Regula Neuenschwander- Ph.D.
- Lecturer at University of Bern
Regula Neuenschwander
- Ph.D.
- Lecturer at University of Bern
About
31
Publications
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Introduction
Regula Neuenschwander currently works at the Institute of Psychology, University of Bern, Switzerland. Regula is a developmental psychologist who is interested in understanding how self-regulatory processes develop during early childhood, how they contribute to children’s adaptation to early school contexts, and how environmental factors (stress, school factors, contemplative practices/ mindfulness) can either support or undermine children’s self-regulation.
Current institution
Additional affiliations
August 2017 - present
February 2016 - February 2018
November 2012 - December 2015
Publications
Publications (31)
Self-compassion is increasingly recognized as an adaptive resource for coping with personal distress by reducing the sense of threat and creating feelings of safeness, yet little is known about its developmental origins. We review a broad body of literature examining self-compassion in childhood and adolescence hoping to stimulate developmental res...
Background
Despite the growing interest in school-based mindfulness training (SBMT) and its evaluation, evidence on the effectiveness of SBMT is still limited and somewhat inconsistent. Further, knowledge on the role of implementation quality, which is essential for a more widespread use of SBMT, is scarce.
Objective
This study examined effects of...
Emotionsregulation und generell die sozio-emotionalen Kompetenzen spielen eine entscheidende Rolle für das Verhalten, die zwischenmenschlichen Beziehungen und das psychische Wohlbefinden von Kindern. Sie haben folglich Auswirkungen auf das Lernen in der Schule. Doch nicht alle Schüler:innen verfügen über gut entwickelte sozio-emotionale Kompetenzen...
Introduction
Conditioning can be used to modulate the perception of pain, in the form of placebo and nocebo effects. Previous studies show inconsistent results as to whether adolescents show similar, weaker, or non-significant conditioned placebo and nocebo effects compared to effects found in adults. There are suggestions that such differences (if...
Achtsamkeit in Schule und Bildung stellt eine Chance dar, den grossen vor uns liegenden Herausforderungen konstruktiv zu begegnen. Damit die transformierenden und verbindenden Qualitäten von Achtsamkeit in der Schule genutzt werden können, ist es notwendig, innezuhalten, hinzuschauen und Fragen zu stellen. Gelegenheit dazu bot die zweite internatio...
Introduction
Conditioning is a key mechanism of placebo and nocebo effects in adults, but little is known about these effects in youth. This study investigated whether personalized verbal cues evoking a sense of high or low self-efficacy can induce conditioned placebo and nocebo effects on subjective discomfort of noxious heat in youth.
Methods
In...
Background: Conditioning is a key mechanism of placebo and nocebo effects in adults. Little is known about the underlying mechanisms of placebo and nocebo effects in youth and how they might be influenced by conscious awareness and cognitive abilities. In this study, the role of conditioning on thermal perception in youth was investigated.
Methods:...
Konzentration ist eine unserer wichtigsten und zugleich fragilsten Ressourcen fürs Lernen. Wir wissen alle, wie es sich anfühlt, wenn wir ganz bei der Sache sind, wie leicht uns dann die Bewältigung einer bestimmten Aufgabe fällt. Wissenschaftler haben diesen optimalen Zustand des Tuns als Flow definiert: dieser schmale Grat, wo wir weder überforde...
Prenatal exposure to maternal mood disturbances shapes children's cognitive development reflected in the critical construct of executive functions (EFs). Little is known, however, about underlying mechanisms. By examining cortisol responses in both everyday and lab challenge settings, we tested whether the child/offspring hypothalamic–pituitary–adr...
In this chapter, we review empirical studies evaluating the role of prenatal maternal stress in shaping the developmental origins of self-regulation. We focus on evidence that elucidates ways in which prenatal maternal factors (i.e., stress exposure, anxiety, depression, and antidepressants) are associated with child self-regulation. Self-regulatio...
Research Findings: Recent research has explored relations between classroom quality and child executive function (EF), but little is known about how teachers’ well-being, including stress, relates to child EF—a crucial component of self-regulation. We hypothesized that teacher stress is negatively or curvilinearly related to child EF and classroom...
We tested a core assumption of the bidirectional model of executive function (EF) (Blair & Ursache, 2011)indicating that EF is dependent on arousal. From a bottom-up perspective the performance on EF tasks isassumed to be curvilinearly related to arousal, with very high or low levels of arousal impairing EF. N = 107 4-and 6-year-olds’ performance o...
Kurztext
„Lauf nach unten zur Oma und richte ihr aus, dass sie Papa und Opa um halb sieben am Bahnhof auf Gleis 4 abholen soll!“ – Ein Kind, das diesen Auftrag richtig ausführen soll, muss ihn kurzfristig im Gedächtnis behalten können und darf sich nicht ablenken lassen.
Exekutive Funktionen sind z.B. dann wichtig, wenn Aufgaben neu oder komplex si...
Both theoretically and empirically there is a continuous interest in understanding the specific relation between cognitive and motor development in childhood. In the present longitudinal study including three measurement points, this relation was targeted. At the beginning of the study, the participating children were 5-6-year-olds. By assessing pa...
Pronounced improvements in executive functions (EF) during preschool years have been documented incross-sectional studies. However, longitudinal evidence on EF development during the transition to school andpredictive associations between early EF and later school achievement are still scarce. This study examineddevelopmental changes in EF across t...
In der vorliegenden Studie wurden die Handgeschicklichkeit, exekutive Funktionen und Schulleistungen bei Vorschulkindern mit und ohne Problemen in der Handgeschicklichkeit über einen 3-Jahres-Zeitraum untersucht. Insgesamt wurden N = 94 Kinder, die zu Beginn 5- oder 6-jährig waren, untersucht, davon 47 Risikokinder mit sehr niedrigen Leistungen in...
Unique contributions of Big Five personality factors to academic performance in young elementary school children were explored. Extraversion and Openness (labeled “Culture” in our study) uniquely contributed to academic performance, over and above the contribution of executive functions in first and second grade children (N = 446). Well established...
Kinder im Vorschul- und frühen Grundschulalter schätzen sich sehr positiv ein. Man vermutet, dass ein hohes Selbstkonzept eine erfolgreiche Bewältigung von Entwicklungsaufgaben begünstigt. Für diese junge Altersgruppe liegen jedoch erst wenige empirische Belege dazu vor. Ziel der vorliegenden prospektiven Längsschnittstudie war es zu überprüfen, ob...
The present study aimed to investigate the mean level and structure of self-concept in a sample of N = 297 kindergarten and first-grade children. Furthermore, the relation of children’s self-concept to early academic skills (i. e., precursors to mathematical and literacy skills) and the relation of self-concept to domain-general abilities related t...
In the present study, associations between executive functioning, metacognition, and self-perceived competence in the context of early academic outcomes were examined. A total of 209 children attending first grade were initially assessed in terms of their executive functioning and academic self-concept. One year later, children`s executive function...
Research suggests a central role of executive functions for children's cognitive and social development during preschool years, especially in promoting school readiness. Interventions aiming to improve executive functions are therefore being called for. The present study examined the effect of a small group intervention implemented in kindergarten...
The present two-year longitudinal study addressed developmental changes in different aspects of executive functioning (i.e., inhibition, updating, and cognitive flexibility) in a sample of 264 children aged between 5 and 7 years. Of special interest were issues of developmental progression over time, the influence of learning context and the predic...
The current study presents a 1-year follow-up investigation of the development of executive functions (i.e., inhibition, updating, and shifting) in children with motor coordination impairments. Cognitive and motor coordination skills of children (N = 94) aged between 5 and 7 years with and without motor coordination impairments were compared. A sec...
Switzerland recently started an evaluation of a new frame of flexible school enrolment, called “Basisstufe”, consisting of age-mixed classes. This study examines differences in various domains of school readiness between 5- and 6-year-old children (N = 282) attending either traditio-nal Kindergarten or Basisstufen-classes. The latter are characteri...
Zusammenfassung. Die Bedeutung der Exekutiven Funktionen im Vorschulalter ruckt zunehmend in den Fokus entwicklungspsychologischer Forschungsliteratur. Diese exekutiven Kontrollprozesse sind nicht nur zentral fur die kognitive, soziale und motorische Entwicklung der Kinder im spaten Vorschulalter, sondern gelten ebenso als bedeutsame Pradiktoren fu...
Im Rahmen der breit diskutierten Flexibilisierung des Schuleintritts wurde in der Schweiz ein Schulversuch zur sog. "Basisstufe" gestartet. Die vorliegende Studie trägt zum Vergleich von 5- und 6-jährigen Kindergarten- und Basisstufenkindern (N = 282) in Bezug auf schulfähigkeitsrelevante Fertigkeiten bei. Der Lernkontext der Basisstufe zeichnet si...
