Mastering learning situations: Self-regulation, executive functions and selfregulatory efficacy among elementary school pupils
Success in scholastic endeavours is dependent not only on the individual’s
capabilities but also on confidence to manage learning-related situations and
regulate oneself in these situations. The first goal of this dissertation was to
investigate self-regulatory efficacy (i.e., confidence in managing learning and ontask
situations) and sources of self-regulatory efficacy (i.e., efficacy-building
experiences), and their associations with attention and learning difficulties
among elementary school pupils. The second goal was to examine the efficacy of
group-based attention and executive function (EF) interventions provided in
schools for elementary school pupils with attention and EF deficits.
Altogether, the Studies I and II supported the hypothesised connections
between sources of self-regulatory efficacy and self-regulatory efficacy.
Nevertheless, a wide variability in self-regulatory experiences among elementary
school pupils was found. The results showed further that heightened negative
emotions were associated with lower self-regulatory efficacy in school-task
situations. Finally, attention deficits and learning difficulties had detrimental
effect on experienced sources of self-regulatory efficacy and one’s sense of
efficacy in managing learning and on-task behaviours. This effect was especially
prominent among pupils with attention deficits (Study I).
The findings of Study III showed that implementing comprehensive
behavioural, cognitive and skill-training interventions in the school context is an
effective approach to reduce problems of attention and executive skills in
classroom setting. The results also indicated that the level of severity of attention
and EF problems moderated intervention outcomes: pupils with low or moderate
symptoms at the pre-intervention (65% of the participants in the intervention
group) benefited more from the intervention than those with severe symptoms.
The findings indicate that more attention should be paid to pupils’ selfregulatory
experiences, especially among pupils with attention deficit or learning
difficulties. It is suggested that systematic and effective support methods should
be used in schools for children with learning-related problems targeting at both
regulatory skills and confidence in managing learning situations.
Keywords: self-regulation, self-regulatory efficacy, sources of self-efficacy,
attention deficits, executive function deficits, leaning difficulties, intervention
...
Publisher
Jyväskylän yliopistoISBN
978-951-39-7928-7ISSN Search the Publication Forum
2489-9003Contains publications
- Artikkeli I: Paananen, M., Aro, T., Viholainen, H., Koponen, T., Tolvanen, A., Westerholm, J., & Aro, M. (2019). Self-regulatory efficacy and sources of efficacy in elementary school pupils : Self-regulatory experiences in a population sample and pupils with attention and executive function difficulties. Learning and Individual Differences, 70, 53-61. DOI: 10.1016/j.lindif.2019.01.003
- Artikkeli II: Paananen, M., Aro, T., Koponen, T., Viholainen, H., Tolvanen, A., & Aro, M. Is the variation in sources of self-regulatory efficacy connected with self-regulatory efficacy and basic academic skills among children? Submitted manuscript.
- Artikkeli III: Paananen, M., Aro, T., Närhi, V., & Aro, M. (2018). Group-based intervention on attention and executive functions in the school context. Educational Psychology, 38 (7), 859-876. DOI: 10.1080/01443410.2017.1407407
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