Accepted for publication in: Asia Pacific Education Review Self-regulated learning (SRL) and the gifted learner in primary school: the theoretical basis and empirical findings on a research program dedicated to ensuring that all students learn to regulate their own learning

After defining self-regulated learning (SRL), explaining its importance for all ability groups, and summarizing findings on gifted learners’ scarcer use of and lower preference for SRL, we describe two instructional modules designed for teaching SRL during regular classroom instruction and homework. We then explain how the modules are theoretically grounded in Zimmerman’s (1986, 2000) social-cognitive-theory-based SRL framework and designed according to a seven-step normative model of SRL (Ziegler & Stoeger, 2005) and report empirical findings from seven studies—together involving 2019 participants—on the modules’ general and differential effectiveness for in-class primary school SRL interventions. We conclude with remarks on the implications of the modules for primary school gifted education.