Views of Gifted elementary students about Self-Directed Learning

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    4 Citations (Scopus)


    Despite the connection between independent learning and gifted students, little is known of the views these students hold about the process of being self-directed learners. This interview study examined views of ten gifted elementary school students in South Australia about Self-Directed Learning. The interview responses showed that these gifted students had detailed knowledge about Self-Directed Learning, emphasised the importance of motivation, and described differences in Self-Directed Learning at home and at school in terms of choice of activities. The results of the study suggest that gifted elementary students have explicit awareness of their knowledge of Self-Directed Learning, which is associated with their positive motivation for Self-Directed Learning. The results also suggest that development of knowledge and skills of Self-Directed Learning, together with choice of school-based independent learning inquiries, could provide these students with the motivation and challenge they need to plan and implement investigations while evaluating their own progress.

    Original languageEnglish
    Pages (from-to)111-120
    Number of pages10
    JournalGifted and Talented International
    Issue number1 & 2
    Publication statusPublished - 1 Mar 2011


    • gifted students
    • independent learning
    • motivation
    • Self-Directed Learning
    • student perspective


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