Modular self-regulation training
Modular self-regulation training is a scientifically developed program to promote various facets of self-regulation (emotion regulation, impulse control, goal setting and motivation). Initial pilot studies with students show good feasibility, acceptance and initial pre-post improvements. An adapted version is currently being tested with adolescents in everyday school life in order to further evaluate the potential of the training as a preventive program.
Project description
The "Modular Self-Regulation Training" project is developing and testing a scientifically based training program that helps adults and young people to better manage their emotions, impulses, goals and motivation. The aim is to strengthen mental health and everyday skills in the long term - especially in a world in which digital distractions, stressors and performance requirements are constantly increasing.
After the training has already been tested on students in two pilot phases at the University of Siegen, the training is now being carried out in cooperation with schools in NRW in classrooms and systematically evaluated in order to develop a prevention program that can be used in the long term.
Focal points of the project
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Emotion and impulse control: teaching strategies that are relevant to everyday life and that enable young people and adults to better understand and regulate strong feelings and spontaneous impulses. These include breathing anchors, acceptance exercises, cognitive re-evaluation and stopping thoughts. Participants learn to perceive inner experiences without judgment and to select suitable short-term or long-term strategies.
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Goal setting & motivation: Systematic promotion of the ability to formulate personal goals, develop motivating visions and realistically assess obstacles. Using methods such as mental contrasting, implementation intentions (if-then plans) and goal review, participants acquire tools to consistently pursue goals and use setbacks productively.
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Self-reflection & self-observation: Alongside the training, the young people document their progress with the help of goal diaries, weekly reflections and skill tracking. This makes change processes visible, strengthens self-efficacy and establishes sustainable routines.
Everything at a glance
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Duration
01.11.2024 - (Ongoing) -
Research area
Intervention research, prevention research -
Funding
Professorship for Developmental Psychology and Clinical Psychology of the Lifespan
Research methods & procedure
1st pilot phase I & II with students: Development, fine-tuning and initial effectiveness testing
In two consecutive pilot studies, the modular self-regulation training was initially tested with students from different disciplines. With the help of mixed ANOVA pre-post comparisons and standardized self-ratings, feasibility, acceptance and initial effects in the modules Emotion Regulation, Impulse Control and Goal Setting & Motivation were examined in comparison with control groups. The results were used to optimize the content (e.g. adaptation of exercises, structure, module duration) before the training was transferred to a school setting.
2. current school phase: implementation in real learning environments & controlled evaluation
In cooperation with secondary schools, the training is now being carried out in the classroom. The design again includes both an intervention group and a waiting control group in order to make comparisons with natural development. The data collection includes online questionnaires to assess self-regulatory skills and additional variables, such as self-efficacy, but also self-ratings in the form of e.g. goal achievement ratings (GAS), as well as evaluation of the training implementation by teachers. The implementation is carried out in close cooperation with psychology students from the project team, teachers and school psychologists.
3. mixed methods approach: combination of standardized measurements & qualitative impressions
The overall project uses a mixed-methods approach to understand both effects and mechanisms.
This includes:
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Quantitative methods: Pre-post comparisons, mixed ANOVAs, effect sizes, individual change curves.
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Process data: Goal Attainment Scales (GAS).
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Qualitative feedback: open questions, teacher feedback, observed barriers & conditions for success.
This triangulated approach enables a comprehensive evaluation of the effectiveness, applicability in everyday school life and practical feasibility of the training with different age groups.
