Talent Development in University Students: How Gifted and Non-Gifted Learners Navigate Higher Education

We examined differences between 1,621 gifted and non-gifted university students. Survey results revealed significant differences across multiple dimensions, though all with small effect sizes. Gifted students showed more constructive patterns in organisation learning strategy, motivational orientations (mastery, achievement, and work avoidance), and in academic self-concept (effort and confidence). They also showed lower test anxiety levels and perception of assessment appropriateness. When facing academic challenges, both groups employed similar cognitive emotion regulation strategies, though gifted students were less prone to catastrophizing. We discuss these findings in the context of talent development in higher education.