This study attempts to explore the gifted students’ views on the use of affective strategies of critical thinking. Having a qualitative research design, the study utilized a basic qualitative research method. The working group of the study consisted of 6 students, 4 of them are male and 2 of whom are female. The data were obtained through a focus group interview. Seven questions were asked about the affective strategies of critical thinking, and descriptive analysis was used during data analysis. The findings revealed that gifted students do not directly welcome all the information, they mostly prefer to study in groups, they evaluate the feelings and thoughts of others by empathizing, they are aware of the relationship between emotions and thoughts, they distinguish what they know and do not know during the decision making process, they appreciate different and non-valued issues, they act decisively despite the obstacles and difficulties in reaching the information. Besides, the science and art center was identified to make contributions to the gifted students on the use of affective strategies that are far away from understanding the relationship between emotions and thoughts.
Critical thinking, affective strategy, gifted student