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Department of Educational Sciences and Psychology
Project duration 04/2020 – 03/2026

PuS-SeL – Problem-Solving and Strategies – Self-Regulation of Learning

The PuS-SeL project investigates components, influencing factors, and approaches to promote self-regulation of learning among primary school children. In the process we would like to find out how learners differ in their cognitive and motivational self-regulation in order to support students, who have difficulties with learning or their regulation.

Project description

Self-regulation describes the ability to set goals independently, motivate onself to work on them, to select and use adequate learning strategies and, finally, to reflect on one’s learning process. In particular in school, and, especially, during independent learning at home, pupils are reliant on the use of self-regulation strategies.

Figur eines Kindes, das ein orangenes Puzzleteil in den Händen hält und rechts daneben ein dunkelblauer Schriftzug "PuS-SeL. Problemlösen und Strategien - Selbstregulation beim Lernen"

Since learning strategies are already consolidated in early childhood, it is of particular importance to promote self-regulation already in young children. The PuS-SeL project is therefore concerned with the various components of self-regulation in the learning of primary school children and factors that influence the use of self-regulation strategies.

This project examines the role of individual preconditions (such as self-efficacy, cognitive and motivational processes, and knowledge of self-regulatory strategies) and contextual factors (such as parent and teacher promotion of self-regulation) on strategy use.

Lead researcher at IFS

Project team

External project partners

  • Stella Vosniadou (Mercator Fellow)

Further information