ABSTRACT

Self-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 knowledge and skills, motivation, affect); and on-task metacognitive, metamotivational, and affective experiences (i.e. feelings and judgments) that impact SRL control decisions. This suggests that interventions to cultivate SRL would address more aspects of the SRL process than purely (meta)cognitive strategy use. Based on evidence regarding high-ability youth, challenges for SRL research are pointed out.

摘要

自我调节学习（SRL）对于培养资优学生的认知潜能和他们的福祉至关重要。关于天赋的SRL的研究是有限的，但表明使用策略的干预措施既可以使成绩优异的学生受益，也可以使低成就的学生受益。但是，遵循SRL的元认知和情感模型（MASRL），自我调节的学习是一个复杂而动态的过程，涉及学习任务。以人的特质为特征（例如能力，元认知知识和技能，动机，影响力）；以及影响SRL控制决策的任务上的元认知，元动机和情感体验（即感觉和判断）。这表明，与单纯使用（元）认知策略相比，培养SRL的干预措施将解决SRL流程的更多方面。根据有关高能力青年的证据，