Profiles of Self-Regulated Learning Skills in Gifted Students

Despite increased recognition of gifted students’ diverse cognitive and motivational characteristics, research has overlooked the assessment of intragroup differences. This study aimed to identify profiles of self-regulatory learning skills among gifted students, to identify individual and contextual variables associated with profiles, and to examine the association between profiles and indicators of achievement and learning engagement in these learners. Data were collected from 287 adolescents enrolled in an educational enrichment program targeting gifted students in Grades 6–12. Profiles were identified using three indicators: effort regulation, critical thinking, and metacognitive self-regulation. Four distinct profiles of self-regulated learning were identified using latent profile analysis: high, medium-high, effortful, and low self-regulated learners. School socioeconomic vulnerability was associated with a significantly higher probability of belonging to the low rather than the high self-regulated profile. The high self-regulated profile was associated with more engagement and better results in the enrichment program.