Project SeLFi-Panel-Study

SeLFI panel – Longitudinal Development of Self-Regulation

The SeLFI Panel Study investigates how self-regulation skills develop in children and adolescents from the time they enter elementary school through lower secondary school. The aim is to examine the development of self-regulation skills in (meta-)cognitive, motivational, and emotional processes during learning. We also aim to determine how the development of these skills relates to academic performance and mental health in children and adolescents. Using innovative, technology-based methods, the study aims to reveal real learning processes in authentic situations.

The focus is on students in grades 1 through 10 and their development of (meta-)cognitive, motivational, and emotional self-regulation in relation to reading and math skills as well as mental health. A long-term goal is to use the collected self-regulation data for the various grade levels as normative samples to enable teachers to measure and interpret self-regulation assessments.

Selected Publications

• Dignath, C., van Berk, B., & Vosniadou, S. (2026). A systematic review on the development of self-regulated learning. Learning and Instruction, 106, 102433. https://doi.org/10.1016/j.learninstruc.2026.102433
• Kryshko, O., Becker, M., Fleischer, J. & Leutner, D. (2026).  Self-regulation of motivation in university students – A longitudinal study of interindividual differences and intraindividual trajectories. Learning and Individual Differences, 125, 102817. https://doi.org/https://doi.org/10.1016/j.lindif.2025.102817
• Trautwein, U., Eberhart, J., Dignath, C., Bonner, C. V., & Roberts, B. W. (2026). Self-Regulation Competence as a Superpower: An Integrated Framework for K–12. Educational Psychology Review, 38, Article 95. https://doi.org/10.1007/s10648-026-10190-z