Can highly intelligent and high-achieving students benefit from training in self-regulated learning in a regular classroom context?

Autor/inn/en	Sontag, Christine; Stöger, Heidrun
Titel	Can highly intelligent and high-achieving students benefit from training in self-regulated learning in a regular classroom context?
Quelle	In: Learning and individual differences, (2015) 41, S. 43-53Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2015.07.008
Schlagwörter	Pretest; Hochbegabung; Intelligenz (Psy); Schuljahr 04; Hoch begabter Schüler; Begabtenförderung; Training; Overachiever
Abstract	[The authors] 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, [the authors] found immediate and long-term effects. Both highly intelligent students and high achievers identified more main ideas correctly in the course of the training. [They] recommend this program for use by classroom teachers in heterogeneous classrooms. (Verlag).
Erfasst von	Externer Selbsteintrag
Update	2016/1