Where gifted children do and do not excel on metacognitive tasks∗

Carr, Martha; Alexander, Joyce M.; Schwanenflugel, Paula J.

doi:10.1080/02783199609553740

Cited by 54 publications

(32 citation statements)

References 45 publications

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“…Some distinctions were found in the self-regulated learning (metacognitive knowledge and metacognitive regulation) in favour of female students. Correlation analysis proved significant associations among the level of verbal competence and regulation of learning (metacognitive regulation), this finding is similar to that of Carr, Alexander, & Schwanenflugel (1996), Shore (2000). Significant positive relationship was revealed between the verbal competence and the professional interests focused on organizational and managerial activities, and scientific interests.…”

Section: Resultssupporting

confidence: 74%

“…As stated by Carr, Alexander and Schwanenflugel (1996), existing research comparing the metacognitive skills of high ability and average students did not support consistently this idea. High ability students showed better performance in some aspects of metacognition, such as a higher degree of metacognitive knowledge and the ability to transfer these strategies to situations different from those in which they learned these strategies.…”

Section: Introductionmentioning

confidence: 92%

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Relationship among the Verbal Competence, Self-Regulated Learning Strategies, and Professional Interests

Mesárošová

2017

PROSOC

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Problem Statement: The starting point is an empirical observation that students who have clear-cut professional interests also have higher self-regulated learning strategies and study achievement. Purpose of Study: The aim of the study was to examine relationship existing between self-regulatory learning strategies and professional interests of students and find out whether the use of regulatory learning strategies depends on the level of verbal competence and professional interests. Methods: One hundred and twenty high school (17-19 year old) and university students (20-24 year old), 50 % were female, completed Graduate and Managerial Assessment (Blinkhorn, 1985), Metacognitive Awareness Questionnaire (Schraw & Dennison, 1994) and Interests Questionnaire (Guide to the World of Professions) to assess their verbal competence, selfregulated learning strategies and professional interests. Correlation analysis and regression analysis were used to reveal the relationship among studied variables. Findings and Results: Correlation analysis proved significant correlations among the level of verbal competence and regulation of learning, as well as the professional interests focused on organizational and managerial activities, and scientific interests. Metacognitive knowledge is significantly associated with scientific interest with information and helping people activities. Regulation of metacognitions is positively linked to interests in organizational and managerial activities and helping people activities. As predictors of self-regulated learning strategies were confirmed the level of verbal competence, professional interests focused on organizational and managerial activities, scientific interests, and helping people activities. Conclusions and Recommendations: Study revealed important association among verbal competence, self-regulated learning strategies, and professional interests. This finding can be used in academic and career counselling.

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Section: Resultssupporting

confidence: 74%

Section: Introductionmentioning

confidence: 92%

Relationship among the Verbal Competence, Self-Regulated Learning Strategies, and Professional Interests

Mesárošová

2017

PROSOC

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“…With the flexible or divergent use of knowledge, skills, and strategies, students are able to transfer their learning to different situations. Gifted students often demonstrate higher ability to transfer strategies to novel tasks as compared to average students (Carr, Alexander, & Schwanenflugel, 1996). Strategy transfer can be trained to all levels of students including gifted and average students, as well as those with learning difficulties (Ferretti & Butterfield, 1992).…”

Section: Instructional Strategies For Fostering Creative Thinkingmentioning

confidence: 99%

Fostering Creativity in the Classroom: Effects of Teachers' Epistemological Beliefs, Motivation, and Goal Orientation

Hong

Hartzell

Greene

2009

Journal of Creative Behavior

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The relationships of teachers' epistemological beliefs, motivation, and goal orientation to their instructional practices that foster student creativity were examined. Teachers' perceived instructional practices that facilitate the development of multiple perspectives in problem solving, transfer, task commitment, creative skill use, and collaboration were measured as indicators of their effort to foster creative thinking in students. Participants were 178 elementary-school teachers of third-, fourth-, and fifth-graders. Teachers' learning goal orientation was the most significant teacher attribute that demonstrated significant impacts on all five creativity-fostering instructional practices. Teachers with sophisticated beliefs about knowledge and with high intrinsic motivation for creative work also reported supporting student creativity through some of their instructional practices. However, teachers' motivation for challenging work, beliefs about learning, or performance goals did not significantly predict most of the creativityfostering instructional practices. Educational implications of the current findings are offered.

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“…Of course, several studies have already been conducted investigating intelligence-related differences in children's strategic functioning. For example, it has been observed that, compared with less intelligent children, high-intelligence children not only seem to have a broader repertoire of strategies but also are more consistent, efficient, and adaptive in their strategy choices (see, e.g., Carr, Alexander, & Schwanenflugel, 1996;Jausovec, 1991;Montague, 1991). Moreover, it has been found that high-intelligence children also use more complex and sophisticated strategies compared with their average-intelligence peers (Muir-Broaddus, 1995;Scruggs & Mastropieri, 1988).…”

Section: Introductionmentioning

confidence: 99%