An Examination of Self-Determination within Alumni of an Early College Entrance Program

Autor/inn/en	Mammadov, Sakhavat; Hertzog, Nancy B.; Mun, Rachel U.
Titel	An Examination of Self-Determination within Alumni of an Early College Entrance Program
Quelle	In: Journal for the Education of the Gifted, 41 (2018) 3, S.273-291 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/0162353218781745
Schlagwörter	Alumni; Early Admission; College Admission; Interviews; High School Students; Honors Curriculum; Personal Autonomy; Student Needs; Age Differences; Interpersonal Relationship; College Students; Acceleration (Education); Self Determination; Mixed Methods Research; Questionnaires; Semi Structured Interviews; Competence; Relevance (Education); Student Attitudes; Washington + Suchen Sie Ihr Suchwort? Früheinschulung; Hochschulzugang; Hochschulzulassung; Zulassung; Interviewing; Interviewtechnik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Individuelle Autonomie; Age; Difference; Age difference; Altersunterschied; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Collegestudent; Acceleration; Beschleunigung; Selbstbestimmung; Fragebogen; Kompetenz; Relevance; Relevanz; Schülerverhalten
Abstract	This article describes outcomes from a subpopulation of a larger study (The Alumni Study) of early college entrance alumni through the lens of self-determination theory. The Alumni Study used mixed methods, was implemented in two sequential phases, and included alumni from two different early college entrance programs (Early Entrance Program and UW Academy). The focus of this article is on the qualitative interviews of 26 UW Academy early entrants who fully matriculated into college as Honors Students after 10th grade. Results indicated that early college entrance (a) provided a more challenging and autonomous environment than high school, (b) provided higher personal control over academic and social choices, and (c) met students' strong need for relatedness as well as for autonomy and competence. The early entrance to college program gave students a cohort where they could interact with same-age peers who had demonstrated similar academic competence and interests to achieve. However, some participants reported that being younger than their college peers may have inhibited the development of relationships with older college students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01