According to the theory of action, social adaptation and school success of children and adolescents are significantly influenced by motivational factors. Particularly in the case of highly gifted children and adolescents, motivational personal characteristics anchored in the cognitive system are often decisive in determining whether or not performance corresponding to their potential is shown. The author investigates the question of how cognitive-motivational attitudes of regular class children with a label for giftedness (grades 3-6) are pronounced, taking into account gender, underachieving behavior, pull-out measures and skipping the school year. In addition, we are interested in the attitudes of these children in relation to their classmates who perform well and to children from special schools for gifted children. The results are followed by conclusions regarding learning and performance-enhancing learning environments for Regel.