Self-regulated learning in high-achieving students: Relations to advanced reasoning, achievement goals, and gender.

Ablard, Karen E.; Lipschultz, Rachelle E.

doi:10.1037/0022-0663.90.1.94

Cited by 203 publications

(135 citation statements)

References 32 publications

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“…Additionally, higher scores were reported by girls on the scales product evaluation and process evaluation. These results generally confirm findings from previous research (e.g., Ablard & Lipschultz, 1998;Vandevelde et al, 2013;Wall, Higgins, Remedios, Rafferty, & Tiplady, 2013;Zimmerman & Martinez-Pons, 1990). However, Vandevelde et al (2013) did not find any significant differences between boys and girls for process evaluation.…”

Section: Conclusion and Discussionsupporting

confidence: 83%

The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use

et al. 2014

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Background. Assessment for Learning (AfL) is believed to create a rich learning environment in which students develop their cognitive and metacognitive strategies. Monitoring student growth and providing scaffolds that shed light on the next step in the learning process are hypothesized to be essential elements of AfL that enhance cognitive and metacognitive strategies. However, empirical evidence for the relation between AfL and students' strategy use is scarce.

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Section: Conclusion and Discussionsupporting

confidence: 83%

The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use

et al. 2014

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“…It has been reported that boys are less motivated than girls and spend less time doing homework and that boys have lower expectations of themselves and are less enthusiastic about continuing their studies (Barber, 1996;Cox, 2000;Darom & Rich, 1988;Hatzichristou & Hopf, 1996;Warrington et al, 2000). As for the cognitive dimension of student engagement, there is also evidence showing that girls are more likely than boys to plan, monitor, and regulate their cognitions and study activities (Ablard & Lipschultz, 1998;KenneyBenson, Pomerantz, Ryan, & Patrick, 2006;Patrick, Ryan, & Pintrich, 1999;Zimmerman & Martinez-Pons, 1990). On the basis of the extant evidence, one may speculate that the gender differences in student engagement might influence gender differences in academic performance.…”

Section: Gender Considerationsmentioning

confidence: 99%

Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries

Lam

Jimerson

Kikas

et al. 2012

Journal of School Psychology

244

173

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This study examined gender differences in student engagement and academic performance in school. Participants included 3420 students (7th, 8th, and 9th graders) from Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States. The results indicated that, compared to boys, girls reported higher levels of engagement in school and were rated higher by their teachers in academic performance. Student engagement accounted for gender differences in academic performance, but gender did not moderate the associations among student engagement, academic performance, or contextual supports. Analysis of multiple-group structural equation modeling revealed that perceptions of teacher support and parent support, but not peer support, were related indirectly to academic performance through student engagement. This partial mediation model was invariant across gender. The findings from this study enhance the understanding about the contextual and personal factors associated with girls' and boys' academic performance around the world.peer-reviewe

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“…In the research, it has seen that the self-regulation skills of gifted students are higher than non-gifted students. It is known that gifted students are a self-employed (autonomy) individual who has motivated himself/herself and manages his/her own learning (that s/he uses self-regulated learning (Clark, 1992;Risemberg & Zimmerman, 1992;Heller, 1999;Zimmerman & MartinezPons, 1990;Ablard & Lipschultz, 1998).…”

Section: Discussionmentioning

confidence: 99%

A Comparison of the Self-regulated Skills in Science Learning of Gifted and Non-gifted Students

Tortop¹

2015

JEGYS

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The studies related to what skills are firstly needed to be gained in the gifted students' education are increasing gradually. The gifted individuals' being independent learners are desirable situation. Self-regulation skills are a set of abilities that help a person to control and monitor their own behavior, thoughts and changing flexibly them in accordance with the demands of the situation. When viewed from this aspect, it can be said that self-regulation skills should be gained in the educations of the gifted students. In this study, a Self-regulation Skills for Science Learning Scale (SSSLS) has been developed by researcher. Thanks to this scale, the self-regulation skills of the gifted students and non-gifted in learning science have been compared. The sample of the research has been determined in accordance with purposeful sampling method. Non-gifted students are the students who study in two schools determined according to typical sampling method in a province the socio-economic level of which in Turkey is medium-scale. The gifted students are those who enrolled in Science and Art Centre that gives education to the gifted students in the same province. 264 students have been determined at the level of 4th to 8th grade in the sample of the research. As the result of research findings, it has been determined that gifted students' self-regulation skills for science learning are higher than the non-gifted students. It has seen that there are significant differences between the self-regulation skills points of both groups in science learning (p<0.001).However, a significant difference hasn't been seen at the metacognitive skills dimension that is one of the sub-dimensions of the scale (p>0.05).The metacognitive skills contain very important skills (e.g. goal setting, monitoring, self-assessment, regulation) on the nurturing of talent. The students' not having differentiation in the scores of metacognitive skills can be indicator that available gifted education programs doesn't have the quality to develop these skills.

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Self-regulated learning in high-achieving students: Relations to advanced reasoning, achievement goals, and gender.

Abstract: We express our gratitude to Sylvia Fernandez-Fein and Heinrich Stumpf for their valuable comments on earlier drafts of this article. We also thank Valerie Hoffhines for endless hours of coding and data entry. Of course, we thank the participants for sharing information about themselves.

Cited by 203 publications

References 32 publications

The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use

The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use

Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries

A Comparison of the Self-regulated Skills in Science Learning of Gifted and Non-gifted Students

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