Easing the transition: do Talent Lessons and Talent Talks support students’ self-regulated learning skills in the transition from primary to secondary education?

Introduction The transition from primary to secondary school is a period that can affect students negatively, with regular drops in academic achievement observed. Training students’ self-regulated learning skills might help prevent some of the negative outcomes associated transition. We investigate Talent Talk and Lesson interventions, which aim improve metacognitive affective self-regulation through enhancement personal significance strengthening task-analysis skills. Method present study researched whether Talents Talks Lessons be used skills, motivation, self-efficacy. employed quasi-experimental 2 × design comparing four groups (total N = 233), who received either or Lessons, both, neither. Students were tested at three separate moments on absolute monitoring accuracy self-report measures learning, self-efficacy, interventions being implemented between first second moment. Results There no significant differences conditions any test moments. Discussion As such, there evidence suggesting positively influence self-regulation, motivation. Effectiveness intervention increased if are adapted, so reflections about talents tailored specific tasks.