Self-regulated learning (SRL) is an active process that assists students in managing their thoughts, behaviors, and emotions to navigate their learning experiences successfully. The study examined the differences in motivation and SRL between gifted and high achievers (GHAs) and typical achievers (TAs) in science, technology, engineering, and mathematics (STEM) disciplines by addressing the contribution of socioeconomic status (SES). A sample of 151 students in 11th and 12th grades from two high schools in Israel were divided into four study groups based on their general intelligence, school grades, and SES. Participants completed SRL and motivation questionnaires. The results indicated that among GHAs, all motivation measures were significantly higher than those of TAs, especially among students from low-SES environments. GHA students reported using more SRL strategies than TA students regarding organization, metacognition, time and learning environment, peer learning, and effort regulation. Students from low-SES environments reported using more organization strategies than those from high-SES environments, whereas TA students surpassed their GHA counterparts in critical thinking.

The actiotope model of giftedness (AMG) highlights the interactions between the individual and the environment. Educational and learning capital (ELC) are essential resources that promote the development of excellence. The study objectives were to examine the contribution of educational capital (EC), learning capital (LC), and general intelligence (GI) to scholastic achievements (SA) of school age students, and to examine whether the effect of EC on GI and SA is mediated by LC. Two hundred, fifth grade, students completed GI and mathematical achievement tests. Teachers completed the teacher’s checklist for each student participant and students’ school grades in mathematics, science, language, and English were collected. Results demonstrated that GI, EC, and LC contributed, altogether, 80% to the prediction of SA, the contribution of LC being higher. Moreover, contribution of EC to SA was mediated by LC. The study corroborates the AMG by demonstrating that both the environment and the individual control the ability to reach excellence and giftedness. Abbrevations: ELC = Educational and learning capital EC = Educational capital LC = Learning Capital G = general intelligence SA = scholastic achievements

Fostering creative thinking and promoting metacognitive processes are two major goals of 21st -century education. Recent research has pinpointed the essential role of meta-creativity in the process of creative thinking. Nevertheless, the concept of meta-creativity has not been widely adopted. The purpose of the present study is, therefore, threefold: (a) to design an innovative meta-creative pedagogy for fostering students’ creative thinking; (b) to examine the immediate and transfer effects of this pedagogy on three components of creative thinking: fluency, flexibility, and originality; and (c) to explore students’ perceptions of the extent to which they implement meta-creative processes during creative problem-solving procedures. Four sixth-grade classes ( N = 100) were randomly assigned to experimental and control groups. Two entire classes ( N = 49) that were exposed to the meta-creative pedagogy served as the experimental group, while the other two classes were the control group ( N = 51). Results indicated that on the immediate assessment of creative thinking, the experimental group scored significantly higher than their counterparts in the control group on fluency and originality, but not on flexibility. Regarding the transfer task, the experimental group scored significantly higher than the control group on all three creativity components: fluency, flexibility, and originality. Furthermore, students in the experimental group perceived their implementation of meta-creative processes to a greater extent than their counterparts in the control group. These findings highlight the benefits of using a meta-creative pedagogy to foster students’ creative thinking. The theoretical and practical implications of the study are discussed.