The Achievement and Social Adjustment of Accelerated Students: The Impact of Academic Talent Search after Seven Years.

Autor/in	Thomas, Terry A.
Institution	California State Univ., Sacramento. School of Education.
Titel	The Achievement and Social Adjustment of Accelerated Students: The Impact of Academic Talent Search after Seven Years.
Quelle	(1993), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academically Gifted; Acceleration (Education); Advanced Courses; Career Choice; College Programs; Junior High School Students; Junior High Schools; Locus of Control; Middle School Students; Middle Schools; Outcomes of Education; Participant Satisfaction; Personality Traits; Program Effectiveness; Self Concept; Social Adjustment; Student Attitudes; Summer Programs; Values + Suchen Sie Ihr Suchwort? Schulleistung; Acceleration; Beschleunigung; Fortgeschrittenenunterricht; Studienprogramm; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lernleistung; Schulerfolg; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Selbstkonzept; Soziale Anpassung; Schülerverhalten; Sommerkurs; Wertbegriff
Abstract	Academic Talent Search (ATS) provided advanced instruction in a 6-week summer school for talented middle school students on the campus of California State University, Sacramento. A survey was conducted to examine the long-term impact of the ATS program on students over a period of 7 years. Data were collected pertaining to high school and college achievement, career aspirations, personal values, self awareness, and personality self-descriptions, from students who participated in accelerated classes in mathematics, writing, and foreign languages in 1983, 1984, or 1985. Results indicated that these students continued to excel academically during the 7-year period after ATS participation. Students reported high academic achievement, high aspirations for advanced degrees, and impressive career objectives. Their responses reflected healthy self concepts, strong personal values, and inner-directed locus of control. They described themselves as independent, practical, and stable. There was no indication of any systematic negative impact from academic acceleration or from participation in the ATS summer school. Students reported fond memories of and satisfaction with their experiences in the program. (Contains 15 references.) (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC