The relations among causality orientations (autonomy and control), experience while studying, academic commitment, and academic performance were investigated. The role of gender in moderating such relations was examined. Participants were 161 (70 male, 91 female) talented high school students who completed the General Causality Orientations Scale (GCOS) and filled out the Experience Sampling Forms (ESF) for 1 week. Results showed that autonomy orientation was positively related to academic experience for all students. Control orientation was negatively related to academic experience among females. After controlling for aptitude, control orientation had a negative relation with academic performance and commitment.
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