Sontag, Christine and Stoeger, Heidrun (2015) Can highly intelligent and high-achieving students benefit from training in self-regulated learning in a regular classroom context. LEARNING AND INDIVIDUAL DIFFERENCES, 41. pp. 43-53. ISSN 1041-6080, 1873-3425
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We examined if highly intelligent and high-achieving students benefit from training in self-regulated learning conducted in regular classrooms as much as their peers of average intelligence and with average scholastic achievement. Fourth-graders participating in a training program of self-regulated learning (SRL, n = 123) were compared with fourth-graders receiving regular classroom instruction (REG, n = 199) in a pretest, posttest, follow-up design. Students in the SRL group practiced self-regulated learning while working on identifying main ideas in expository texts. The training was effective for highly intelligent and high-achieving students as well as for their peers of average intelligence and with average scholastic achievement. Highly intelligent students benefited in their preference for self-regulated learning only in the long run; for high achievers, we found immediate and long-term effects. Both highly intelligent students and high achievers identified more main ideas correctly in the course of the training. We recommend this program for use by classroom teachers in heterogeneous classrooms. (C) 2015 Elsevier Inc. All rights reserved.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | PRIMARY-SCHOOL STUDENTS; GIFTED STUDENTS; MISSING DATA; ACHIEVEMENT; INTERVENTION; METAANALYSIS; GOALS; STRATEGIES; EFFICACY; FEEDBACK; Self-regulated learning; Strategy instruction; Highly intelligent students; High-achieving students; Intervention study |
| Subjects: | 300 Social sciences > 370 Education |
| Divisions: | Psychology and Pedagogy > Institut für Pädagogik > Lehrstuhl für Schulpädagogik (Prof. Dr. Heidrun Stöger) |
| Depositing User: | Dr. Gernot Deinzer |
| Date Deposited: | 08 Jul 2019 07:13 |
| Last Modified: | 08 Jul 2019 07:13 |
| URI: | https://pred.uni-regensburg.de/id/eprint/5226 |
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