{"title":"第一代学生进入和通过荣誉人才项目的身份兼容性、归属感和自我效能感:一项混合方法研究","authors":"Annegien Langeloo, Elanor Kamans","doi":"10.1016/j.ijedro.2025.100498","DOIUrl":null,"url":null,"abstract":"<div><div>When examining enrollment and graduation grades, higher education remains less accessible for first-generation students. Dutch first-generation students are also less likely to attend honors talent programs. However, not much is known what is driving these effects. First-generation honors students might face identity-related and psychological challenges, such as identity incompatibility, which is associated with low levels of sense of belonging and self-efficacy. This study investigates what identity-related psychological obstacles first-generation students experience in honors talent programs through three studies using a mixed-method approach. Results showed that psychological identity factors are obstacles for first-generation students in honors talent programs, though these obstacles vary over time. First-generation students in honors talent programs experience more identity incompatibility than their continuing-generation peers. However, identity incompatibility does not influence their reasons for not participating in honors programs; instead, (lack of) self-efficacy does. Moreover, quantitative data showed that higher levels of identity incompatibility before and during the honors talent program relate to lower levels of (anticipated) sense of belonging and self-efficacy. However, the qualitative part of the study showed that students generally report relatively high levels of sense of belonging and self-efficacy in the honors talent program. Together, these results show that even though the honors talent program can be a warm and welcoming safe space for first-generation students, there also is a need for honors educators in The Netherlands and abroad to become more aware of the struggles of first-generation students and actively invest in recruiting and supporting this group of students in honors talent programs.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100498"},"PeriodicalIF":0.0000,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"First-generation students’ identity compatibility, sense of belonging and self-efficacy going to and through honors talent programs: a mixed-method study\",\"authors\":\"Annegien Langeloo, Elanor Kamans\",\"doi\":\"10.1016/j.ijedro.2025.100498\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>When examining enrollment and graduation grades, higher education remains less accessible for first-generation students. Dutch first-generation students are also less likely to attend honors talent programs. However, not much is known what is driving these effects. First-generation honors students might face identity-related and psychological challenges, such as identity incompatibility, which is associated with low levels of sense of belonging and self-efficacy. This study investigates what identity-related psychological obstacles first-generation students experience in honors talent programs through three studies using a mixed-method approach. Results showed that psychological identity factors are obstacles for first-generation students in honors talent programs, though these obstacles vary over time. First-generation students in honors talent programs experience more identity incompatibility than their continuing-generation peers. However, identity incompatibility does not influence their reasons for not participating in honors programs; instead, (lack of) self-efficacy does. Moreover, quantitative data showed that higher levels of identity incompatibility before and during the honors talent program relate to lower levels of (anticipated) sense of belonging and self-efficacy. However, the qualitative part of the study showed that students generally report relatively high levels of sense of belonging and self-efficacy in the honors talent program. Together, these results show that even though the honors talent program can be a warm and welcoming safe space for first-generation students, there also is a need for honors educators in The Netherlands and abroad to become more aware of the struggles of first-generation students and actively invest in recruiting and supporting this group of students in honors talent programs.</div></div>\",\"PeriodicalId\":73445,\"journal\":{\"name\":\"International journal of educational research open\",\"volume\":\"9 \",\"pages\":\"Article 100498\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2025-06-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International journal of educational research open\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S2666374025000639\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International journal of educational research open","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2666374025000639","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}
First-generation students’ identity compatibility, sense of belonging and self-efficacy going to and through honors talent programs: a mixed-method study
When examining enrollment and graduation grades, higher education remains less accessible for first-generation students. Dutch first-generation students are also less likely to attend honors talent programs. However, not much is known what is driving these effects. First-generation honors students might face identity-related and psychological challenges, such as identity incompatibility, which is associated with low levels of sense of belonging and self-efficacy. This study investigates what identity-related psychological obstacles first-generation students experience in honors talent programs through three studies using a mixed-method approach. Results showed that psychological identity factors are obstacles for first-generation students in honors talent programs, though these obstacles vary over time. First-generation students in honors talent programs experience more identity incompatibility than their continuing-generation peers. However, identity incompatibility does not influence their reasons for not participating in honors programs; instead, (lack of) self-efficacy does. Moreover, quantitative data showed that higher levels of identity incompatibility before and during the honors talent program relate to lower levels of (anticipated) sense of belonging and self-efficacy. However, the qualitative part of the study showed that students generally report relatively high levels of sense of belonging and self-efficacy in the honors talent program. Together, these results show that even though the honors talent program can be a warm and welcoming safe space for first-generation students, there also is a need for honors educators in The Netherlands and abroad to become more aware of the struggles of first-generation students and actively invest in recruiting and supporting this group of students in honors talent programs.