Journal
LEARNING AND INDIVIDUAL DIFFERENCES
Volume 17, Issue 4, Pages 328-343Publisher
ELSEVIER
DOI: 10.1016/j.lindif.2007.03.012
Keywords
high-IQ; giftedness; self-regulation; action-orientation; working memory; SRTC
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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.
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