High-Ability College Students and Undergraduate Honors Programs: A Systematic Review

被引：24
作者：
Rinn, Anne N. [1 ,2 ]
Plucker, Jonathan A. [3 ,4 ,5 ]
机构：
[1] Univ North Texas, Educ Psychol, Denton, TX 76203 USA
[2] Univ North Texas, Off Giftedness Talent Dev & Creat, Denton, TX 76203 USA
[3] Johns Hopkins Univ, Talent Dev, Baltimore, MD USA
[4] Johns Hopkins Univ, Ctr Talented Youth, Baltimore, MD USA
[5] Johns Hopkins Univ, Sch Educ, Baltimore, MD USA
来源：
JOURNAL FOR THE EDUCATION OF THE GIFTED | 2019年 / 42卷 / 03期
关键词：
honors program; undergraduate; high-ability college student; systematic review; ACADEMIC SELF-CONCEPT; ACHIEVEMENT-MOTIVATION; SELECTIVE ACHIEVEMENT; PERFECTIONISM; UNIVERSITY; EXPERIENCES; UNDERACHIEVEMENT; PARTICIPATION; INTELLIGENCE; ASSOCIATION;
D O I：
10.1177/0162353219855678
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
Meeting the intellectual needs of high-ability students does not end upon graduation from high school. However, limited attention is paid to the important topic of postsecondary advanced learning in the research literature. In this systematic review, we identified 52 empirical studies published during the past 15 years. Results suggest various cognitive and psychosocial factors influence achievement among high-ability college students and that honors programming leads to positive student outcomes. The findings are discussed in light of the need for an understanding of high-ability college students and postsecondary honors education.
引用
收藏
页码：187 / 215
页数：29
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