An Investigation of an Early College Entrance Program's Ability to Impact Intellectual and Social Development

Autor/inn/en	Wu, Jiaju; Assouline, Susan; McClurg, Virginia M.; McCallum, R. Steve
Titel	An Investigation of an Early College Entrance Program's Ability to Impact Intellectual and Social Development
Quelle	In: Roeper Review, 44 (2022) 2, S.111-122 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wu, Jiaju) ORCID (Assouline, Susan) ORCID (McClurg, Virginia M.) ORCID (McCallum, R. Steve)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
DOI	10.1080/02783193.2022.2043503
Schlagwörter	Early Admission; Acceleration (Education); Student Attitudes; Transitional Programs; Academically Gifted; Intellectual Development; Social Development; Peer Relationship; Family Relationship; Peer Acceptance; Psychological Patterns; Outcomes of Education; Dual Enrollment; College Preparation; Iowa + Suchen Sie Ihr Suchwort? Früheinschulung; Acceleration; Beschleunigung; Schülerverhalten; Mental development; Geistige Entwicklung; Soziale Entwicklung; Peer-Beziehungen; Lernleistung; Schulerfolg; Doppelstudium
Abstract	Self-reported perceptions of the impact of acceleration through an early college entrance program at the University of Iowa National Academy of Arts, Sciences, and Engineering (NAASE), revealed the program's contribution to students' overall development. Responses from a sample of 76-gifted participants to a 64-item survey offered insights about accelerated college-aged students' perceptions of their intellectual and social growth, peer and family relationships, leadership ability, happiness, and peer acceptance. Self-perceptions of NAASE program effectiveness were generally positive. Not all abilities or skills were perceived as equally impacted as a function of participation in the NAASE program. Results add to the growing literature explicating the effects of participation in an early college entrance program on the development and peer relationships of gifted students. Implications are discussed for further research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01