The Use of Self-Regulated Learning Strategies and Flow Experiences in Gifted Students

• Main Authors: Sung, Pei-Huan, 宋沛寰
• Other Authors: Kuo, Ching-Chih
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/56195256097330667449

碩士 === 國立臺灣師範大學 === 特殊教育學系 === 103 === This qualitative study aimed to explore the use of self-regulated learning (SRL) strategies, sources and stages of acquisition, as well as the use of SRL strategies and flow experiences during science fairs in gifted students. The participants of this study were students from the second grade of a public junior high school in Taichung city. The research, in which 16 students participated for the “Self-Regulated Learning Interview Schedules (SRLIS)” section, and 15 students for the “Use of SRL Strategies and Flow Experiences During Science Fairs” section, was based on in-depth semi-structured interviews targeted at understanding the actual performance of SRL strategies and flow experiences, and combined with unobtrusive measures for supplementation and verification of the data. This study adopted the analytic induction method for data analysis. In line with research ethics, collaborative coding, peer debriefings, peer reviews, member checks, were used to ensure the credibility of the results. The main findings are the following: 1. “Seeking social assistance”, “keeping records and monitoring”, “self-evaluation”, and “goal-setting and planning” are the main SRL strategies used by gifted students; “Reviewing records “ and “ Self-consequences” strategies are used infrequently. 2. The main source of strategies are “personal experiences”, “peers” and “siblings” are rarely mentioned as sources; “elementary school” is the main stage at which SRL strategies are acquired. 3. During science fairs, “sense of achievement” and “peer relationships” are the main factors affecting both positive and negative feelings of gifted students. 4. Also during science fairs, “seeking social assistance” is the most frequently used SRL strategy, followed by “seeking information”, “goal-setting and planning” and “self-evaluation”; the strategy least used is “self-consequences”. 5. The most frequently mentioned flow experiences during science fairs mentioned by gifted students are: “challenge-skills balance”, “clear goals”, “altered sense of time” and “autotelic experiences”; infrequently mentioned experiences are: “sense of potential control” and “action-awareness merging”. 6. Gifted students who frequently use SRL strategies while participating in science fairs, also indicate better feelings of flow experiences.