Vialle, WilmaFavelle, SimoneAlOmair,Aisha2025-07-162025-07-15AlOmair, Aisha. (2025). Self-regulated learning, satisfaction with distance learning, and learning outcomes among gifted high school students [Doctoral dissertation, University of Wollongong].https://hdl.handle.net/20.500.14154/75855This study investigates the relationships between self-regulated learning (SRL), satisfaction with distance learning, and learning outcomes among gifted high school students in Saudi Arabia, addressing a notable gap in the literature on K-12 gifted learners in distance learning. While prior research has extensively explored SRL, its role specifically within gifted distance learners remained underexamined. Additionally, student satisfaction has been studied at the university level but has not been fully examined in relation to learning outcomes and SRL among gifted high school students. By integrating these three variables, this research offers new insights into the dynamics of distance learning for gifted students. The study sample included 311 gifted female students who completed a four-part questionnaire developed by the researcher from validated instruments. The questionnaire collected general information, assessed SRL, students’ perceived learning outcomes, and satisfaction with distance learning. Structural equation modelling (SEM) was employed to analyse the data. SEM, chosen for its confirmatory approach and ability to model complex relationships, enabled the assessment of both direct and indirect effects among variables. The findings revealed several key relationships: SRL has a direct and significant impact on both students' satisfaction and their perceived learning outcomes, emphasising the importance of self-regulation in managing distance learning responsibilities. Furthermore, an indirect effect of SRL on learning outcomes through student satisfaction underscores the role of a positive learning experience in achieving better academic results. This suggests that while SRL contributes independently to academic success, its effects are mediated by student satisfaction, which supports the need for enhancing both self-regulation skills and the quality of the distance learning environment. Binary logistic regression was used to study the effect of SRL on gifted students' grades. The analysis demonstrated that students with stronger SRL skills were more likely to achieve top grades, underscoring the significance of SRL in academic success among gifted students in distance learning contexts. This study contributes to existing literature by highlighting SRL's critical role in both student satisfaction and academic outcomes in gifted high school education. Research on SRL and academic success often focuses on higher education, making this study particularly valuable in understanding these relationships at the high school level. Given that self-regulation skills are still developing during this stage, fostering SRL strategies can be especially impactful in enhancing both satisfaction and performance in distance learning settings. These findings offer valuable implications for educators and policymakers, emphasising the importance of promoting SRL and fostering satisfying learning environments to support gifted students in distance education.107enSelf- regulated learningStudents' satisfactionaearning outcomeThesis