Self-Regulated Learning in Research with Gifted Learners

This special issue presents a sample of modern work on self-regulated learning (SRL) among high ability and gifted students. It includes diverse views about the construct per se, and gifted students' and their teachers' accounts about SRL and factors they believe moderate it. Zeidner and Stroeger (this issue) set the stage with a sketch of an extensive literature about SRL that has deep roots in North American educational philosophy and practice. The menu of work here is fundamentally well done and, in varying ways and degrees, slightly provocative. A trite observation would be these articles don't fully represent the multiple facets and complex articulation among them comprising SRL, especially given relatively less research with participants identified as academically talented or gifted. In this situation, I would be pedantic to point out such-and-such is omitted or this-or-that is underrepresented. Rather, using admittedly using idiosyncratic standards, I select a few matters for discussion and, hopefully, constructive critique. Other commentators would likely apply different filters.