Objective: The purpose of the present study is to predict cognitive strategies of information processing based on the physical science self-efficacy among gifted high­-school students. Method: Method of this study was correlational-descriptive. 324 gifted students were selected by purposive sampling. The questionnaires on Physical Science Self-efficacy were used to evaluate the Self-efficacy in students; and cognitive strategies of information processing were evaluated through questionnaires on Assessing Individual Differences in Learning Processes. Results: Data analysis indicated significant correlations between dimensions of physical science self-efficacy and cognitive strategies of information processing. Conclusion: Students who have higher self-efficacy in problem solving, self-efficacy in lecture and self-efficacy in applying that in their lives, are more capable in using cognitive strategies of information processing, and processing information occurs in deeper levels.