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Pino-Pasternak, D. et al. (2014) Interventions and Classroom Contexts That Promote Self-Regulated Learning: Two Intervention Studies in United Kingdom Primary Classrooms (Journal Article)


This paper has 2 aims: (a) identify pedagogical practices and classroom arrangements that foster self-regulated learning (SRL) on the basis of extant research and (b) illustrate, through the description of 2 intervention studies conducted in the United Kingdom, how those SRL promoting features can be used to design educational interventions appropriate for young students. Through a purposive sample of primary schools, both studies investigated the effects of collaborative problem solving, play, and dialogue on children’s SRL and academic achievement, following quasiexperimental pre- and post-test designs, comprising concurrent (Study 1) and retrospective (Study 2) comparison groups. Assessment and intervention data was video recorded and coded. In Study 1 the intervention group (57 1st grade students) participated in 8 collaborative problem-solving activities. ANOVAs analysis revealed improvements in declarative and monitoring aspects of SRL with enhanced improvements for initially low SRL students. In Study 2 (ongoing; 108 1st, 3rd, and 5th grade students) participants engage in 12 episodes of pretence and constructional play involving LEGO©, used to stimulate the generation of different genres of texts. Preliminary findings indicate positive uptake of the programme by students and teachers.

January 2014
Publisher or Journal:
  • Academic outcomes
  • Collaborative skills
  • Cross-sectional
  • Developmental outcomes
  • Learning
  • Literacy
  • Object play
  • Peers play
  • Pretend play
  • Self-regulation
  • Social-emotional
Relevant age group/s:
Research discipline:

Whitebread, D. et al. (7-27) The SAGE Handbook of Developmental Psychology and Early Childhood Education (Book)