Self-regulation Training in Primary Schools and Academic Achievements: Evidence from Randomized Controlled Trials

 Ponente: Daniel Shuck (Johannes Gutenberg-Universität Mainz).

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. I present the design and results of randomized controlled field studies which integrate a short self-regulation teaching unit based on the concept of mental contrasting with implementation intentions into the school curriculum of first graders. We discuss the effects of the training on academic achievements and show that the self-regulation unit can be integrated into the regular school curriculum at low cost and is easily scalable.