Teaching self-regulation

Publikationstyp:
Zeitschriftenaufsatz
Metadaten:
Autoren
  • Daniel Schunk
  • Eva M Berger
  • Henning Hermes
  • Kirsten Winkel
  • Ernst Fehr
Autoren-URL
https://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=fis-test-1&SrcAuth=WosAPI&KeyUT=WOS:000867609200001&DestLinkType=FullRecord&DestApp=WOS_CPL
DOI
10.1038/s41562-022-01449-w
Externe Identifier
  • Clarivate Analytics Document Solution ID: 8Q1GH
  • PubMed Identifier: 36229604
ISSN
2397-3374
Ausgabe der Veröffentlichung
12
Zeitschrift
NATURE HUMAN BEHAVIOUR
Paginierung
1680 - 1690
Datum der Veröffentlichung
2022
Status
Published
Titel
Teaching self-regulation
Sub types
  • Article
Ausgabe der Zeitschrift
6

Datenquelle: Web of Science (Lite)

Andere Metadatenquellen:
Autoren
  • Daniel Schunk
  • Eva M Berger
  • Henning Hermes
  • Kirsten Winkel
  • Ernst Fehr
DOI
10.1038/s41562-022-01449-w
eISSN
2397-3374
Ausgabe der Veröffentlichung
12
Zeitschrift
Nature Human Behaviour
Sprache
en
Online publication date
2022
Paginierung
1680 - 1690
Status
Published online
Herausgeber
Springer Science and Business Media LLC
Herausgeber URL
http://dx.doi.org/10.1038/s41562-022-01449-w
Datum der Datenerfassung
2022
Titel
Teaching self-regulation
Ausgabe der Zeitschrift
6

Datenquelle: Crossref

Abstract
Children's self-regulation abilities are key predictors of educational success and other life outcomes such as income and health. However, self-regulation is not a school subject, and knowledge about how to generate lasting improvements in self-regulation and academic achievements with easily scalable, low-cost interventions is still limited. Here we report the results of a randomized controlled field study that integrates a short self-regulation teaching unit based on the concept of mental contrasting with implementation intentions into the school curriculum of first graders. We demonstrate that the treatment increases children's skills in terms of impulse control and self-regulation while also generating lasting improvements in academic skills such as reading and monitoring careless mistakes. Moreover, it has a substantial effect on children's long-term school career by increasing the likelihood of enroling in an advanced secondary school track three years later. Thus, self-regulation teaching can be integrated into the regular school curriculum at low cost, is easily scalable, and can substantially improve important abilities and children's educational career path.
Addresses
  • Department of Law and Economics, Johannes Gutenberg University of Mainz, Mainz, Germany. daniel.schunk@uni-mainz.de.
Autoren
  • Daniel Schunk
  • Eva M Berger
  • Henning Hermes
  • Kirsten Winkel
  • Ernst Fehr
DOI
10.1038/s41562-022-01449-w
eISSN
2397-3374
Externe Identifier
  • PubMed Identifier: 36229604
Funding acknowledgements
  • Norges Forskningsråd: FAIR 262675
  • Jacobs Foundation: 2013-1078-00
Open access
false
ISSN
2397-3374
Ausgabe der Veröffentlichung
12
Zeitschrift
Nature human behaviour
Schlüsselwörter
  • Humans
  • Achievement
  • Schools
  • Reading
  • Child
  • Educational Status
  • Self-Control
Sprache
eng
Medium
Print-Electronic
Online publication date
2022
Paginierung
1680 - 1690
Datum der Veröffentlichung
2022
Status
Published
Datum der Datenerfassung
2022
Titel
Teaching self-regulation.
Sub types
  • Research Support, Non-U.S. Gov't
  • Randomized Controlled Trial
  • Journal Article
Ausgabe der Zeitschrift
6

Datenquelle: Europe PubMed Central

Abstract
Children's self-regulation abilities are key predictors of educational success and other life outcomes such as income and health. However, self-regulation is not a school subject, and knowledge about how to generate lasting improvements in self-regulation and academic achievements with easily scalable, low-cost interventions is still limited. Here we report the results of a randomized controlled field study that integrates a short self-regulation teaching unit based on the concept of mental contrasting with implementation intentions into the school curriculum of first graders. We demonstrate that the treatment increases children's skills in terms of impulse control and self-regulation while also generating lasting improvements in academic skills such as reading and monitoring careless mistakes. Moreover, it has a substantial effect on children's long-term school career by increasing the likelihood of enroling in an advanced secondary school track three years later. Thus, self-regulation teaching can be integrated into the regular school curriculum at low cost, is easily scalable, and can substantially improve important abilities and children's educational career path.
Date of acceptance
2022
Autoren
  • Daniel Schunk
  • Eva M Berger
  • Henning Hermes
  • Kirsten Winkel
  • Ernst Fehr
Autoren-URL
https://www.ncbi.nlm.nih.gov/pubmed/36229604
DOI
10.1038/s41562-022-01449-w
eISSN
2397-3374
Ausgabe der Veröffentlichung
12
Zeitschrift
Nat Hum Behav
Schlüsselwörter
  • Child
  • Humans
  • Schools
  • Achievement
  • Educational Status
  • Reading
  • Self-Control
Sprache
eng
Country
England
Paginierung
1680 - 1690
PII
10.1038/s41562-022-01449-w
Datum der Veröffentlichung
2022
Status
Published
Datum, an dem der Datensatz öffentlich gemacht wurde
2022
Titel
Teaching self-regulation.
Sub types
  • Randomized Controlled Trial
  • Journal Article
  • Research Support, Non-U.S. Gov't
Ausgabe der Zeitschrift
6

Datenquelle: PubMed

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