Self-regulated learning (SRL) skills and their importance to the learning process have been examined in recent years among typically developed children aged three through seven years. The current study is, to the best of our knowledge, the first to investigate SRL among children at risk for specific learning disorders (SLD risk). The study has two main goals: to compare an SLD-risk group with a typically developing group of young children, aged 5.10 to 6.10, in their SRL skills and in the quality of execution of construction tasks and to examine the correlations between SRL skills, cognitive ability, and the quality of execution of construction tasks. A multi-method approach included cognitive ability (verbal and non-verbal) tests; online observation of metacognitive skills (monitoring, control, perseveration) during construction tasks; teacher rating of emotional, prosocial, cognitive, and motivational skills (CHILD questionnaire); and an indicator for the assessment of children’s quality of execution scores in construction tasks. The findings indicate that children at risk for SLDs have specific difficulties in metacognition skills, expressed in poorer monitoring and control and greater perseveration behaviors; lower levels of emotional, prosocial, cognitive, and motivational skills; and poorer quality of execution of the construction task compared with that of the typically developing group. Furthermore, a correlation was found between children’s verbal and non-verbal abilities, SRL skills, and quality of execution of the construction task. These findings deepen the understanding of specific difficulties in SRL skills for children at risk for SLDs and may contribute to the development of targeted intervention programs adapted to their specific needs.

自我调节学习 (SRL) 技能及其对学习过程的重要性近年来在 3 至 7 岁的典型发育儿童中进行了研究。据我们所知，目前的研究是第一个调查有特定学习障碍（SLD 风险）风险的儿童的 SRL。该研究有两个主要目标：将 SLD 风险群体与年龄在 5.10 至 6.10 岁之间的典型发育中的幼儿群体在 SRL 技能和施工任务执行质量方面进行比较，并检查 SRL 技能之间的相关性，认知能力和施工任务的执行质量。多方法方法包括认知能力（语言和非语言）测试；在线观察施工任务中的元认知技能（监测、控制、坚持）；教师对情绪、亲社会、认知和动机技能的评分（儿童问卷）；以及评估儿童在建筑任务中执行分数的质量的指标。研究结果表明，处于 SLD 风险中的儿童在元认知技能方面存在特定困难，表现为较差的监测和控制以及更顽固的行为；情绪、亲社会、认知和动机技能水平较低；与典型的开发团队相比，施工任务的执行质量较差。此外，还发现儿童的语言和非语言能力、SRL 技能和施工任务的执行质量之间存在相关性。