Self-regulated Science Learning with Highly Gifted Students: the role of cognitive, motivational, epistemological, and environmental variables
作者： Heinz Neber , Marlene Schommer-Aikins
DOI: 10.1080/13598130220132316
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摘要: This research examines the issue of self-regulated learning among highly gifted elementary ( n = 93) and high school students 40) in science. Self-report measures assessed self-regulatory strategy use science a spectrum environmental (perceived level investigation) individual prerequisites (motivational beliefs, goal orientation, epistemological beliefs intentions). Firstly, were experiencing less investigation science, test anxiety work avoidance more pronounced than with students. Secondly, girls' science-related motivational positive those boys. Thirdly, path analyses indicate that environment strongly determines use. The results exploration discovery should be enabled strengthened classrooms
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