Early Entrance to College and Self-Concept: Comparisons across the First Semester of Enrollment

Autor/inn/en	Shepard, Samuel J.; Nicpon, Megan Foley; Doobay, Alissa F.
Titel	Early Entrance to College and Self-Concept: Comparisons across the First Semester of Enrollment
Quelle	In: Journal of Advanced Academics, 21 (2009) 1, S.40-57 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
Schlagwörter	Academically Gifted; Acceleration (Education); Self Concept; Comparative Analysis; Enrollment; Interpersonal Attraction; Psychological Patterns; Life Satisfaction; Self Evaluation (Individuals); College Freshmen; Social Adjustment; Emotional Adjustment + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Selbstkonzept; Einschulung; Interpersonale Anziehung; Lebensvollendung; Studienanfänger; Soziale Anpassung; Emotionale Anpassung
Abstract	This study compared self-report ratings of self-concept before and after the first semester of college among a group of 21 early entrance college students. Results indicated that students maintained their overall level of self-concept following their first semester of college. Mild increases in self-concept were noted in the domains of Physical Appearance and Attributes, as well as Happiness and Satisfaction. These findings concur with previous research, suggesting that academic acceleration for gifted students is not related to decreases in self-concept. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10