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Peer reviewedZimmerman, Barry J.; Martinez-Pons, Manuel – Journal of Educational Psychology, 1990
Forty-five boys and 45 girls in grades 5, 8, and 11 from schools for academically gifted students and 90 students in the same grades from regular schools described their uses of 14 self-regulated learning strategies and estimated their verbal and mathematical efficacy. Results support a triadic view of self-regulated learning. (SLD)
Descriptors: Academically Gifted, Comparative Testing, Elementary School Students, Elementary Secondary Education
