Gifted underachievement within a self‐regulated learning framework: Proposing a task‐dependent model to guide early identification and intervention-Reference-Cited by-同舟云学术

Gifted underachievement within a self‐regulated learning framework: Proposing a task‐dependent model to guide early identification and intervention

Published:2020-06-30 Issue:9 Volume:57 Page:1365-1384
ISSN:0033-3085
Container-title:Psychology in the Schools
language:en
Short-container-title:Psychol Schs

Author:

Ridgley Lisa M.¹^ORCID,DaVia Rubenstein Lisa²^ORCID,Callan Gregory L.³^ORCID

Affiliation:

1. Duke Talent Identification Program Duke University Durham North Carolina USA

2. Department of Educational Psychology Ball State University Muncie Indiana USA

3. Department of Psychology Utah State University Logan Utah USA

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/pits.22408

Reference120 articles.

1. A study of gifted high, moderate, and low achievers in their personal characteristics and attitudes toward school and teachers;Abu‐Hamour B.;International Journal of Special Education,2013

2. Why Does This Learner Perform Poorly on Tests? Using Self-Regulated Learning Theory to Diagnose the Problem and Implement Solutions

3. Effect of divergent self‐monitoring strategies on motor performance and emotion as a function of alternating task complexity

4. Models of Underachievement Among Gifted Preadolescents: The Role of Personal, Family, and School Factors

5. Self-efficacy: Toward a unifying theory of behavioral change.

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