Comparison of Self-Regulated Learning Strategies and Implicit Beliefs of Intelligence in Gifted and Normal Second High School Students

The present research was conducted with the aim of the comparison of self-regulated learning strategies and implicit beliefs of intelligence in gifted and normal second high school students.

The research method of the present study was causal-comparative. The population was the gifted and normal second high school girl students of Borujerd city, that was selected 70 students of them for each of the two groups using the convenience sampling. The used instruments were Motivated Strategies for Learning Questionnaire (MSLQ) and Implicit Theory of Intelligence Scale (IT IS).

The results of Multivariate Analysis of Variance (MANOVA) indicated the significant difference in the linear composition of scores of dependent variables of gifted and normal students. Univariate analysis also indicated that gifted students had higher rate of cognitive strategies compared to normal students, but there was no significant differences between them in metacognitive strategies. They were also had lower entity beliefs of intelligence and higher incremental beliefs of intelligence.

Generally, in addition to the necessity for the more attention to the self-regulated learning strategies (especially metacognitive strategies) and implicit beliefs of intelligence in gifted students, the emphasis on improving these features in normal students also seems useful.