Self-regulation advantage for high-IQ children: Findings from a research study

Autor(en): Calero, Maria Dolores
Garcia-Martin, Maria Belen
Jimenez, Maria Isabel
Kazen, Miguel
Araque, Arsenio
Stichwörter: ACHIEVEMENT; action-orientation; ADOLESCENTS; ATTENTION; CAPACITY; DELAY; GIFTED STUDENTS; giftedness; high-IQ; MOTIVATION; ORIENTATION; PREDICTORS; Psychology; Psychology, Educational; self-regulation; SRTC; working memory
Erscheinungsdatum: 2007
Herausgeber: ELSEVIER
Journal: LEARNING AND INDIVIDUAL DIFFERENCES
Volumen: 17
Ausgabe: 4
Startseite: 328
Seitenende: 343
Zusammenfassung: 
Current approaches in intelligence research indicate the need for a more extensive determination of characteristics of children with possible giftedness, not only at an intellectual level, but also at the level of self-regulation and motivation. The present study compares self-regulation efficiency between high-IQ and average-ability children aged 6 to I I years using a computerized task: The `Self-regulation and concentration test for children' [SRTC, Kuhl, J. & Kraska, K. (1993). Self-regulation: Psychometric properties of a computer-aided instrument. The German Journal of Psychology, 17, 11-24]. Results show that high-IQ children have better self-regulatory abilities than a comparable group of average-ability children. In addition, self-regulation efficiency is related to working memory and action orientation (i.e., self-motivation). It is concluded that the assessment of self-regulation is important both for the research and practice related to children with high intellectual ability. (c) 2007 Elsevier Inc. All rights reserved.
ISSN: 10416080
DOI: 10.1016/j.lindif.2007.03.012

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