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Roeper Review Volume 18, 1996 - Issue 3
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Metacognition and giftedness

The self‐regulated learning aspect of metacognition: A component of gifted education

Brenda H. Manning Meigs Professor and Graduate Coordinator in the Department of Elementary Education, University of Georgia,
,
Sandra E. Glasner Doctoral student at The University of Georgia,
&
Elizabeth R. Smith Doctoral student at The University of Georgia,
Pages 217-223 | Published online: 20 Jan 2010

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Sarah J. Macoun, Sarah Pyne, Jennifer MacSween, Jessica Lewis & John Sheehan. (2022) Feasibility and potential benefits of an attention and executive function intervention on metacognition in a mixed pediatric sample. Applied Neuropsychology: Child 11:3, pages 240-252.
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Tiina Annevirta & Marja Vauras. (2006) Developmental Changes of Metacognitive Skill in Elementary School Children. The Journal of Experimental Education 74:3, pages 195-226.
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Shelby Sheppard & LannieS. Kanevsky. (1999) Nurturing gifted students’ metacognitive awareness: Effects of training in homogeneous and heterogeneous classes . Roeper Review 21:4, pages 266-272.
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Articles from other publishers (14)

Sedat Turgut & Mahir Uğurlu. (2024) A moderated mediation analysis on the relationship between metacognition and mathematical resilience of gifted students. Psychology in the Schools 61:5, pages 1848-1867.
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Yasemin BAKİ. (2019) Türkçe Öğretmeni Adaylarının Üst Bilişsel Okuma Stratejilerinin Okuma Motivasyonu Üzerindeki Etkisinde Sınıf Düzeyinin ve Cinsiyetin Rolü. Eğitim Bilimleri Dergisi.
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Ernestina Oppong, Bruce M. Shore & Krista R. Muis. (2018) Clarifying the Connections Among Giftedness, Metacognition, Self-Regulation, and Self-Regulated Learning: Implications for Theory and Practice. Gifted Child Quarterly 63:2, pages 102-119.
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T. A. Pomerantseva. (2018) THE MAIN COMPONENTS OF SOCIALIZATION AND INDIVIDUALIZATION OF PRIMARY SCHOOL CHILDREN. Vestnik of Minin University 6:3, pages 8.
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Asabere Ameyaw. 2014. Indigenist African Development and Related Issues. Indigenist African Development and Related Issues 101 117 .
David Tzuriel, Efrat Bengio & Gabriella Kashy-Rosenbaum. (2011) Cognitive Modifiability, Emotional–Motivational Factors, and Behavioral Characteristics Among Gifted Versus Nongifted Children. Journal of Cognitive Education and Psychology 10:3, pages 253-279.
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Nevin Akkaya & Fatma Susar Kırmızı. (2010) Relationship between attitudes to reading and time allotted to writing in primary education. Procedia - Social and Behavioral Sciences 2:2, pages 4742-4746.
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Sevgi Turan & Özcan Demirel. (2010) In what level and how medical students use metacognition? A case from Hacettepe University. Procedia - Social and Behavioral Sciences 2:2, pages 948-952.
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Rose Martini & Bruce M. Shore. (2008) Pointing to parallels in ability-related differences in the use of metacognition in academic and psychomotor tasks. Learning and Individual Differences 18:2, pages 237-247.
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Rayne A Sperling, Bruce C Howard, Lee Ann Miller & Cheryl Murphy. (2002) Measures of Children's Knowledge and Regulation of Cognition. Contemporary Educational Psychology 27:1, pages 51-79.
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Luann R. Albertson & Felix F. Billingsley. (2016) Using Strategy Instruction and Self-Regulation to Improve Gifted Students' Creative Writing. Journal of Secondary Gifted Education 12:2, pages 90-101.
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Willy A.M. Peters, Helga Grager-Loidl & Patricia Supplee. 2000. International Handbook of Giftedness and Talent. International Handbook of Giftedness and Talent 609 620 .
Christoph Perleth, Tanja Schatz & Franz J. Mönks. 2000. International Handbook of Giftedness and Talent. International Handbook of Giftedness and Talent 297 316 .
Sidney M. Moon & Alex S. Hall. (2007) FAMILY THERAPY WITH INTELLECTUALLY AND CREATIVELY GIFTED CHILDREN. Journal of Marital and Family Therapy 24:1, pages 59-80.
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