Self-regulated learning in gifted, talented, and high-achieving learners

Abstract

This special issue of High Ability Studies focuses on recent advances in theory and research on self-regulated learning (SRL) in gifted, talented, and highachieving students. In the following, we explicate the goals and structure of the special issue and highlight salient features of the contributions. The major aim of this special issue is to bring together conceptual and empirical research focusing on SRL in gifted, talented, and high-achieving learners. The contributors include psychologists and educational researchers, all of whom share extensive, complementary research experience in the areas of motivation and learning processes. Indeed, few scholars aremavens in both SRL and giftedness theory and research, and only a handful work at the intersections of the latter fields. Consequently, the majority of our contributors is more associated with motivation and learning processes than with giftedness and high-ability research. Despite their different professional backgrounds, all contributors rose to the challenge of applying their expertise to the context of gifted and talented education. The result of which—we are pleased to say—will be of great benefit for all those researchers and practitioners concerned with the crucial intersections of these areas of scientific inquiry. The special issue consists of ten articles, all written by seasoned researchers in the area of SRL, and an in-depth discussion of the papers by Phil Winne. The articles focus on different approaches to SRL (e.g., basic research about SRL processes, SRL in gifted students, and intervention studies), talent domains (school subjects, expertise areas, and professional fields), and learning settings (school, university, and professional settings) and employ various methodologies (qualitative, quantitative, and mixed methods). The editors of the special issue are grateful to the authors for their contributions as well as to the astute reviewers, who carefully read and gave feedback on the manuscripts. Also, thanks is due to Drs. Albert Ziegler for initiating the special issue and to Dr. Bettina Harder for expediting the editorial process.