Self-regulation has a profound impact on one’s ability to learn.  Erodogan (2018), states “self-regulation not only encompasses cognitive skills, but also involves motivational factors such as self-efficacy, goal orientations, anxiety, etc.” (pg. 1478).  Often, teachers assume gifted students have self-regulating abilities; however, this is not always the case.  Many gifted students require guidance and support to work in a self-regulated manner (Geduid, 2016). Self-regulated learning is “an active, constructive process whereby learners set goals for their learning and then monitor, regulate, and control their cognition, motivation, and behavior, guided and constrained by their goals and contextual features in the environment (Stoeger, et al., 2015, p. 257).

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Self-regulation is essential for any student, regardless of their cognitive ability levels; however, as gifted students strive to enhance an area of talent, self-regulation skills become more imperative and necessary for them to find success. “Reaching excellence in a talent domain requires the optimization of numerous learning processes, and this optimization depends on self-regulation” (Stoeger, et al., 2015). Gifted students who self-regulate often demonstrate a variety of other characteristics that separate them from their peers: persistence, effort, positive self-talk, and knowing when to seek assistance from outside sources (Geduld, 2016).

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Studies have shown that students who are able to self-regulate show more adaptive learning behaviors and are more effective learners (Stoeger, et al., 2015). Students demonstrate their abilities to self-regulate when assignments are challenging, setting goals for themselves, and striving to become better learners while enhancing their knowledge. They “monitor, regulate, and control their cognition, motivation, and behavior, guided and constrained by their goals and contextual features in the environment” (Stoeger, et al., 2015). Students with a strong sense of self-regulation can set-goals, plan and organize projects, and evaluate their progress continuously. Students who are inept in self-regulation are more likely to give-up easily and drop out during challenging times (Geduld, 2016).  They struggle with task completion and executive functioning skills necessary to find success in the classroom.  Low-achieving students are not always aware of the opportunities that arise for them to use self-regulating strategies.  They understand the strategies and have a basic understanding of situations when to use them; however, they do not always use them at appropriate times, thus causing them to struggle through problems and not complete assigned tasks. 

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Self-regulation tends to be situation specific depending on the interest level of gifted students (Geduld, 2016).  When motivation is high, gifted students use their self-regulation strategies with proficiency; however, when they are disinterested or challenges posed appear too difficult, gifted students shy away from them and do not use their self-regulation strategies.  Gifted students are required to rely heavier on their ability to self-regulate when challenges that arise are more difficult than day-to-day activities.  When gifted students lack success, more often it is caused by “various internal and external reasons” and less by their cognitive abilities (Zakharova et al, 2018).  As gifted students change classrooms or change schools year-to-year, their ability to self-regulate may be hindered as they adjust to their new environments.  However, gifted students who are effective at self-regulating, often do not have a difficult time with transitions or adjustments and have more adaptive learning behaviors than their peers who struggle with self-regulation. Understanding their teachers’ expectations aids in their ability to self-regulate.

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Some students who are poor at self-regulating, often perceive themselves as competent at self-regulation skills.  They find their perception varies greatly from their actual self-regulating behaviors.  Geduld (2016) noted that “not all students are aware and proficient enough to rate themselves accurately” (pg. 167).  Some gifted students often overrate their capabilities and have a false sense of achievement deeming themselves far more superior than they are.  Students who passively regulate are not as in-tune with their learning and have an understanding that demonstrates someone else oversees their learning; where as, active regulators are fully aware of their learning and are able to draw upon a deeper level of understanding (Geduld, 2016).  Active regulators are more aware of their role in learning and are more likely to make their own learning decisions regarding strategies that work best for them.  On the contrary, gifted students are often not required to use self-regulation strategies if the assignments are not challenging enough for them; therefore, some gifted students fail to recognize the importance of self-regulation skills. 

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Gifted students who utilize their self-regulation strategies, tend to achieve greater successes than those who do not.  When gifted students find value in the strategies that work best for them, they are more willing to use the self-regulation strategies more efficiently.  Gifted students who use self-regulation strategies find more success than their peers who do not use the regulatory strategies.  Self-regulation strategies have a direct impact on a student’s ability to find success throughout their academic careers.  Regardless of the strategies used, gifted learners use both metacognitive and cognitive strategies that address varying requirements for self-regulation strategies.  Some gifted students may find metacognitive strategies (goal setting, strategy monitoring, strategy adjustment) to come more naturally for them; where as some students may find they thrive when cognitive strategies (organization strategies, rehearsal strategies, and elaboration strategies) are used.  Each gifted student has their own unique perspective on their abilities and they each desire to regulate as they see fit.  However, the more self-regulation skills are used, especially for challenging assignments, the more likely they are to find success. 

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