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After the effectiveness of self-regulation training outside school was demonstrated, a self-regulation intervention was developed to foster the learning achievement in regular math classes. Based on the theoretical framework of self-regulated learning, self-regulation training was integrated into a math class unit. The evaluation of the intervention concerning 53 sixth-grade students took place in a pretest/ posttest-control-group design. One teacher taught one class (control group) merely mathematical topics and another class (experimental group) in the same subject combined with self-regulative strategies. The results revealed that it is possible to support self-regulation competencies and mathematical achievement by self-regulation interventin within regular mathematics lessons of 6th-grade students.Today students are faced with new demands on their learning abilities because of the increasing knowledge and the consequent necessity for lifelong learning. Therefore, it is necessary for students to be able to acquire new knowledge and to adapt existing knowledge to new requirements. For this reason, the recent discussion about education has led to a different view of learning, considering learners as active instead of rather passive during the learning process. Students have to be qualified to be active learners to prepare them for these demands. Therefore, the development of self-regulated learning is one of the main aims of education, besides the instruction of factual knowledge (PISA, 2004). In Germany, students' self-regulation competence is rather low compared to that of international students and the need for the support of self-regulation is obvious: The PISA -survey (Program for International Student Assessment; e.g., PISA, 2004) addressed the problem of deficits in cross-curricular academic competencies, which included general self-regulatory strategies. The results of this study revealed the need for

This study aims at enhancing math learning and general self-regulation by supporting daily self-regulated learning during math homework. The authors use standardized diaries as a self-monitoring tool to support self-regulatory behaviour. Following the theory of self-monitoring, frequent selfmonitoring of self-regulation will lead to an enhancement of self-regulated learning. Complete data stem from a sample of 195 8th grade students. 95 students from the experimental group answer questions in diaries for a period of 49 days and participate in the pre-post measurement whereas the control group only works on the pre-and posttests. The diary consists of questions regarding main components of self-regulation. The time-series analyses of the diary variables show a positive linear trend for self-regulation. The results of the analyses of variance for the prepost experimental-control group comparison yielded time by group interactions for selfregulation and the math test.The idea is to stimulate students daily self-reflection about their actual self-regulation behaviour during math homework by presenting them questions within diaries. And that this ongoing self-reflection will enhance daily self-regulation of homework behaviour. E.g., the students are asked after they had a look at their kind of math homework task whether they will plan how to proceed. This question might stimulate a student to reflect about whether it might be helpful to plan. Moreover, if the student is asked this question for a series of more than 40 days the probability might be enhanced that he will reflect his planning.

The results obtained by means of analyses of variance show that the self-regulation of the kindergarten teachers as well as the self-regulated learning of preschoolers whose kindergarten teachers took part in the training improved significantly. The results indicate that it is possible to improve self-regulated learning of preschool children by a training programme for kindergarten teachers.

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Although the reciprocal relationship of teacher burnout and teacher self-efficacy (TSE) is well documented, the literature still lacks studies investigating their (latent) changes and interrelations of change over time. By applying a latent change regression model in our study, we aimed to contribute to this research gap by examining changes in burnout and their relations to changes in TSE during the COVID-19 pandemic—a very challenging time for teachers. As the implementation of digital learning material played a major role during the pandemic, we were also interested if attitudes and self-efficacy toward e-Learning were related to changes in burnout and TSE. Our sample consisted of 92 German in-service teachers who completed a questionnaire twice during the 2019–2020 school year. Our main findings are that the burnout components depersonalization and lack of accomplishment significantly increased from the pre- to post-COVID-19 outbreak, whereas emotional exhaustion did not. Changes in burnout were negatively correlated to changes in TSE, but we found little evidence for relations of change in burnout and TSE with variables concerning e-Learning. Our findings indicate that the challenge was not the work overload but rather a lack of resources. Implications for research and practice are discussed.

The aim of the intervention based on the self-regulation theory by was to promote a powerful learning environment for supporting self-regulated learning by using learning materials. In the study, primary school teachers were asked to implement specific learning materials into their regular mathematics lessons in grade four. These learning materials focused on particular (meta)cognitive and motivational components of self-regulated learning and were subdivided into six units, with which the students of the experimental group were asked to deal with on a weekly basis. The evaluation was based on a quasiexperimental pre-/postcontrol-group design combined with a time series design. Altogether, 135 fourth graders participated in the study. The intervention was evaluated by a self-regulated learning questionnaire, mathematics test, and process data gathered through structured learning diaries for a period of six weeks. The results revealed that students with the self-regulated learning training maintained their level of self-reported self-regulated learning activities from pre-to posttest, whereas a significant decline was observed for the control students. Regarding students' mathematical achievement, a slightly greater improvement was found for the students with self-regulated learning training.