Self-regulated Science Learning with Highly Gifted Students: The role of cognitive, motivational, epistemological, and environmental variables

Neber, Heinz; Schommer‐Aikins, Marlene

doi:10.1080/13598130220132316

Cited by 151 publications

(93 citation statements)

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“…Furthermore, it was found that students' beliefs in fixed ability were negatively related to their control beliefs. Other research findings have found that naive epistemological beliefs were negatively related to adaptive motivational beliefs such as self-efficacy and mastery goal orientation (Neber & Schommer-Aikins, 2002). Rozendaal, Brabander and Minnaert (2001) also found that students who held sophisticated beliefs of knowledge were more motivated by personal interest in the subject matter.…”

Section: Introductionmentioning

confidence: 90%

Multiple regression analysis of epistemological beliefs, learning approaches, and self-regulated learning

Phan

2017

EJREP

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Section: Introductionmentioning

confidence: 90%

Multiple regression analysis of epistemological beliefs, learning approaches, and self-regulated learning

Phan

2017

EJREP

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“…ICT enables education and learning to function independently of place and time (Sinko & Lehtinen, 1999) and age, and can also support selfregulated learning (cf. Neber & Schommer-Aikins, 2002). Integration by and use of ICT support is therefore a second conditional dimension to specify guidelines in order to improve education for gifted or other learners: see the third column of Table 1.…”

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confidence: 99%

Education and self‐regulation of learning for gifted pupils: systemic design and development

Mooij

2008

Research Papers in Education

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Gifted pupils differ from their age-mates with respect to development potential, actual competencies, self-regulatory capabilities, and learning styles in one or more domains of competence. The question is how to design and develop education that fits and further supports such characteristics and competencies of gifted pupils. Analysis of various types of educational interventions for gifted pupils reflects positive cognitive or intellectual effects and differentiated social comparison or group-related effects on these pupils. Systemic preventive combination of such interventions could make these more effective and sustainable. The systemic design is characterised by three conditional dimensions: differentiation of learning materials and procedures, integration by and use of ICT support, and strategies to improve development and learning. The relationships to diagnostic, instructional, managerial, and systemic learning aspects are expressed in guidelines to develop or transform education. The guidelines imply the facilitation of learning arrangements that provide flexible self-regulation for gifted pupils. A three-year pilot in Dutch nursery and primary school is conducted to develop and implement the design in collaboration with teachers. The results constitute prototypes of structured competence domains and supportive software. These support the screening of entry characteristics of all four-year old pupils and assignment of adequate play and learning processes and activities throughout the school career. Gifted and other pupils are supported to work at their actual achievement or competency levels since their start in nursery school, in self-regulated learning arrangements either in or out of class. Each pupil can choose other pupils to collaborate with in small groups, at self-chosen tasks or activities, while being coached by the teacher. Formative evaluation of the school development process shows that 2 the systemic prevention guidelines seem to improve learning and social progress of gifted pupils, including their self-regulation. Further development and implementation steps are discussed.

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“…Specifically, the impact of traditional scientific view was more significant over mastery-approach goals and followed by mastery-avoidance, performance-approach and performance-avoidance goals respectively. Mastery goals adoption were reported to be related to more sophisticated epistemological beliefs (Neber & Schommer-Aikins, 2002;Muis & Franco, 2009;Paulsen & Feldman, 2005). In this study, mastery-approach orientation was predicted by pre-service teachers' traditional epistemological views on science.…”

Section: Discussionmentioning

confidence: 81%

The Relations between Scientific Epistemological Beliefs and Goal Orientations of Pre-Service Teachers

Kaya

2017

JETS

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The purpose of this study was to investigate the relations between pre-service teachers' scientific epistemological beliefs and goal orientations in 2X2 framework. Scientific epistemological beliefs are domain-specific views of people about nature and acquisition of scientific knowledge, how scientific knowledge is produced, how reliable and valid that knowledge is and how it is shared. Participants were 484 pre-service teachers and 284 (59 %) of them were attending to education faculty and 198 (41 %) of them were graduates who attended teaching certificate program. Scientific epistemological beliefs predicted both mastery (approach-avoidance) and performance (approach-avoidance) goal orientations. The participants who viewed science from a more traditional perspective were more likely to adopt mastery-approach, mastery-avoidance, performance-approach and performance-avoidance goals, respectively. Moreover, the participants who attended and successfully completed a scientific research methods course formerly had less traditional scientific epistemological beliefs than the participants who had not attended to such a course previously. Theoretical and educational implications of the findings were discussed.

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Self-regulated Science Learning with Highly Gifted Students: The role of cognitive, motivational, epistemological, and environmental variables

Cited by 151 publications

References 34 publications

Multiple regression analysis of epistemological beliefs, learning approaches, and self-regulated learning

Multiple regression analysis of epistemological beliefs, learning approaches, and self-regulated learning

Education and self‐regulation of learning for gifted pupils: systemic design and development

The Relations between Scientific Epistemological Beliefs and Goal Orientations of Pre-Service Teachers

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