Project EÜLE
Self-Regulation at School Entry as a Predictor of First-Grade Achievement and Self-Regulation Strategies
In the EÜLE project, we study which aspects of children’s self-regulation before they start school predict how they are doing by the end of first grade. We focus on self-regulation strategies and their school performance.
In the EÜLE project, we examine children’s executive functions at the start of school and the role these play in their subsequent academic development. We are particularly interested in the influence of self-regulation strategies. We focus on both the children’s individual self-regulation strategies and the promotion of self-regulated learning at the school level.
Individual Development
Funding
