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Compagnoni, M., & Losenno, K. M. (2020). “I’m the best! Or am I?”: Academic self-concepts and self-regulation in kindergarten. Frontline Learning Research, 8(2), 131-152. doi:10.14786/flr.v8i2.605

In this paper, we examined how kindergarteners’ self-evaluation biases are related to behavioural self-regulation (SR) and learning goal orientation (GO). According to educational research and practice, fostering high and optimistic academic self-concepts promotes the setting of challenging goals and initiates effective behavioural SR processes. However, research on metacognition states that it is a match between academic self-concept and abilities that provides the optimal conditions for behavioural SR and a learning GO. There is theoretical and empirical evidence in favour of both positions, yet the correlates of self-evaluative tendencies may differ with children’s different levels of achievement, which are rarely considered. This cross-sectional study used response surface analysis, an innovative research methodology capable of assessing the complex interaction of academic self-concept and academic abilities on the behavioural SR and GO of 147 kindergarten children (M = 6.47 years, SD = 0.39 years). Polynomial regression models were used to test the presence of a fit pattern in empirical data and offer a new perspective on the interaction of academic self-concept and academic abilities. Results showed that a fit is generally associated with better behavioural SR and a learning GO but that correlates of academic self-concept differ with different achievement levels and outcome measures. This study extends current knowledge, as it offers important insights on how to conceptualise and pursue questions regarding self-concepts and behavioural SR. At an applied level, the findings indicate that interventions with kindergarteners that target SR should take the interactions between self-evaluation biases and ability level into account.

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Maag Merki, K. (2020). Das Educational Governance-System im Dienste der Schulentwicklung. Oder: Wie kann Steuerung die Weiterentwicklung von Schulen unterstützen? In I. Van Ackeren, H. Bremer, F. Kessl, H. C. Koller, N. Pfaff, C. Rotter, E. D. Klein, & U. Salaschek (Hrsg.), Bewegungen. Beiträge zum 26. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (S. 405-417). Opladen, Berlin, Toronto: Verlag Barbara Budrich. Beitrag lesen, read contribution (PDF, 1037 KB)