The Effects of Self-regulated Learning on the General Intellectual Gifted Fourth Graders

• Main Authors: Wu Jenq-Ji, 吳正基
• Other Authors: Li Tsuei-Yuan
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/78989344289320631921

碩士 === 國立嘉義大學 === 國民教育研究所 === 90 === The Effects of Self-regulated Learning on the General Intellectual Gifted Fourth Graders Wu Jenq-Ji National Chiay University Elementary Education Graduate Abstract The subjects of this study contained twenty-one forth graders from Kuang Hua elementary school, twenty-one parents who took charge of co-researchers, and one teaching partner who took charge of critical friend, and the resrarcher who taught the class. This study used action research model to examine the effects of self-regulated learning processes in terms of learning performance of time-managing skills, text-summarizing skills, note-taking skills for classroom learning, test-taking skills, and the effects of learning efficancy and self-efficiency. According to the teaching data of each stage, researcher’s teaching diaries, teaching partner’s dialectical critique, checklists of self-regulated outcomes, and interviewing data to triangulated to understand the effects of self-regulated learning. The main findings of this study were presented as follows： 1. Self-regulated learning was helpful for the general intellectual gifted fourth graders to gain time-managing skills, text-summarizing skills, note-taking skills for classroom learning, and test-taking skills. 2. Self-regulated learning was helpful for the general intellectual gifted fourth graders to gain learning efficiency and self-efficienncy. 3. Gifited students’ desired for participation, active participation , real reflecting, setting useful learning goals and strategies , and monitoring themselves to perform would affect the effects of self-regulated learning . 4. Parents’ support and assistance, and close cooperation with teachers were also important factors to assist the general intellectual gifted fourth graders to perform self-regulated learning successfully . 5. Communication for gifited students, teachers, and parents assisted gifited students to understand their learning advantage and disadvantage, and raise self-regulated learning habits. 6. Self-regulated learning not only helped students understand their learning, gained their learning ability and chances to cooperate with their parents, but also helped parents understand their children’s learning , and gave good assistance for their children. The effects of the study were significant. 7. Self-regulated learning was helpful for gifited students’ learning elaboration. 8. Self-regulated learning assisted gifited students to concentrate on study. 9. In order to carry out self-regulated learning in general intellectual gifted classes not only needed to design suitable curriculum for students but also considered other related factors, for example: using time for learning other skills after school, having time for study, students’ desire for participation, parents’ support …etc. According to the findings, this study not only put regulated proposals for gifted students, their parents, teachers and the future researchers to help gifted students learn even effectively, but also assisted their parents and teachers to understand how to cooperate with each other to help students learn more, and provide useful proposals for future related researchers. Keywords：self-regulated learning, general intellectual gifted students, elementary school