Duckworth, Kathryn; Akerman, Rodie; MacGregor, Alice; Salter, Emma; Vorhaus, John; (2009) Self-regulated learning: a literature review. [Wider Benefits of Learning Research Report No. 33]. Centre for Research on the Wider Benefits of Learning, Institute of Education, University of London: London.

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Abstract

Within the framework of risk and resilience, this report focuses on changes in wellbeing from middle childhood to early adolescence. Using data from the Avon Longitudinal Study of Parents and Children (ALSPAC), we investigate trajectories and drivers of change across psychological, behavioural, social and subjective school wellbeing. We also examine those children who have a large number of risks in their lives, identifying those factors which may help protect their wellbeing. Findings suggest that the course of wellbeing for the individual child is varied and complex. Factors either support or undermine changes in wellbeing, but while some appear universal for both high- and low-risk children, others are differentiated by risk level and/or gender. Nonetheless, a few key factors are highlighted, including the importance of children’s environments – in terms of their relationships with parents, friends and school – as well as their experiences and capabilities in terms of attainment and SEN, rather than their social background and where they live.

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