Intelligence and Self-Control Predict Academic Performance of Gifted and Non-gifted Students

The role of intelligence and self-control on academic performance of academically gifted and non-gifted students was investigated. Intelligence was measured by the Cognitive Ability Test (CAT) which consisted of two subscales: verbal subtest and quantitative subtest. Selfcontrol was assessed by observing the level of students' commitments to submit their assignments and homework timely. The sample consisted of 74 freshmen- male students. Academically gifted students were selected based on their academic performance as indicated by their GPA scores, the cut-off point was 3.50 out of 5.00. Intelligence and Self-control were entered a linear multiple regression model as independent variables whereas students' GPAs in the first semester was entered as the criterion variable. The results showed that both intelligence and self-control correlated significantly with GPA for the whole sample, r (74)=.31 and .58 respectively (p