Self-regulated learning, satisfaction with distance learning, and learning outcomes among female gifted high school students

Abstract

This study investigates the relationships between self-regulated learning (SRL), satisfaction with distance learning, and learning outcomes among female gifted high school students in Saudi Arabia, addressing a notable gap in the literature on K-12 gifted learners in distance learning. While prior research has extensively explored SRL, its role specifically within gifted distance learners remained underexamined. Additionally, student satisfaction has been studied at the university level but has not been fully examined in relation to learning outcomes and SRL among gifted high school students. By integrating these three variables, this research offers new insights into the dynamics of distance learning for gifted students.The study sample included 311 gifted female students who completed a four-part questionnaire developed by the researcher from validated instruments. The questionnaire collected general information, assessed SRL, students’ perceived learning outcomes, and satisfaction with distance learning. Structural equation modelling (SEM) was employed to analyse the data. SEM, chosen for its confirmatory approach and ability to model complex relationships, enabled the assessment of both direct and indirect effects among variables.</p