Self-regulated learning in research with gifted learners

Published on Nov 8, 2019in High Ability Studies
· DOI :10.1080/13598139.2019.1622224
Philip H. Winne68
Estimated H-index: 68
(SFU: Simon Fraser University)
ABSTRACTThis special issue presents a sample of modern work on self-regulated learning (SRL) among high ability and gifted students. It includes diverse views about the construct per se, and gifted...
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#1Philip H. Winne (SFU: Simon Fraser University)H-Index: 68
#2Kenny Teng (SFU: Simon Fraser University)H-Index: 1
Last. Jovita Vytasek (SFU: Simon Fraser University)H-Index: 8
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Data used in learning analytics rarely provide strong and clear signals about how learners process content. As a result, learning as a process is not clearly described for learners or for learning scientists. Gasevic, Dawson, and Siemens (2015) urged data be sought that more straightforwardly describe processes in terms of events within learning episodes. They recommended building on Winne’s (1982) characterization of traces — ambient data gathered as learners study that more clearly represent w...
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#1Anastasia Efklides (A.U.Th.: Aristotle University of Thessaloniki)H-Index: 30
ABSTRACTSelf-regulated learning (SRL) is crucial for the development of gifted students’ cognitive potential and their well-being. Research on SRL in giftedness is limited but shows that interventions on strategy use can benefit both high and low achieving gifted students. However, following the Metacognitive and Affective model of SRL (MASRL), self-regulated learning is a complex and dynamic process that involves the learning task; person characteristics as traits (e.g. ability, metacognitive k...
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#1Eleftheria N. Gonida (A.U.Th.: Aristotle University of Thessaloniki)H-Index: 9
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ABSTRACTSeeking help as an important self-regulated learning strategy has been consistently associated with student motivation. Despite the extensive body of research on typically achieving student...
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ABSTRACTIn this article, I discuss the application of an augmented theory of successful intelligence to identification, teaching, and assessment of the gifted in STEM disciplines. The theory holds that giftedness in STEM (as well as in other fields) can be understood in terms of an integration of creative, analytical, practical, and wisdom-based skills. First, I introduce the general issues underlying the article. Then, I discuss the relevance of the theory to identification. Next, I consider is...
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#1Philip H. Winne (SFU: Simon Fraser University)H-Index: 68
Abstract Studies described in this special issue take bold steps in using diverse instrumentation to gather multidimensional data about self-regulated learning, and apply novel analytic methods to examine those data. I explore these advances from a perspective that foregrounds the role of a paradigm – coherent theoretical propositions and methodological properties – that underlie and contextualize the research. Several suggestions are offered for consideration about interpreting findings and des...
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ABSTRACTRegulatory processes are pervasive on many levels in talent development, yet neither a systematic analysis of their role in talent development let alone a comprehensive model have been pres...
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#1Moshe Zeidner (University of Haifa)H-Index: 61
ABSTRACTIn this closing chapter and commentary to the special issue of High Ability Studies focusing on self-regulated learning (SRL) in gifted, high ability, and talented students, I delineate a n...
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#1Adar Ben-Eliyahu (University of Haifa)H-Index: 13
ABSTRACTThe situated nature of self-regulated learning (SRL) was investigated across two studies with gifted students. In Study 1, profile-centered analyses of academic cognitive-behavioral SRL rev...
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#1Chyna J. Miller (UNLV: University of Nevada, Las Vegas)H-Index: 2
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ABSTRACTThe ability to self-regulate learning (SRL) is a skill theorized to transfer across learning environments. Students with this ability can consider a learning task, identify a goal, develop ...
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ABSTRACTIn this paper, we consider the theoretical implications of having high ability and being labeled as highly able to engagement in self-regulated learning. We frame this theoretical explicati...
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