Kristensen Anne Marie, Blurton Steven P, Vangkilde Signe
Center for Visual Cognition, Department of Psychology, University of Copenhagen, Copenhagen, Denmark.
Front Psychol. 2025 Jun 24;16:1574860. doi: 10.3389/fpsyg.2025.1574860. eCollection 2025.
The top-down cognitive and emotional control skills known as Executive Function (EF) and Self-Regulation (SR) have a large impact on everyday life. As a schoolchild, you are expected to pay attention, wait your turn, follow instructions, solve academic problems and be creative while navigating the social space of peers and teachers. All these abilities draw on EF and SR. Research has pointed to curricular programs as a promising path to build capacity in schoolteachers and provide with further knowledge on ways to support and strengthen these EF and SR skills in their pupils through activities, strategies and reflection tasks. The importance of EF and SR on later life outcomes such as academic performance, career, relationships and risk of crime, has been a motivating factor to develop the 10-session On Track 2.0 intervention as a universal whole-class approach to improve EF and SR in primary school pupils.
Regular 4th and 5th grade class groups will be invited to participate in this teacher-delivered intervention program to be implemented into regular lessons. In this study schools will be randomly assigned to either intervention or control group as part of a cluster-randomized controlled trial. Psychometric and questionnaire assessing EF, SR and well-being will be administered to children, teachers and parents at three time points.
The intervention holds the potential to support and qualify teachers in understanding students' challenges with EF and SR better and in training these skills during class. A multimodal and multi-informant approach to assessment, in addition to data on teacher adherence and platform use, will aid the insight into the efficacy of the intervention content and delivery.
The study has been registered at Open Science Framework on 22 January 2025.
被称为执行功能（EF）和自我调节（SR）的自上而下的认知和情绪控制技能对日常生活有很大影响。作为一名学童，你需要在与同龄人和教师的社交空间中保持专注、等待轮到自己、听从指示、解决学业问题并发挥创造力。所有这些能力都依赖于执行功能和自我调节。研究指出，课程计划是培养教师能力的一条有前景的途径，并能为教师提供更多关于通过活动、策略和反思任务来支持和强化学生这些执行功能和自我调节技能的方法的知识。执行功能和自我调节对学业成绩、职业、人际关系和犯罪风险等后期生活结果的重要性，是开发为期10节的“步入正轨2.0”干预措施的一个推动因素，该干预措施是一种面向全体学生的通用方法，旨在提高小学生的执行功能和自我调节能力。
将邀请四年级和五年级的常规班级小组参加这个由教师实施的干预项目，并将其纳入常规课程。在这项研究中，学校将作为整群随机对照试验的一部分被随机分配到干预组或对照组。将在三个时间点对儿童、教师和家长进行评估执行功能、自我调节和幸福感的心理测量和问卷调查。
该干预措施有可能支持教师并使他们更了解学生在执行功能和自我调节方面面临的挑战，并在课堂上训练这些技能。除了关于教师依从性和平台使用的数据外，一种多模式和多信息源的评估方法将有助于深入了解干预内容和实施的效果。
该研究已于2025年1月22日在开放科学框架上注册。
