The Role of an Integrated Theoretical Approach in Investigating the Self-Regulated Strategy Use of Highly Able Students and Those With Learning Difficulties in the Ib Diploma Programme

Abstract

This qualitative multiple case study explored how high-achieving International Baccalaureate Diploma Programme students and Diploma Programme students with learning difficulties develop self-regulated learning (SRL) within a context in which teachers were trying to align their pedagogy more closely with that of the IB. An integrated theoretical stance drawing upon a situated model and social cognitive and information processing theories contributed valuable insights. Methods included collecting work samples and accompanying written reflections; semi-structured interviews; and school report teacher comments. Results confirm that the IB’s student-centred, process-focused pedagogical approach has the potential for promoting SRL and suggest that, because of this, the IB Diploma Programme may be suitable for university-bound students with learning difficulties. This finding reflects a significant gap in the field of learning difficulties. Results also suggest that students with learning difficulties benefit from strategy guidance more than their highly able peers do, and that epistemic awareness is a key factor in determining strategy effectiveness. These findings reflect significant gaps in the field of self-regulated learning, particularly in relation to students with learning difficulties, the IB Diploma Programme, and the role of epistemic awareness.