Project Startchancen SRL

Startchancen: Promoting self-regulation (within the IKOM interdisciplinary learning in the CHANCEN network, the scientific research accompanying the Startchancen Programme)

The project is part of the scientific research accompanying the Startchancen programme and is responsible for the area of self-regulated learning.

Within the framework of the Competence Centre for Interdisciplinary Learning and Career Orientation, we address the central question: How can self-regulated learning be effectively promoted – for all children and especially for those at risk of educational disadvantage?

To this end, we systematically analyse existing support approaches from educational research. With the help of scientific reviews, we determine which programmes have been proven to work, for whom they are particularly effective, and under what conditions they succeed in practice. A particular focus is placed on approaches that are effective even under difficult learning conditions. In close cooperation with the federal states, we aim to bridge the gap between research and school practice. To ensure that the findings can be directly applied in schools and further training, we prepare them in so-called practice guides. These summarise the most important results in a compact and understandable way for educational practice.

Based on this, we develop materials and qualification concepts that can be used flexibly by the individual federal states as needed, for example, various learning modules on the topic of self-regulation and self-regulated learning.

Selected publications

• Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and learning, 3(3), 231-264.
• Dignath, C., Buettner, G., & Langfeldt, H. P. (2008). How can primary school students learn self-regulated learning strategies most effectively?: A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101-129.
• van Berk, B., & Dignath, C. (2025). Risk Factors for Academic Underachievement and Young Students’ Self-Regulated Learning. In Kinder mit erhöhtem Risiko für Bildungsmisserfolg (pp. 27-72). Wiesbaden: Springer Fachmedien Wiesbaden.