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

IF 1.2 Q3 EDUCATION, SPECIAL JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2023-01-28 DOI:10.1177/01623532221143825
Nurit Paz-Baruch, Hnade Hazema
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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.
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科学、技术、工程和数学学科天才和高成就学生的自我调节学习和动机:考察不同社会经济水平学生之间的差异
自我调节学习(SRL)是一个积极的过程,它帮助学生管理自己的思想、行为和情绪,从而成功地驾驭他们的学习经历。本研究通过解决社会经济地位(SES)的贡献,考察了科学、技术、工程和数学(STEM)学科的天才和高成就者(GHAs)和典型成就者(TAs)在动机和SRL方面的差异。来自以色列两所高中的151名11年级和12年级的学生根据他们的一般智力、学业成绩和社会经济地位被分为四个学习小组。参与者完成SRL和动机问卷。结果表明,在社会经济地位较低的学生中,gha的各项动机指标均显著高于助教。GHA学生在组织、元认知、时间和学习环境、同伴学习和努力调节方面比TA学生使用更多的SRL策略。据报道,来自低社会经济地位环境的学生比来自高社会经济地位环境的学生使用了更多的组织策略,而TA学生在批判性思维方面超过了GHA学生。
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CiteScore
3.00
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0.00%
发文量
17
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