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