To the question of the relationship of giftedness and conscious self-regulation
The work performed allowed us to determine the correlation of giftedness, level of intelligence, academic success and conscious self-regulation in children of young adolescents. Diagnostics was carried out using the “Creative Field” method (D. B. Bogoyavlenskaya), the “Progressive Matrices” test (J. Raven) and the rapid method «Style of Self-regulation of Children Behavior» SSCB-M1 (V. I. Morosanova). The results were obtained as part of a longitudinal study from primary school to adolescence. Statistical analysis is represented by correlation analysis and the method of constructing regularized networks of patial correlations glasso using the language R. Giftedness is understood by us as the ability to develop activities on our own initiative. Mathematical analysis reveals an indirect connection between giftedness and a cluster of conscious self-regulation through an intelligence index. The negative sign of the connection between intelligence and the “planning” scale is explained by the characteristics of the age under study: the breadth of interests, the situation of choice and the criticality of children with a high level of intelligence, which leads to lower grades.