Comparison of the Self-Regulation BetweenStudents in Regular and Gifted Schools andthe Role of Self-Regulation Dimentions toPredict Academic Performance

The aim of the present study was compare the self-regulation between students in regular and gifted schools to predict academic performance of the students. The study was causal-comparative and the statistical population was all of the high school students from gifted and regular schools in Shiraz. Students from regular and students from gifted schools were selected by matching method. The instruments for data gathering were MSLQ questionnaire and biology achievement test (Fooladchang,). The reliability of MSLQ questionnaire was calculated by Cronbach Alfa coefficient (). The scale's construct validity was measured by factor analysis and this procedure yielded six factors. The reliability of biology achievement test was calculated by Cronbach Alfa coefficient (). The test's content validity was confirmed by professional high school teachers. The independent t-test and multiple regressions were applied for analyzing the data and results revealed that: a) Students in regular and gifted schools were significantly different on learning strategies and motivational beliefs of self-regulation. b) Among the dimensions of motivational belief, internal goal orientation and among the parts of learning strategies, self-monitoring was the best predictor for the students academic performance.