:
Journal of Cognitive Education and Psychology, 12 (2013) 2, S. 138-156
DOI:
10.1891/1945-8959.12.2.138
URL:
https://connect.springerpub.com/content/sgrjcep/12/2/138
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Aktives Lernen; Befragung; Deutschland; Empirische Untersuchung; Feedback; Fragebogenerhebung; Grundschule; Grundschüler; Mehrebenenanalyse; Metakognition; Qualität; Regressionsanalyse; Schuljahr 03; Selbstgesteuertes Lernen; Selbstregulation; Unterricht; Unterrichtsklima; Wille
Abstract:
Effective self-regulation is needed to foster student learning. A meta-analysis has shown that even primary school children benefit from training in self-regulated learning. However, there is a lack of research considering the connection between key aspects of regular classroom instruction and students' self-regulated learning. This study investigates the hypothesis that in primary school, self-regulated learning is systematically related to the quality of teaching. Teaching quality is conceptualized as a multidimensional construct comprising classroom management, supportive climate, and cognitive activation. All three dimensions of teaching quality, as well as metacognitive strategy use and volitional control, were reliably assessed for 996 third graders from 54 classes in German primary schools via questionnaire. Because of the clustered data structure, we used multilevel regression analyses for identifying the assumed connections. Most notably, at the classroom level, metacognitive strategy use was significantly predicted by cognitive activation, whereas volitional control was predicted by a supportive climate.
DIPF-Departments:
Bildungsqualität und Evaluation
Die Entwicklung sozial-emotionaler Kompetenz im Spiegel des Deutschen Bildungsservers
Völkerling, Andrea
Journal Article
| In: Frühe Bildung | 2013
33907 Endnote
Author(s):
Völkerling, Andrea
Title:
Die Entwicklung sozial-emotionaler Kompetenz im Spiegel des Deutschen Bildungsservers
In:
Frühe Bildung, 2 (2013) 4, S. 224-225
DOI:
10.1026/2191-9186/a000123
URL:
http://www.bildungsserver.de/Fruehe-Bildung-4-2013-Die-Entwicklung-sozial-emotionaler-Kompetenz-im-Spiegel-des-Deutschen-Bildungsservers-10896.html
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Bibliografien/Rezensionen u.ä. (z.B. Linktipps)
Language:
Deutsch
Keywords:
Aggression; Diagnostik; Emotionale Entwicklung; Emotionale Kompetenz; Forschungsstand; Gewalt; Jugendlicher; Kind; Kleinkind; Prävention; Selbstregulation; Soziale Entwicklung; Soziale Kompetenz
Abstract:
Zum Schwerpunktthema dieses Heftes "Förderung der sozial-emotionalen Entwicklung" wurden im Folgenden im Internet verfügbare wissenschaftliche Aufsätze und Fachbeiträge zusammengestellt.
DIPF-Departments:
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