The situated nature of self-regulated learning (SRL) was investigated across two studies with gifted students. In Study 1, profile-centered analyses of academic cognitive-behavioral SRL revealed three groups of gifted undergraduate students (N=149): high regulated, regulated, and behaviorally dysregulated. In comparing gifted group profiles with…

The ability to self-regulate learning (SRL) is a skill theorized to transfer across learning environments. Students with this ability can consider a learning task, identify a goal, develop a plan to achieve it, execute that plan, and monitor and adapt learning until the goal is met. This paper examines the educational implications of developing…

This study investigates findings from the National Survey of Student Engagement (NSSE), comparing various aspects of student engagement between honors college and general education students. Responses from 1,339 honors college students and 7,191 general education students across 15 different universities suggest a positive impact for honors…

This study addresses the question whether highly gifted students have particular school-related problems. To answer this question, 4 categories of gifted students are compared, consisting of above-average intelligent students (IQ between 110-119), mildly gifted students (IQ between 120-129), moderately gifted students (IQ between 130-144), and…

Two studies revealed differences between junior-high gifted and average ability students on the Learning and Study Strategies Inventory, with the average students indicating more anxiety. Gender differences were also exhibited, with girls scoring higher than boys in motivation, study aids, and self-testing. (Author/JDD)

This study identified and compared the preferred learning-style characteristics of German adolescents and analyzed the similarities and differences by age, gender, and academic achievement within and among groups of students in different educational settings. Participants were 869 German adolescents aged 13, 15, and 17 years old from grades 7…

Gifted and nongifted students (n=96) in grades five-six were assigned to a free-study or one of three mnemonic conditions for learning mineral hardness levels. Both ability groups learned more in mnemonic conditions, and gifted students demonstrated an ability superior to nongifted students in employing mnemonic strategies independently in…

Gifted students in grades 6-8 were divided into two experimental groups, one receiving traditional creative problem-solving training and the other receiving creative problem-solving with transfer strategies infused; there was also a control group receiving training in various memory tasks, analogical skills, and logic exercises. After the…

This study examined whether mnemonics or lecture was a more effective teaching technique in the instruction of world geography facts to eight gifted minority students (grades 2-5) in a pull-out program. An alternating treatment design was used. The inquiry was divided into two phases, mnemonics and lecture. A total of eight sessions were…

Group differences based on giftedness and achievement were examined in acquisition and generalization of a strategy for solving verbal and figural analogies. The strategy involved making a sentence that captured the relationship between a pair of words and then applying that sentence to a third item. A total of 162 high-achieving gifted,…

Two studies were conducted to explore mathematical precocity in young children. Study 1 examined mathematically gifted first and third graders' working memory development. The results showed that mathematically gifted children's working memory growth was similar to that expected of their age peers. Study 2 examined changes in mathematically gifted…