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PuS-SeL

With the PuS-SeL project (Problem Solving and Strategies – Self-Regulation in Learning), we want to explore how self-regulation can be measured validly and innovatively in young learners and how we can best support students in learning self-regulation. To this end, children in grades 2-5, their parents, and their teachers were surveyed on the topic of self-regulation in learning. Self-regulation in children’s learning was also measured using log data, i.e., the data generated when working on digital tasks.

Various studies have shown that different measurement methods – and, above all, combinations thereof – provide insights into self-regulation in learning. Log data is a helpful measurement method for precisely identifying self-regulation in the process.

PDF | On the right track: decoding self-regulated learning in young students’ log data with the digital train track task
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We also examined socioeconomic status, migration background, and learning difficulties as education-related risk factors for self-regulation in learning. Parents reported less strategy use among children with low socioeconomic status and learning difficulties. Children with a migration background rated their own strategy use higher than other children. These results highlight important starting points for supporting self-regulation in children’s learning.

PDF | Risk Factors for Academic Underachievement and Young Students’ Self-Regulated Learning
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We appreciate your interest!

Please feel free to contact us if you have any questions about the project or suggestions for our research.

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