The relationship between cognitive abilities and self‐regulated learning: evidence for interactions with academic self‐concept and gender

A study with 449 6th grade students attending regular classes in the subject of mathematics is reported. The study addressed the relationship between cognitive abilities and the use of self-regulation strategies as well as potential interactions with motivational characteristics and gender. An assessment of cognitive abilities revealed substantial proportions of mildly gifted and gifted children. On average, results indicated a weak negative relationship between cognitive abilities and strategy use in regular classrooms. Moreover, it could be shown that mathematical self-concept moderates the relationship between cognitive abilities and strategy use, resulting in a closer negative covariation when estimations of own competences are high. Finally, gender-specific patterns were found. Implications for identifying and nurturing the gifted are discussed. The concept of self-regulated learning is moving more and more into the focus of educational research and theory (for an overview see Boekaerts et al., 2000). The self-regulation of learning is generally understood as the self-determined and active process of planning, executing, monitoring and controlling strategic learning activities (e.g. Pintrich, 2000). This article addresses the relationship between the self-regulatory activities and cognitive abilities, or, more specifically, the use of selfregulation strategies among students with different cognitive ability levels, ranging up to verifiable high abilities.

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