Gifted Students' Characteristics, Persistence, and Difficulties in College

Autor/inn/en	Conejeros-Solar, M. Leonor; Gómez-Arízaga, María P.
Titel	Gifted Students' Characteristics, Persistence, and Difficulties in College
Quelle	In: Roeper Review, 37 (2015) 4, S.241-251 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
DOI	10.1080/02783193.2015.1077909
Schlagwörter	Academically Gifted; Student Characteristics; Academic Persistence; College Students; Comparative Analysis; Enrollment; Student Financial Aid; Teacher Student Relationship; Time Management; Study Habits; Knowledge Level; High Schools; College Preparation; College Readiness; Grade Point Average; Foreign Countries; Intelligence Tests; Questionnaires; Likert Scales; Multiple Regression Analysis; Barriers; Student Adjustment; Family Relationship; Chile; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Collegestudent; Einschulung; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Teacher student relationships; Lehrer-Schüler-Beziehung; Zeitmanagement; Study behavior; Study behaviour; Studienverhalten; Wissensbasis; High school; Oberschule; Ausland; Intelligence test; Intelligenztest; Fragebogen; Likert-Skala; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation
Abstract	This study is about persistence and perceived difficulties of gifted students in college explored through sociodemographic and academic characteristics. Two hundred and nine nongifted and 45 gifted participated in the study. A persistence scale along with sociodemographic variables were used to compare both groups. The groups shared many sociodemographic characteristics, but significant differences were found for gifted students on precollege academic variables. The sociodemographic variable that affected student enrollment equally was financial aid. No differences were found between groups regarding persistence as a whole, except on academic development in college and relationships with faculty. Analyses of the open-ended question revealed that for gifted students the main difficulties were time management, weak study habits, and lack of content knowledge due to poor high school academic preparation. Initiatives for enhancing gifted students' prior academic preparation and supporting their needs are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01