Gifted students are
often described in the literature as being self-regulated,
self-directed learners. Ten gifted primary students were
interviewed in order to clarify the concept of self-directed
learning in students of primary age. The students provided
information on their knowledge of self-directed learning,
explanations of the self-directed learning process,
self-directed learning at school and out-of-school, learning
preferences, and their attitudes to self-directed learning.
Gifted studentsí views were compared with those of ten
randomly selected students and four students identified as
having learning difficulties in classroom work.
For gifted students,
understandings of self-directed learning included internal
influences such as initiative, effort, and persistence, and
external influences included time management strategies,
working with others, and using resources.
The paper introduces a
model of self-directed learning in primary students. The model
includes motivation, learning strategies and the nature of the
primary students, self-directed learning, inquiry,
self-regulated learning, motivation, learning