Self‐regulated learning in gifted students

Abstract Self‐regulated learning, the processes and strategies that students use to initiate, direct, and monitor their learning, is receiving greater attention in the area of gifted education. A review of the available research indicates that gifted students spontaneously utilize self‐regulatory learning strategies more frequently in comparison to nongifted students. When trained to use strategies, gifted students also use them more effectively and can transfer these strategies to novel tasks. Implications are that self‐regulation measures may be a useful adjunct in diagnosing giftedness and that self‐regulation training may further enhance gifted students’ academic achievement.