Am I "That" Talented? The Experiences of Gifted Individuals from Diverse Educational Backgrounds at the Postsecondary Level

Autor/inn/en	Gómez-Arízaga, María P.; Conejeros-Solar, M. Leonor
Titel	Am I "That" Talented? The Experiences of Gifted Individuals from Diverse Educational Backgrounds at the Postsecondary Level
Quelle	In: High Ability Studies, 24 (2013) 2, S.135-151 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-8139
DOI	10.1080/13598139.2013.838898
Schlagwörter	Foreign Countries; Academically Gifted; Higher Education; Student Attitudes; Focus Groups; Enrichment; College Readiness; Adjustment (to Environment); College Students; Longitudinal Studies; College Preparation; Learner Engagement; Student Participation; Social Integration; Student Motivation; Qualitative Research; Academic Achievement; Comparative Analysis; Emotional Experience; Social Experience; Thinking Skills; Chile + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Bereicherung; Collegestudent; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Soziale Integration; Schulische Motivation; Qualitative Forschung; Schulleistung; Soziale Erfahrung; Denkfähigkeit
Abstract	The experiences of gifted students at the postsecondary level have not been studied widely. The goal of the present study was to explore and describe gifted students' perceptions of their first year after high school regarding experiences of success and failure. Two focus groups were conducted with 12 students (8 males, 4 females) from different educational backgrounds, who had participated in a university-based enrichment program, to discuss topics related to their academic and socio-emotional experiences at a postsecondary level. Many students who attended vocational high schools experienced high levels of discomfort with their academic preparedness to face postsecondary education. Other initial problems were adapting socially to a new environment and perceiving themselves as "less" gifted than their peers. However, after these initial adjustment problems, students revealed high perseverance to face difficulties and a strong motivation for continuing the academic path they had outlined for themselves. Conducting longitudinal research and rethinking college services offered for gifted students are some of the implications discussed in this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10