Beyond Intelligence: The Role of Self-Perceptions and Self-Regulated Learning in the Academic Success of Gifted Students

This study examined differences in motivational beliefs between 97 intellectually gifted students and 97 non-gifted peers enrolled in regular schools. Results revealed no significant differences between the two groups with regards to academic self-efficacy or self-efficacy for self-regulated learning (SRL). However, gifted students reported lower perceptions of skills related to SRL, such as effort regulation and organization, while expressing higher confidence in their intellectual abilities. A significant proportion of gifted students believed that intelligence alone is sufficient for academic success, a misconception less widespread among non-gifted students. Although intellectual giftedness is a predictor of academic success, the study showed that, for all students, the prediction of success and failure improved by taking into account the following variables: academic self-efficacy, self-efficacy for SRL, effort regulation and perceived intellectual competence. Based on these results, practical recommendations for teachers and psychologists are discussed.