The promotion of self-regulated learning by kindergarten teachers: Differential effects of an indirect intervention

Abstract

The early promotion of self-regulated learning (SRL) has aroused increased interest since it has been highlighted as the key competence for lifelong learning (E.U. Council, 2002). To meet the demand for early support, an intervention for kindergarten teachers to foster SRL in five to six-year-old children was developed (Venitz & Perels, 2018). In the present study, different SRL promotion strategy profiles of kindergarten teachers were investigated by using latent profile analyses and the effectiveness of the developed intervention was evaluated under consideration of the found profiles. The results of latent profile analysis (n= 134 kindergarten teachers) displayed specific profiles that differ regarding the degree of self-reported knowledge concerning strategies to promote SRL in children. Using a sample of n= 76 kindergarten teachers who participated on a three-week training which was focused on the reflection of the own SRL as well as the promotion of SRL, differential effects of the found profiles were investigated. The results indicate that an adaption of the intervention according to the different SRL promotion strategy profiles would be meaningful, because kindergarten teachers with high and low SRL promotion strategy profiles differed significantly concerning their repertoire of supportive strategies and their SRL behavior.