Self-regulated Science Learning with Highly Gifted Students: The role of cognitive, motivational, epistemological, and environmental variables

By H. Neber, M. Schommer-Aikins. 2002

224 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/ea501fa05223be35523362a6ecaddd40a28750cb

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Epistemological beliefs are standards for adaptive learning: a functional theory about epistemological beliefs and metacognition (2010, background): “Most empirical studies that employed self-reports to measure metacognition (Veenman 2005) found significant and positive relations between more ‘sophisticated’ epistemological beliefs and more self-reported use of metacognitive skills (Braten and Stromso 2005, 2006; Cano 2005; Cano and Cardelle-Elaw”
Effects of Problem-Based Learning and Traditional Instruction on Self-Regulated Learning (2006, background): “Research findings reveal that students with a high sense of self-efficacy tend to use cognitive and metacognitive strategies and persist in difficult or uninteresting tasks (Dembo & Eaton, 2000; Neber & Schommer-Aikins, 2002; Pintrich & DeGroot, 1990; Shu-Shen, 2002).”
Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning (2006, background): “…more likely to rely on textbooks and standardised curriculum, use conventional text, minimise field experiences, and limit the role of hypothesis testing and thought experiments (Bell & Linn, 2002; Elby & Hammer, 2001; Hogan, 2000; Neber & Schommer-Aikins, 2002; Reiner & Gilbert, 2000; Tsai, 2001).”
Turkish high school students' biology achievement in relation to academic self-regulation (2007, methodology): “The MSLQ was used by many researchers to measure components of self-regulation and to determine its relation to students' academic achievement (Neber & Schommer-Aikins, 2002 ; Pintrich & De Groot, 1990 ; Pintrich et al, 1993 ; VanderStoep et al, 1996 ; Wolters & Pintrich, 1998 ).”
Measuring Cognitive Engagement With Self-Report Scales: Reflections From Over 20 Years of Research (2015, background): “Neber and Schommer-Aikins (2002) compared elementary level with high school level on task motivation, self-efficacy in science, epistemological beliefs, and engagement in science for girls and boys identified as gifted.”
The effects of diaries on self-regulation strategies of preservice science teachers (2010, methodology): “Research carried out on self-regulation, diaries are mostly used for measuring the self-regulation behaviors of students or monitoring the self-regulation development process (Schmitz & Wiese, 2006; Neber & Schommer-Aikins, 2002).”
Teacher self‐regulation: examining a multidimensional construct (2009, background): “However, these studies have dealt with the self‐regulatory learning strategies of students (Neber & Schommer‐Aikins, 2002 ; Pintrich & De Groot, 1990 ; Wolters & Pintrich, 1998 ; Yumusak et al, 2007 ; Zimmerman & Martinez‐Pons, 1986 ).”
Modeling the Relationships among Students' Motivational Beliefs, Metacognitive Strategy Use, and Effort Regulation (2007, background): “Results of many studies show that motivational beliefs significantly affect the use of metacognitive strategies employed by students (Al‐Ansari, 2005 ; Dembo & Eaton, 2000 ; Neber & Schommer‐Aikins, 2002 ; Pintrich & De Groot, 1990 ; Shu‐Shen, 2002 ; Tung‐hsien, 2004 ; Valle et al, 2003 ).”