Identifying the factors providing the conditions for formation and strengthening of self- regulation strategies and skills as one of the most basic skills in improving academic performance and resolving students’ learning defects is very important. The objective of this study was to investigate the multiple relationships and the role of successful intelligence on self-regulated learning of female gifted and ordinary students studying at high school. The present study is regression type of descriptive correlational study. The study population included all female gifted and ordinary students studying at high school in the city of Mashhad in the academic year 2016. The sample of study consisted of 400 high school gifted and ordinary students (200 gifted students and 200 ordinary students) in high school, who were selected by multistage cluster sampling. Tools used in this study were successful intelligence questionnaire (SII) and academic self-regulation questionnaire (ASRQ). Data were analyzed using SPSS software. The findings suggest positive and significant correlation between successful intelligence and learning self-regulation skills in high school gifted and ordinary students that this correlation was higher in gifted students compared to ordinary students (P < 0.05) . The results of this study revealed significant role of successful intelligence in self-regulated learning of high school students. In addition, results indicated that the predicting self-regulation skills learning based on the successful intelligence in ordinary students was somewhat stronger than that in gifted students. Therefore, these results can be used to develop and use educational, prevention, and treatment programs to form and strengthen students’ self-regulation strategies, with the aim of improving their academic performance in educational and health centers.

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