Self-Regulated Learning (SRL): A guide for the perplexed

Moshe Zeidner; Heidrun Stoeger

doi:10.1080/13598139.2019.1589369

Self-Regulated Learning (SRL): A guide for the perplexed

Moshe Zeidner, Heidrun Stoeger

Department of Counseling and Human Development

Research output: Contribution to journal › Article › peer-review

Abstract

This introductory paper to the special issue of High Ability Studies aims to provide a “guide for the perplexed” relating to self-regulated learning (SRL) theory, research, and applications. We begin by defining SRL and its key cyclical stages and criterial attributes. We move on to discuss a number of motivational and meta-motivational constructs supporting SRL. We then briefly present a number of issues related to teaching and promoting SRL. Finally, we review research shedding light on SRL in gifted, high ability, and high achieving students.

Original language	English
Pages (from-to)	9-51
Number of pages	43
Journal	High Ability Studies
Volume	30
Issue number	1-2
DOIs	https://doi.org/10.1080/13598139.2019.1589369
State	Published - 3 Jul 2019

Bibliographical note

Funding Information:
The authors would like to thank Professor Gerald Matthews of the University of Central Florida for his perspicacious and constructive comments on an earlier draft of this paper.

Publisher Copyright:
© 2019, © 2019 European Council for High Ability.

Keywords

Self-regulated learning (SRL)
gifted students
metacognition
motivation

ASJC Scopus subject areas

Education

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10.1080/13598139.2019.1589369

Cite this

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Self-Regulated Learning (SRL): A guide for the perplexed

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

Access to Document

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