Gifted and Talented High School Students Self-Regulated Motivation and Learning Strategies

Abstract

The current research investigated self-regulated motivation and the use of learning strategies in gifted and talented high school students using large-scale data from the Korea Education and Employment Panel (KEEP). First, we found that gifted and talented high school students had a greater tendency to adopt autonomously regulated motivation and employ elaboration than their public high school counterparts. Second, regardless of their academic domain of giftedness (science or foreign language), gifted and talented students adopted autonomous motivation and elaboration as a higher order thinking skill. This study expands on the current literature into the gifted and talented population. It also provides instructional implications for educators on how to motivate gifted and talented students to learn and enhance their academic success with effective learning strategies.