Cope and Grow: A Grounded Theory Approach to Early College Entrants' Lived Experiences and Changes in a STEM Program

Autor/inn/en	Dai, David Yun; Steenbergen-Hu, Saiying; Zhou, Yehan
Titel	Cope and Grow: A Grounded Theory Approach to Early College Entrants' Lived Experiences and Changes in a STEM Program
Quelle	In: Gifted Child Quarterly, 59 (2015) 2, S.75-90 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/0016986214568719
Schlagwörter	Grounded Theory; Qualitative Research; College Graduates; Student Experience; Goal Orientation; Competition; Coping; Academic Achievement; Career Development; Decision Making; Acceleration (Education); Semi Structured Interviews; Academically Gifted; Foreign Countries; STEM Education; College Preparation; Coding; Data Analysis; Age Differences; Peer Relationship; Self Concept; Student Adjustment; Student Behavior; Student Attitudes; Socialization; Persistence; China + Suchen Sie Ihr Suchwort? Qualitative Forschung; Hochschulabsolvent; Hochschulabsolventin; Studienerfahrung; Zielorientierung; Zielvorstellung; Wettkampf; Bewältigung; Schulleistung; Berufsentwicklung; Decision-making; Entscheidungsfindung; Acceleration; Beschleunigung; Ausland; STEM; Codierung; Programmierung; Auswertung; Age; Difference; Age difference; Altersunterschied; Peer-Beziehungen; Selbstkonzept; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Student behaviour; Schülerverhalten; Socialisation; Sozialisation; Ausdauer
Abstract	In this grounded theory qualitative study, we interviewed 34 graduates from one cohort of 51 students from a prestigious early college entrance program in China. Based on the interview data, we identified distinct convergent and divergent patterns of lived experiences and changes. We found several dominant themes, including peers' mutual stimulation for excellence, academic competition, big-fish-little-pond effect, coping with academic challenges, transition to college life, developing intrinsic interests, and making critical career decisions. Based on the thematic analysis, we developed a Cope-and-Grow model of strivings for academic excellence while developing one's self-identity. Three interrelated claims are made about the unique situation in which early college entrants found themselves, individual differences in coping and growing experiences, and intrapersonal changes over time. Rich connections are made between the Cope-and-Grow model and the extant empirical research and theories, such as aptitude theory, developmental asynchrony theory, and talent development theory. We also discussed the implications of the findings for curricular and instructional adaptation, counseling interventions, and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01