Self-Regulation in A Learning Activity in Academically Capable Students

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Talent Development & Excellence

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Self-Regulation in a Learning Activity in Academically Capable Students

Karyna I. Fomenko,
Doctor of psychological sciences, Associate Professor, Practical Psychology Department,
H. S. Skovoroda Kharkiv National Pedagogical University, Ukraine,
ORCID 0000-0003-2511-6803, e-mail: karinafomenko1985@gmail.com
Tamara B. Khomulenko,
Doctor of psychological sciences, Associate Professor, Practical Psychology Department,
H.S. Skovoroda Kharkiv National Pedagogical University, Ukraine
ORCID 0000-0002-5951-2196, e-mail: tamarakhom108@gmail.com
Olena O. Shcherbakova,
Senior Researcher, State Institution "Institute for Children and Adolescents Health Care of
the National Academy of Medical Sciences of Ukraine", Kharkiv, Ukraine
ORCID 0000-0002-9169-5471, e-mail: lenascherbakova@ukr.net
Alexey I. Kuznetsov,
Candidate of psychological sciences, Associate Professor, Practical Psychology Department
ORCID 0000-0002-1699-7859, E-mail: o.kuznetsov@seznam.cz
Nick Savrasov,
Candidate of psychological sciences, Doctoral student,
ORCID 0000-0003-1434-903X, E-mail: savrasov85@ukr.net
Abstract
The article shows academic abilities as a kind of combination of a certain level of
intellectual development, creativity and motivation for learning, which results in a certain
level of academic success. The typology of academic abilities is considered separately for
successful and unsuccessful students. The balanced character of the academic skills of
students implies a combination of high levels of intelligence, creativity and intrinsic
motivation, associated with their high ability to regulate earning and cognitive activity. The
results obtained соnfirm that metacognitive awareness characterizes predominantly
academically successful students, the more balanced their academic skills are, the higher the
level of ability to monitor and regulate cognitive processes in students. The preliminary
results on the comparing typological profiles of students’ academic skills provide some
evidence for the highest level of metacognitive awareness and the "incremental theory" of
intelligence in "Intellectually gifted, Creative, Internally motivated Academically Successful
Students".
ISSN 1869-0459 (print)/ISSN 1869-2885 (online)

© 2020 International Research Association for Talent Development and Excellence
http://www.iratde.com
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Intrinsic motivation has a positive effect on the self-regulation of learning activity of

academically successful and, especially, academically unsuccessful students. The results lead
us to the conclusion that external forms of self-regulation, such as introjection and
identification, characterize, for the most part, academically unsuccessful students.
Keywords: Self-Regulation in Learning, Academic Abilities, Giftedness, Intelligence,
Creativity, Academic Motivation, Academic Performance, Self-Regulation, Metacognitive
Awareness, Implicit Theories of Intelligence, School-Age.
INTRODUCTION
The issues of identifying capable and gifted children are closely linked to the problem
of developing conceptual models of giftedness and academic ability. The latter remains one
of the most intensively discussed problems of educational psychology. However, the problem
of the structure of academic abilities is not well investigated.
The primary element of the system of academic abilities of schoolchildren is
intellectual talent. The fact of the leading importer of cognitive performance to achieve a high
level of success in learning has been repeatedly confirmed by both classical and modern
empirical studies [0].
RESEARCH BACKGROUND
Taking into account the essential role of intelligence in achieving high academic
performance during school and higher education, researchers state that not only those who
have high scores show success in school and other post-graduation activities. Thus, E.
Torrence has found that high intelligence is vital, but not the only condition for achieving
high success both in school and in all future life because to succeed, one needs creativity as a
triad of creative skills, abilities and motives. The creativity of the student is not only
connected with the results of artistic activity, but it can also manifest itself in thinking,
emotional manifestations, communication, certain types of activity while characterizing both
the personality as a whole and the process and result of the creation of individual products of
activity [1]. Features of the interconnection of intelligence and creativity have long been the
subject of intense scientific debate. Nevertheless, today it is established that they are
independent, orthogonal abilities, but at the same time, a high level of creativity is not found
in subjects with intelligence coefficient below average.
The direct connection of academic achievements with indicators of cognitive abilities
(intelligence and creativity) is quite understandable and expected, especially given the fact
that the task of tests of intelligence or creativity usually has many standard features, and
intelligence tests were generally created primarily to identify students who did not succeed in
the study. However, since L. Terman [2], researchers acknowledge that a high level of
cognitive development is a necessary but not sufficient predictor of learning success.
L. Terman, who at first almost equated the concept of giftedness and high level of
intelligence, later received convincing results of empirical research that established the
connection of high academic achievements with motivation and other personality traits.

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J. Renzulli's model of giftedness describes the interaction of three personality traits:

intellectual ability (with a level above average), high level of creativity and motivation as a
pursuit for accomplished tasks [3].
In recent decades, the close relationship between cognitive and other types of
motivation with high levels of educational achievement has been repeatedly demonstrated in
psychological research. On this basis, a thorough study of the personal determinants of the
success of learning activities should necessarily include the study of self-regulation of this
activity. Therefore, the content of academic ability in the general structure of abilities that
determine the achievement of a high level of learning performance should be attributed to a
high level of cognitive abilities (intelligence, memory, creativity) and academic motivation.
Self-regulatory skills will significantly mediate success in most learning environments
[4; 6]. Self-regulation can be defined as the ability and willingness to effectively use and
monitor cognitive strategies [6; 7]. Self-regulatory skills include, but are not limited to,
learners’ ability to monitor their comprehension while learning and their ability and
willingness to set goals.
The properties of self-regulation in learning activity are revealed in Ryan-Deci’s self-
determination theory, which concerns people's inherent growth tendencies and innate
psychological needs. The authors of self-determination theory consider different ways of
activity regulation, the first of them is intrinsic self-regulation or motivation, which assumes
the interest and enjoyment during the activity, on the opposite side there is an extrinsic
regulation, which requires the external values of activity [8]. Within self-determination
theory, autonomous or self-determined motivations such as task-involvement have been
linked with the positive effects of interest and enjoyment [9; 10]. In contrast, controlled
motivations such as ego-involvement and introjection have been linked with feelings of
pressure and tension [11]. The self-determination theory, which considers four primary forms
of self-regulation, can be applied to the learning activity. This theory presents educational
motives for each form of self-regulation: 1) striving for rewards and avoiding punishment
from teacher and parents (external regulation); 2) considering learning activity as a source of
self-esteem maintenance (introjected regulation); 3) considering learning activity as an
essential life value (identification); 4) considering learning activity as a source of enjoyment
and interest (intrinsic motivation).
Intrinsic motivation is defined as the doing of an activity for its inherent satisfactions
rather than for some separable consequence. It refers to doing something because it is
inherently interesting or enjoyable. When intrinsically motivated a student is moved to act for
the fun or challenge entailed rather than because of external prods, pressures, or rewards [9].
Extrinsic regulation is the second type of self-determined motivation. The
extrinsically motivated behaviours that are least autonomous are referred to as externally
regulated. External regulation is the purest type of extrinsic regulation, and it is aimed to
satisfy an external demand or obtain an externally imposed reward contingency. External
regulation is the type of motivation focused on by operant theorists, and it is external
regulation that was typically contrasted with intrinsic motivation in early laboratory and field
studies [9].

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The second type of extrinsic motivation is labelled as introjected regulation and

involves taking in the regulation of learning activity but not fully accepting it as one's own.
Introjection describes a type of internal regulation that is still quite controlling because
students perform such actions with the feeling of pressure to avoid guilt or anxiety or to
achieve ego-enhancements or pride. Put differently, introjection represents regulation by
contingent self-esteem [8]. One of the forms of introjection is ego involvement [10; 11], in
which a person performs an act to enhance self-esteem and the feeling of worth. Ego
involvement is a relatively controlled form of regulation in which behaviours are performed
to avoid guilt or anxiety or to attain ego enhancements such as pride [8].
The third form of activity regulation is regulation through identification, which is
more autonomous or self-determined. Identification reflects a conscious valuing of a
behavioural goal or regulation, such that the action is accepted or owned as personally
important. Students have identified with the personal importance of behaviour and have thus
accepted its regulation as their own [8].
The problem of self-regulation in the learning activity and its connection with
metacognitive awareness and implicit theories of students’ with different academic abilities
have not already been analyzed.
Effective means of enhancing human cognitive capacity are metacognitive qualities
(in particular, metacognitive awareness and the "incremental theory" of intelligence). Thus, in
the investigations of R. J. Sternberg [12], metacognition is analyzed through a principal
function of regulating the flow of proper cognitive processes.
R. J. Sternberg identifies the metal components of knowledge acquisition under which
he understands the higher-order management processes used to plan activities, track decision-
making and outcomes. The meta-components include acknowledgement of a problem;
deciding on the nature of the problem; selecting lower-level processes to solve it; choice of
strategy; the selection of mental representation, based on which components and strategies
can act; allocation of own mental resources; control for solving the problem; evaluation of the
effectiveness of the problem after completion [12].
Yu. Kornilov and A. Karpov indicate that metacognitive processes control the
regulation of activity, in particular, the regulation of learning activities, strategies for its
implementation and their mental states [13]. J. H. Flavell [14] indicates that metacognitive
processes provide control and monitoring of cognitive activity. D. Kuhn [15] indicates that
metacognitive processes select, construct, and transform cognitive strategies according to task
conditions. Thus, the inclusion of metacognitive abilities as a significant component of
personality development aimed at achieving success in the structure of abilities that ensure
academic success.
Metacognitive awareness acts as a reflexive capacity to consciously monitor the
progress of cognitive processes. Metacognitive awareness in the learning activity is
manifested in a students' tendency to plan cognitive processes, the involvement of reflexive
functions in their implementation, through which the monitoring-control of cognition. Thus,
the study of metacognitive involvement in the activities of schoolchildren can significantly
enrich the understanding of the psychological content of the potential, which determines the
achievement of academic success of primary and general life students in general.
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An important characteristic of the metacognitive abilities of the individual is the

implicit theories of intelligence, which represent a person's view of the potential ability or
inability to develop their cognitive abilities. C. Dweck discovered two types of implicit
theories of intelligence [16]. Proponents of a "given" theory of intelligence("entity theory")
consider the level of development of intelligence a constant, small-scale, fixed, poorly
controlled indicator, as a result of which a person can "possess" only a certain "amount" of
intelligence. Proponents of another theory - the "incremental theory" of intelligence, on the
contrary, believe that intelligence is a controlled characteristic of man, which can be
increased and improved.
Implicit theories of intelligence are of particular importance in regulating students'
educational activities. In particular, as C. Dweck has shown, implicit theories of intelligence
influence the setting of different educational goals. Those who think that their intellectual
abilities are improving, developing, training, are inclined to set educational and cognitive
goals, they seek to increase their competence and skills, find more attractive new, difficult
and diverse tasks that can help to learn something, to advance in their development, to gain
valuable experience. Students with the "incremental theory" of intelligence are characterized
by a constructive teaching position [16].
METHODS AND MATERIALS

The study involved 331 students of 7-9 grades (114 people - 7th-grade students, 122
people - 8th-grade students, 95 people - 9th-grade students), ages 13-15 (142 girls and 161
boys), including 189 academically successful students (a semester grade point average of
9,45) and 142 academically unsuccessful students (a semester grade point average of 6,25).
The study used a test to evaluate the verbal, figural and numerical intelligence of
Amthauer [Error! Reference source not found.7], a non-verbal subtest of Torrance
creativity test [18]. Also, overall academic performance (semester grade point across all
subjects) and partial academic performance (semester grade point in the highest achievement
subject) were assessed.
An original questionnaire for academic self-regulation of learning activities has been
developed by E. Deci R. Ryan [9]. We adapted 32 questionnaire items for schoolchildren,
which in content correspond to the structure of educational activity, and created a standard
Likert-scale instruction. The reliability of the questionnaire was verified (Cronbach's alpha
value for the scale with 28 points was 0,901, which is sufficient), then re-test reliability of the
questionnaire (re-test of the same sample (120 students) was performed at three-week
intervals, the correlation between the results of the first and the second test was found to be r
= 0,791, indicating a sufficiently high test-retest reliability of the questionnaire), internal
consistency of the questionnaire was determined (the factors obtained explain more than 63%
of the variance). The limits of the norm for each scale are determined: for indicators of the
scale of internal self-regulation is 9-16 points, for the scale of identified regulation – 6-12
points, introjected regulation – 17-32 points, external regulation – 11-24 points [9].
Indicators of intrinsic and extrinsic motives were considered in the evaluation of
cluster profiles, indicators of introjected and identified self-regulation were considered as
dependent variables in the evaluation and comparing of cluster profiles.
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Adapted for adolescence, the technique of diagnosing metacognitive awareness was

created by G. Schraw and R. S. Dennison [19]. The adolescent version of the Metacognitive
Awareness Inventory (MAI) consists of 34 items. It includes questions about the knowledge
and regulation of cognitive activity represented by the procedural components of
metacognitive activity identified by G. Schraw and R. S. Dennison [19].
According to C. Dweck's theory [16], we adapted the questionnaire and translated into
Ukrainian the Russian-language questionnaire of T. Gordeieva [20], aimed at studying
implicit theories [21]. We adapted 12 questionnaire items for elementary school students,
which in content correspond to the structure of educational activity of elementary school
students, and created a standard Likert-scale instruction. The reliability of the questionnaire
was verified (Cronbach's alpha for the 6-point scale is 0,819, which is sufficient), then re-test
reliability of the questionnaire (re-testing of the same sample (120 students) was performed at
three-week intervals, the correlation between the first and second results. testing was found to
be r = 0,831, indicating a sufficiently high test-retest reliability of the questionnaire), internal
consistency of the questionnaire was determined (the factors obtained explain more than 61%
of the variance). The boundaries of the norm for each scale are determined: for indicators of
the scale of the role of effort ("incremental theory" of intelligence) is 6-10 points, for the
scale of the role of the given intelligence ("entity theory" of intelligence) – 4-6 points.
The research procedure involved the use of K-means cluster analysis to identify
typological features of academic ability and non-parametric H-Kruskal-Wallis test to identify
differences between groups of students with different clusters.
RESULTS.
As a result of clustering data by K-means by techniques that measure intelligence,
creativity and motivation, as well as taking into account the average semester score,
reflecting the general (in all subjects in general) and partial (the highest average score in one
of the disciplines) success 5 and 3 typological profiles were obtained, respectively, from a
sample of academically successful (Fig. 1) and academically unsuccessful (Fig. 2)
schoolchildren.

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Figure 1. Typological profiles of academic ability of schoolchildren with high academic

achievement.
Note: 1 – Verbal intelligence, 2 - Numerical Intelligence, 3 - Figural Intelligence, 4 –
Creativity, 5 – Intrinsic Motivation, 6 – Extrinsic Motivation, 7 – General academic
performance, 8 – Partial academic performance.
Figure 2. Typological profiles of academic ability of schoolchildren with low academic

achievement
Note: 1 – Verbal intelligence, 2 - Numerical Intelligence, 3 - Figural Intelligence, 4 –
Creativity, 5 – Intrinsic Motivation, 6 – Extrinsic Motivation, 7 – General academic
performance, 8 – Partial academic performance.
A description of the typological profiles of academically successful students is shown

in fig. 1. The first cluster is formed by high verbal, numerical and figural intelligence, high
creativity, high intrinsic motivation, moderate extrinsic motivation, high general and partial
academic success « Intellectually gifted, Creative, Internally motivated Academically
Successful Students». High learning outcomes are achieved through high intelligence,
creativity, the cognitive interest that is selective in the educational activity. This group of
schoolchildren is represented by successful students, most of whom, against the background
of sufficiently high academic achievement in all subjects, show exceptionally high results in
certain subjects. The group, according to this profile, was composed of 12,6% of the sample
of academically successful students.
The second cluster is formed by higher than moderate indicators of verbal, numerical
and figural intelligence, creativity, low indicators of internal motivation, moderate indicators
of external motivation, moderately high indicators of overall academic success, high
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indicators of partial academic success. The profile was named «Intellectually Gifted,
Creative, Non-motivated Academically Successful Students". High academic performance is
achieved through a high level of intellectual development and creativity, the dominance of
non-verbal intelligence over verbal. Lack of motivation to study, to be bored in lessons and to
complete homework compensates for the high mental development of schoolchildren, which
ensures high success in individual disciplines. In other words, students in this profile learn
well in those subjects that are possible because of high intelligence. The group surveyed by
this profile representing 20,6% of the sample of academically successful students.
The third cluster is formed by higher than average verbal, numerical and figural
intelligence, low creativity, low intrinsic motivation, high extrinsic motivation, moderately
high general and partial academic achievement. The profile was called "Intellectually Gifted,
Externally Motivated Academically Successful Students". Academic success is governed
solely by external motivation, which compensates for the lack of creativity and interest in
learning. Students of this profile are guided by the requirements of adults in the regulation of
educational activities, exhibit a lower level of creative ability. The group surveyed by this
profile representing 20,1% of the sample of academically successful students.
The fourth cluster is formed by high levels of verbal, numerical and figural
intelligence, low creativity, high intrinsic motivation, and low extrinsic motivation. The
profile was named "Intellectually Gifted, Internally motivated Academically Successful
Students". Within this typological profile, high learning outcomes across disciplines are
ensured by a high level of intellectual development and intrinsic motivation and insufficient
creativity. The group surveyed for this profile representing 27,5% of the sample of
academically successful students.
A cluster of endorsements by meanings for average indicators of verbal, numerical
and figural intelligence, moderate indicators of creativity, low indicators of internal
motivation, high indicators of external motivation. The profile was named "Intellectually
Gifted, Non-creative, Externally motivated Academically Successful Students". Academic
success is provided by high external motivation, which compensates for the lack of interest in
learning. In this typological profile, the requirements of adults act as a regulator of the
educational activity of a student with a sufficient level of cognitive talent. The group
surveyed by this profile representing 19% of the sample of academically successful students.
Here is a description of the typological profiles of academic abilities of unsuccessful
students (fig. 2). The first cluster is formed by moderately high levels of verbal, numerical
and figural intelligence, moderate creativity, low intrinsic motivation, low extrinsic
motivation, low general academic achievement, moderately high partial academic
achievement. The cluster was named "Intellectually Gifted Non-motivated Academically
Unsuccessful Students". Poor learning outcomes are driven by a lack of interest in learning
and external motivation. Higher partial performance is achieved through reasonably high
intelligence. The group surveyed by this profile representing 21,8% of the sample of
academically unsuccessful students.
The second cluster is formed by moderate and lower indicators of verbal, numerical
and figural intelligence, low creativity, low indicators of internal and external motivation,
low indicators of general and partial academic performance - "Insufficiently Intellectually
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Incapable Non-motivated Academically Unsuccessful Students". Poor academic performance

is driven by lower than moderate cognitive development, given the lack of academic
motivation. The group surveyed by this profile representing 38% of the sample of
academically unsuccessful students.
The third cluster is formed by moderate and lower verbal, numerical and figural
intelligence and creativity, high intrinsic motivation, low extrinsic motivation, and overall
academic performance, moderately high and average partial academic performance. The
profile was called "Insufficiently Intellectually Incapable, Internally motivated Academically
unsuccessful students". Academic success is achieved only in individual disciplines and is
driven by an interest in learning. The group surveyed by this profile was 57 people, which is
40,2% of the sample of academically successful students.
In general, all students in the 7-9th grades are grouped unevenly by type of academic
ability (χ2Emp = 23,486, p <0,01). Among the schoolchildren, the most common type of
academic ability is "Intellectually Gifted, Internally motivated Academically successful
students" and "Insufficiently Intellectually Incapable, Internally motivated Academically
unsuccessful students" by 17,2% and 7% of general students and "Insufficiently Intellectually
Incapable Non-motivated Academically Unsuccessful Students" (16,3%). Therefore, more
than one-third of the sample of students in the 7-9th grades make up 3 of the 8 existing types
of academic ability. These are groups that conditionally make up the two opposite poles of
academic ability - the first group of children has the most pronounced signs of intellectual
giftedness and academic motivation, which provides high academic achievement, the other
two - represent the opposite pole of insufficient academic ability, expressed in lower
academic performance.
Table 1 shows the differences in metacognitive awareness, implicit theories, and self-
regulation in 7-9 grade students with different typological profiles of academic ability.
Differences are significant at p <0,0001.
"Intellectually Gifted, Creative, Internally motivated Academically successful
students" are characterized by a sufficiently high level of metacognitive awareness. In
contrast, students with other typological profiles are characterized by a moderate level of
metacognitive awareness. The lowest level of metacognitive involvement in the activities
characterizes the students the second profile - "Intellectually Gifted, Creative, Non-motivated
Academically successful students". Therefore, there is a high level of intrinsic motivation in
the structure of the typological profile of the academic abilities of 7-9-grade students who are
successful in the learning activity.

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Table 1. Indicators of self-regulatory skills in a learning activity of academically

successful students in 7-9th grades with different profiles of academic abilities
` Typological profiles of academic abilities of students in

7-9th grades who are successful in the learning activity
Internally motivated Academically
"Intellectually Gifted, Externally
"Intellectually Gifted, Internally

"Intellectually Gifted, Creative,
"Intellectually Gifted, Creative,
creative, Externally motivated

Non-motivated Academically
H-Kruskal-Wallis test
"Intellectually Gifted, Non-
Academically Successful
motivated Academically
Successful Students."
Successful Students"
Students."
Metacognitive 25,79± 20,33± 21,50± 22,25± 20,75 ±
22,99**
awareness 3,02 4,62 4,86 5,52 3,94
"Incremental theory" 14,63± 12,18± 10,39± 13,23± 10,94±
66,99**
of intelligence 1,28 2,01 2,15 1,82 2,25
"Entity theory" of 2,87± 5,46± 5,74± 3,63±
4,33± 1,43 75,15**
intelligence 0,68 0,97 1,03 1,50
Introjected 24,04± 23,95± 25,08± 26,60± 28,39±
9,10*
motivation 4,44 9,88 6,80 6,07 5,62
Identified motivation 11,13± 11,82± 12,08± 13,63± 13,78±
15,30**
3,83 3,00 3,77 4,00 3,25
* p<0,05, ** p<0,0001
Students of the first profile - "Intellectually Gifted, Creative, Internally motivated
Academically successful students", in which all academic abilities are developed properly,
show a tendency to the implicit "incremental theory" of intelligence. "Intellectually Gifted,
Externally motivated Academically successful students" are characterized by opposite
tendencies. Thus, the expressiveness of intrinsic motivation within the typological profile of
academic ability of academically successful schoolchildren is related to the belief that
intelligence and inclinations can be developed, and the conviction that intelligence is
genetically determined and cannot be improved associated with external motivation.
"Intellectually gifted, Non-creative, Externally motivated Academically successful
students" are characterized by the highest rates of introjected and identified regulation. Thus,
externally driven learning in an academically successful student with a high level of
academic ability development is associated with such regulators of learning as mastering the
role of the successful student and the fear of shame that arises from inconsistency with the
externally stipulated standards of academic performance.
Table 2 shows the differences in metacognitive awareness, implicit theories, and
academic self-regulation of academically unsuccessful students in the 7-9 the grades with
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different typological profiles of academic ability. "Intellectually gifted Non-motivated

Academically unsuccessful students" are characterized by moderate metacognitive
awareness, while "Insufficiently Intellectually Incapable, Internally motivated Academically
unsuccessful students" have moderate metacognitive performance and indicators of
propensity to monitor cognitive processes. Differences in metacognitive awareness were set
at p<0,0001. The increasing role of intrinsic motivation in the structure of typological profiles
of academically unsuccessful students leads to an increase in the tendency to monitor and
reflect cognitive processes.
Table 2. Indicators of self-regulatory skills in a learning activity of academically
unsuccessful students in 7-9th grades with different profiles of academic abilities
Indicators Typological profiles of academic abilities of H-

students in 7-9th grades who are unsuccessful Kruskal-
in the learning activity Wallis
test
Academically Unsuccessful
Academically unsuccessful
"Intellectually Gifted Non-
Intellectually Incapable,
Unsuccessful Students"
Intellectually Incapable
Internally motivated
Non-motivated
"Insufficiently
"Insufficiently
students."
Students"
Metacognitive awareness 23,23±4,60 14,57±5,67 19,75±4,30 42,56**

"Incremental theory" of
12,68±2,40 10,43±2,48 10,96±3,15 13,01*
intelligence
"Entity theory" of
2,97±1,22 6,17±1,12 4,60±0,88 81,67**
intelligence
Introjected motivation 24,84±4,44 23,89±3,77 26,79±6,12 4,75
Identified motivation 10,71±3,73 9,50±3,36 13,42±3,14 35,55**
* p<0,01, ** p<0,0001
"Intellectually Gifted Non-motivated Academically Unsuccessful students" have the

highest scores of implicit "incremental theory" of intelligence and the lowest - implicit "entity
theory" of intelligence, "Insufficiently intellectually capable, Non-motivated Academically
Unsuccessful students" are the lowest indicators of the implicit theory of incremental
intelligence and the highest - the implicit "entity theory" of intelligence.
Introjected motive as a regulator of learning activity, which involves the inclusion of
feelings of shame and guilt in academic motivation, is expressed high enough in all groups of
students with different clusters of academic abilities.

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CONCLUSIONS
The academic abilities in the presented study are considered as a kind of combination
of a certain level of intellectual development, creativity and motivation for learning, which
results in a certain level of academic success. In this study, the typology of academic abilities
is considered separately for successful and unsuccessful students. There are five types of
academic ability for academically successful elementary school students and only three for
unsuccessful students.
Academic ability is associated with self-regulation of primary school students'
learning activities. The balanced character of the academic abilities of students, which
implies a combination of high levels of intelligence, creativity and intrinsic motivation,
associated with their high ability to regulate earning and cognitive activity. Metacognitive
awareness characterizes predominantly academically successful students, the more balanced
their academic abilities are, the higher the level of ability to monitor and regulate cognitive
processes in students. Thus, "Intellectually gifted, Creative, Internally motivated
Academically Successful Students" have the highest rates of metacognitive awareness and the
"incremental theory" of intelligence.
It has been proved that intrinsic motivation has a positive effect on the self-regulation
of learning activity of academically successful and, especially, academically unsuccessful
students. External forms of self-regulation, such as introjection and identification,
characterize, for the most part, academically unsuccessful students.
The prospect of the study will be further empirical studies of the personal qualities of
academically capable students.
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Self-Regulation in A Learning Activity in Academically Capable Students

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2618

Talent Development & Excellence

Self-Regulation in a Learning Activity in Academically Capable Students

ISSN 1869-0459 (print)/ISSN 1869-2885 (online)

Intrinsic motivation has a positive effect on the self-regulation of learning activity of

ISSN 1869-0459 (print)/ISSN 1869-2885 (online)

J. Renzulli's model of giftedness describes the interaction of three personality traits:

ISSN 1869-0459 (print)/ISSN 1869-2885 (online)

The second type of extrinsic motivation is labelled as introjected regulation and

An important characteristic of the metacognitive abilities of the individual is the

METHODS AND MATERIALS

Adapted for adolescence, the technique of diagnosing metacognitive awareness was

ISSN 1869-0459 (print)/ISSN 1869-2885 (online)

Figure 1. Typological profiles of academic ability of schoolchildren with high academic

Figure 2. Typological profiles of academic ability of schoolchildren with low academic

A description of the typological profiles of academically successful students is shown

Incapable Non-motivated Academically Unsuccessful Students". Poor academic performance

ISSN 1869-0459 (print)/ISSN 1869-2885 (online)

Table 1. Indicators of self-regulatory skills in a learning activity of academically

` Typological profiles of academic abilities of students in

Internally motivated Academically

"Intellectually Gifted, Externally

"Intellectually Gifted, Internally

"Intellectually Gifted, Creative,

creative, Externally motivated

different typological profiles of academic ability. "Intellectually gifted Non-motivated

Indicators Typological profiles of academic abilities of H-

Metacognitive awareness 23,23±4,60 14,57±5,67 19,75±4,30 42,56**

"Intellectually Gifted Non-motivated Academically Unsuccessful students" have the

ISSN 1869-0459 (print)/ISSN 1869-2885 (online)

ISSN 1869-0459 (print)/ISSN 1869-2885 (online)

8. Ryan, R. &Deci, E. L. (2000) Intrinsic and Extrinsic Motivations: Classic

ISSN 1869-0459 (print)/ISSN 1869-2885 (online)

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