ABSTRACT

The 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 revealed three groups of gifted undergraduate students (N=149): high regulated, regulated, and behaviorally dysregulated. In comparing gifted group profiles with typically achieving students, findings suggest that typical students most resemble the regulated group. Overall, the behaviorally dysregulated group reported lower levels of social and academic SRL and achievement goal orientations from the high-regulated group. No differences were found in trait emotion regulation or self-control suggesting a situated effect of SRL. In Study 2 gifted (N=188) and typically achieving (N=83) undergraduate students reported on their SRL and motivation in their favorite and least favorite courses. Structural equation modelling analyses showed that, for gifted students, there were more relations between motivation and SRL than typical students. For example, mastery goal orientation predicted all forms of SRL for gifted students but not for typical students. This suggests that gifted students may be more calibrated and adept at drawing on motivation to shape SRL. Taken together, the findings from both studies show that gifted students are a heterogenous population, and that there are some similarities to typical students.

摘要

在两项针对有天赋学生的研究中，对自我调节学习（SRL）的情境性质进行了调查。在研究1中，以个人资料为中心的学术认知行为SRL的分析揭示了三类资优本科生（N = 149）：高管，受管和行为失调。在比较有天赋的学生群体和通常有成就的学生时，发现表明典型的学生最像受规管的群体。总体而言，行为失调的小组报告的社会和学术SRL的水平较低，而受高度管制的小组的成就目标取向则较低。在特质情绪调节或自我控制方面未发现差异，表明SRL的定位效应。在研究2中，有才华的（N = 188）和通常取得成就的（N = 83）本科生报告了他们最喜欢和最不喜欢的课程的SRL和动机。结构方程模型分析表明，对于有天赋的学生，动机和SRL之间的关系比普通学生更多。例如，精通目标定向预测了天才学生的所有形式的SRL，而普通学生则没有。这表明，有天赋的学生可能会经过更多的调整，并且善于利用塑造SRL的动机。两项研究的结果相加，表明有天赋的学生是异类人群，并且与典型学生有一些相似之处。动机和SRL之间的关系比普通学生更多。例如，精通目标定向预测了天才学生的所有形式的SRL，而普通学生则没有。这表明，有天赋的学生可能会经过更多的调整，并且善于利用塑造SRL的动机。两项研究的结果相加，表明有天赋的学生是异类人群，并且与典型学生有一些相似之处。动机和SRL之间的关系比普通学生更多。例如，精通目标定向预测了天才学生的所有形式的SRL，而普通学生则没有。这表明，有天赋的学生可能会经过更多的调整，并且善于利用塑造SRL的动机。两项研究的结果相加，表明有天赋的学生是异类人群，并且与典型学生有一些相似之处。