In the development of performance excellence, the relative roles played by intellectual ability and motivation remain speculative. This study investigates the role played by general intelligence, school environment, self-efficacy, and aspects of personal identity in the formation of learning motivation in German students attending the Gymnasium schools. Using self-reports of academic achievement and scores on a shortened version of the Berlin intelligence structure test for adolescence to differentiate students as "achievers" or "underachievers", ninth-grade students were administered a battery of self-report instruments, designed to measure "learning motivation", "school environment", "self-efficacy", and "personal identity". After the posited factor structure was confirmed, factor scores were computed and then used as data in hierarchical regression analyses using learning motivation as the criterion variable. The results showed that the greatest predictors of learning motivation were variables related to personal identity-style, rather than general intelligence, supporting the hypothesis that learning motivation is a moderator variable of intellectual achievement for students with intellectual giftedness, rather than an inherent component of giftedness. (Contains 4 tables and 1 note.)