Based on the frameworks of different giftedness models, motivation has proven to be one of the key factors in realisation of giftedness, but there is a lack of empirical verification and confirmation. In this research, we wanted to put motivation in focus, i.e. particular forms of self-regulation of gifted children in educational context. In accordance with previous research on the importance of environmental factors and personal characteristics in realization of giftedness, we included additional variables - parental behavior and self-efficacy, which are believed to play an important role in motivation. Therefore, the aim was to examine the role of parental behavior and self-efficacy in motivation of gifted children. The study included 85 participants, of which 30 gifted students and 55 parents (mothers and fathers). The results of the study showed that, according to children's assessments, maternal parental support is a significant positive predictor of identified academic self-regulation, while restrictive maternal control is a significant negative predictor of intrinsic academic self-regulation of gifted children. On the other hand, parental self-assessments of their behavior did not show a significant role in academic self-regulation of their gifted children. We also found that academic self-efficacy is a significant positive predictor of introjected, identified and intrinsic academic self-regulation of gifted children. The findings from this study can be used for development of various programs and education of parents in order to provide gifted children with optimal support in their further development.