This study aimed to investigate how academically gifted high school students perceive the involvement of their male guardians and its impact on their academic achievements. It particularly examined the cognitive aspects of self-directed learning, referred to as cognitive regulation strategies, as a mediating factor in this relationship. The study analyzed data from 250 second-year students in science high schools and academies of science (and arts), obtained from the Korean Education and Employment Panel Survey II. The results suggested that the involvement of male guardians positively influenced students’ academic achievement, and this effect was fully mediated by cognitive regulation strategies. These findings offer insights into how gifted students in a performance-oriented educational system internalize and utilize exogenous resources provided by their male guardian to enhance their academic success.