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Relationships of the Self-regulated Learning Strategies used in Both Science and English Classes and Motivation to Academic Performance by Science-gifted High School Students  

Sung, Hyun-Sook (Korea Science Academy of KAIST)
Kim, Eel (Busan Institute of Gifted Education & Promotion)
Kim, Young-Sang (Kyungnam University)
Publication Information
Journal of Gifted/Talented Education / v.19, no.1, 2009 , pp. 95-117 More about this Journal
Abstract
This study investigated the relationships of the self-regulated learning strategies used in both science and English classes and motivation to academic performance of science-gifted high school students. Participants of this study were 144 freshmen of Korea Science Academy It was found out that the use of self-regulation learning strategies and motivation exerts differential influence on the academic performance of science-gifted students, depending on the subjects they study. Results showed that they used more vigorously in science class those self-regulated strategies which consist of cognition, metacognition, and resource management strategies than in English class. In addition, their motivation level in science class was significantly higher than that in English class. Self-regulated strategies did not explain any variance in physics GPA. Task value among the motivation variables accounted for 2 percent of variance in physics GPA. Metacognition and time and study environment variables explained 8 percent and 15 percent of variance in English GPA, respectively. Self-efficacy in motivation accounted for 30 percent of variance in English GPA, These results were discussed in the light of instruction for science-gifted high students.
Keywords
Science-gifted; Self-regulated learning strategies; Motivation; Academic performance;
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Times Cited By KSCI : 1  (Citation Analysis)
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