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AMSel – ADHS-Meta-Analysis on the Effectiveness of Self-Regulation Interventions

ADHS has been associated with reduced emotional and academic well-being. As a neurodevelopmental disorder that is related to deficits in executive functions, evidence shows that students with ADHD can benefit from self-regulation (SR) training. In AMSel we are conducting a meta-analysis on previous studies on the effectiveness of SR training for the emotional and academic well-being of students with ADHD.

AMSel LogoThe project aims at investigating which self-regulation strategies are most effective for learners with ADHS, and which type of interventions have largest effects on learning outcomes. To this end we analyze international training studies that evaluate an intervention for either learners with ADHS or their parents or teachers to foster self-regulation of learners with ADHD. We conducted a literature search in psychological and medical data bases that yielded 15,421 hits. One-hundred and forty-three studies met the eligibility criteria and were systematically coded. Currently, we are analyzing effect sizes for strategy training for learners with ADHD and investigate which characteristics of the interventions and of the participants moderate these effects. The results will provide implications for future intervention research.

Project Head

Dr. Charlotte Dignath


08/2018 – 12/2022

In Cooperation with

Prof. Dr. Catherina Gawrilow, University of Tübingen