Self-Regulated Learning and Motivation among Gifted and High-Achieving Students in Science, Technology, Engineering, and Mathematics Disciplines: Examining Differences between Students from Diverse Socioeconomic Levels

Autor/inn/en	Paz-Baruch, Nurit; Hazema, Hnade
Titel	Self-Regulated Learning and Motivation among Gifted and High-Achieving Students in Science, Technology, Engineering, and Mathematics Disciplines: Examining Differences between Students from Diverse Socioeconomic Levels
Quelle	In: Journal for the Education of the Gifted, 46 (2023) 1, S.34-76 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paz-Baruch, Nurit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/01623532221143825
Schlagwörter	Learning Strategies; Student Motivation; Academically Gifted; High Achievement; STEM Education; Social Differences; Socioeconomic Status; Self Management; High School Students; Grade 11; Grade 12; Foreign Countries; Questionnaires; Israel; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulische Motivation; STEM; Sozialer Unterschied; Socio-economic status; Sozioökonomischer Status; Selbstmanagement; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Ausland; Fragebogen
Abstract	Self-regulated learning (SRL) is an active process that assists students in managing their thoughts, behaviors, and emotions to navigate their learning experiences successfully. The study examined the differences in motivation and SRL between gifted and high achievers (GHAs) and typical achievers (TAs) in science, technology, engineering, and mathematics (STEM) disciplines by addressing the contribution of socioeconomic status (SES). A sample of 151 students in 11th and 12th grades from two high schools in Israel were divided into four study groups based on their general intelligence, school grades, and SES. Participants completed SRL and motivation questionnaires. The results indicated that among GHAs, all motivation measures were significantly higher than those of TAs, especially among students from low-SES environments. GHA students reported using more SRL strategies than TA students regarding organization, metacognition, time and learning environment, peer learning, and effort regulation. Students from low-SES environments reported using more organization strategies than those from high-SES environments, whereas TA students surpassed their GHA counterparts in critical thinking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01