期刊名称：International Electronic Journal of Elementary Education
印刷版ISSN：1307-9298
出版年度：2019
卷号：11
期号：5
页码：437-448
DOI：10.26822/iejee.2019553340
出版社：International Electronic Journal of Elementary Education
摘要：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 sixyear-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.
