SELF-REGULATED LEARNING IN GIFTED STUDENTS: A CASE STUDY OF A SIMULATION-BASED ENGINEERING DESING ENVIRONMENT

Date

2024-8-28

Author

Hasan, Bircan

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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This study investigates how gifted students self-regulate their learning while engaging in simulation-based engineering design tasks. By employing a qualitative case study methodology, the research examines the self-regulated learning (SRL) strategies, motivational beliefs, and cognitive and metacognitive processes used by gifted students across five distinct engineering tasks facilitated by Aladdin (Energy3D) software. Drawing on Zimmerman’s cyclical SRL model, data were gathered through semi-structured interviews and screencast recordings and analyzed using template analysis. The findings indicate that gifted students actively engage in SRL strategies such as information seeking, goal setting, strategic planning, and reflective adjustments, while also demonstrating a complex interplay of self-motivational beliefs, including task value, self-efficacy, outcome expectations, and goal orientation. These motivational beliefs shape how students’ approach and persist in solving complex engineering challenges. The study also reveals that students’ cognitive and metacognitive processes, including iterative adaptations and real-time feed-back-based modifications, enable them to navigate and refine their approaches dynamically. This research contributes to understanding the SRL processes of gifted students within simulation-based learning environments and provides valuable in-sights into optimizing instructional practices to better support gifted students' learning needs in STEM education.

Subject Keywords

Self-Regulated Learning, Gifted Students, Engineering Design, Simulation-Based Learning, Self-Motivational Beliefs, Öz-Düzenlemeli Öğrenme, Özel Yetenekli Öğrenciler, Mühendislik Tasarımı, Simülasyon-Tabanlı Öğrenme, Öz-Motivasyonel İnançlar

URI

https://hdl.handle.net/11511/112262

Collections

Graduate School of Social Sciences, Thesis