Background and purpose: Adolescents are the future capitals of the society. Special schools for gifted and talented students have different environment comparing to public schools. The aim of this study was to compare self-regulation, personality traits and family functions in gifted students, average intelligence students and students in technical schools.

Method: Present research was a causal-comparative study. Study population consisted of all the female high school students who were studying in district one’s schools of Rasht City in 1393-94 academic year (N= 6990). Sample consisted of 180 students who were selected using random multi-stage cluster sampling method, and completed the Self-Regulation Questionnaire (Bufford, et al; 1995), Five-Factor Personality Inventory (Costa & McCrae, 1985), and the Family Questionnaire (Epstein, Baldwin and Bishop, 1983).

Results: Results indicated a significant difference between the three groups in terms of their self-regulation, personality traits and family function (p < .05). Findings revealed that gifted students gained significantly higher scores on self-regulation and cognition. On the other hand, students in technical schools gained higher scores on neuroticism, agreeableness, and extroversion. Finally, students with average intelligence showed higher scores on behavioral control, while students of technical schools showed higher scores on role performance.

Conclusion: Findings of current study confirmed the role of intelligence in psychological characteristics and family functions. Implications are discussed further.