Project AMSel
ADHS-Meta-Analysis on the Effectiveness of Self-Regulation Interventions
ADHS has been associated with reduced emotional and academic well-being. As a neurodevelopmental disorder that is related to deficits in executive functions, evidence shows that students with ADHD can benefit from self-regulation (SR) training. In AMSel we are conducting a meta-analysis on previous studies on the effectiveness of SR training for the emotional and academic well-being of students with ADHD.
The aim of the project is to investigate which self-regulation strategies are particularly effective for learners with ADHD and which intervention formats are most successful. To do this, we will analyse international training studies in which learners with ADHD, their parents or their teachers have taken part in training to learn self-regulation strategies or to promote them in their children/students.
The search was conducted in psychological and medical databases and yielded a total of 15,421 hits. From these, 143 studies that met the selection criteria were selected and systematically coded. We are currently analysing the effect sizes of strategy training for learners with ADHD and investigating which characteristics of the interventions and participants influence these effects. The results should provide guidance for further intervention research.
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