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Information Journal Paper

Title

THE COMPARISON OF MOTIVATIONAL BELIEFS AND SELF-REGULATED LEARNING STRATEGIES BETWEEN GIFTED STUDENTS AND THEIR NORMAL PEERS

Pages

 Start Page 47 | End Page 59

Abstract

 The aim of current study was to compare the MOTIVATIONal beliefs and SELF-REGULATED LEARNING strategies of GIFTED STUDENTS with normal students in Dezful. Accordingly, 114 students including 58 GIFTED STUDENTS (29 boys and 29 girls) and 56 normal students (27 boys and 29 girls were selected through random sampling method and were assessed using a M.S.L.Q questionnaire (Pintrich & De Groot, 1990).The results showed that there was significant difference between gifted and normal students in the dimensions of SELF-REGULATED LEARNING strategies. In addition, there was no significant difference between boys and girls in the dimensions of SELF-REGULATED LEARNING. However, the comparison of normal and GIFTED STUDENTS in every dimensions of MOTIVATIONal belief (self-efficacy, intrinsic. test anxiety) indicated that there was significant difference in intrinsic dimension, but gender difference was not significant in the dimensions of MOTIVATIONal beliefs.

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