HIGH ABILITY STUDIES

A situated perspective on self-regulated learning from a person-by-context perspective

Gifted students and self-regulated learning: The MASRL model and its implications for SRL

More confusion about deliberate practice: commentary on Miller et al. (2018)

Self-regulated learning in research with gifted learners

Teaching and assessing gifted students in STEM disciplines through the augmented theory of successful intelligence

Self-regulated learning: Current fissures, challenges, and directions for future research

The gender role and career self-efficacy of gifted girls in STEM areas

“You say tomatoe, I say tomawto”: The importance of deliberate practice for improved performance

Fluid intelligence, trait emotional intelligence and academic performance in children with different intellectual levels

Training preparatory mathematics students to be high ability self-regulators: Comparative and case-study analyses of impact on learning behavior and achievement

More confusion about deliberate practice? Not really

The predictors of attitudes toward acceleration as an educational intervention: Primary school teachers in Mexico

A rationale for including overexcitability in talent research beyond the FFM-personality dimensions

Self-regulated learning in gifted, talented, and high-achieving learners

Challenging students with high abilities in inclusive math and science classrooms