Gifted students and self-regulated learning: The MASRL model and its implications for SRL

Abstract

ABSTRACT Self-regulated learning (SRL) is crucial for the development of gifted students’ cognitive potential and their well-being. Research on SRL in giftedness is limited but shows that interventions on strategy use can benefit both high and low achieving gifted students. However, following the Metacognitive and Affective model of SRL (MASRL), self-regulated learning is a complex and dynamic process that involves the learning task; person characteristics as traits (e.g. ability, metacognitive knowledge and skills, motivation, affect); and on-task metacognitive, metamotivational, and affective experiences (i.e. feelings and judgments) that impact SRL control decisions. This suggests that interventions to cultivate SRL would address more aspects of the SRL process than purely (meta)cognitive strategy use. Based on evidence regarding high-ability youth, challenges for SRL research are pointed out.