资优学生在经历具有挑战性的任务时是否适应了自我调节的学习过程?

IF 3 3区 教育学 Q1 EDUCATION, SPECIAL
Lisa M. Ridgley, Lisa DaVia Rubenstein, G. L. Callan
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引用次数: 3

摘要

自我调节学习(SRL)对当前和未来的学业成就都有促进作用,必须根据任务需求进行调整。为了发展SRL,资优学生必须有机会体验最具挑战性的任务。资优学生过去(或缺乏)挑战性任务的经历会影响他们处理当前任务的方式,而当前任务又会影响他们处理未来挑战的方式。本研究采用两阶段的方法来考察荣誉学院学生在多大程度上能够根据任务要求调整他们的SRL方法。第一阶段提供了基线数据,每个学生发现哪些类型的研究生入学考试数据分析问题是困难的或容易的。然后,在第二阶段,为学生提供单独设计的易、难问题。学生们在处理问题时报告了他们的SRL过程。当学生解决难题时,他们表现出较低的自我效能感、较低的绩效评估和较低的努力。此外,学生们报告说,在解决困难任务时,他们使用更多的表层策略,而在解决简单任务时,他们使用更深层次的策略。这些发现表明,虽然天才学生可能知道更深层次、更有效的策略,但他们可能不会将这些技能转移到困难的学习任务中。因此,我们的一个建议是,在面对具有挑战性的任务时,为天才学生提供更多的机会来练习构建和转移适应性SRL过程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Are Gifted Students Adapting Their Self-Regulated Learning Processes When Experiencing Challenging Tasks?
Self-regulated learning (SRL) promotes both current and future academic achievement and must be adapted based on task demands. To develop SRL, gifted students must have opportunities to experience optimally challenging tasks. Gifted students’ past experiences (or lack thereof) with challenging tasks affects how they approach current tasks, which affects how they will approach challenges in the future. The current study used a two-stage approach to examine the extent to which Honors College students are able to adjust their SRL approaches based on task demands. Stage 1 provided baseline data on which types of Graduate Record Examination data analysis problems each student found to be difficult or easy. Then, in Stage 2, students were provided individually designed, easy and difficult problems. The students reported their SRL processes while engaging with the problems. When students were solving difficult problems, they demonstrated lower self-efficacy, lower performance evaluations, and lower effort. Furthermore, students reported using more surface level strategies when solving a difficult task, compared with their deeper strategic approach employed when engaging with the easy task. These findings suggest that, although gifted students may be aware of deeper, more effective strategies, they may not transfer these skills to difficult learning tasks. Thus, one recommendation would be to provide gifted students with more opportunities to practice building and transferring adaptive SRL processes when faced with a challenging task.
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来源期刊
CiteScore
6.30
自引率
29.00%
发文量
41
期刊介绍: Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Manuscripts that explore policy and policy implications are also welcome. Additionally, GCQ reviews selected books relevant to the field, with an emphasis on scholarly texts or text with policy implications, and publishes reviews, essay reviews, and critiques.
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