高能力大学生与本科荣誉课程:系统回顾

IF 1.2 Q3 EDUCATION, SPECIAL
Anne N. Rinn, J. Plucker
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引用次数: 24

摘要

满足高能力学生的智力需求并不会随着高中毕业而结束。然而,在研究文献中,对高等教育这一重要话题的关注有限。在本系统综述中,我们确定了过去15年中发表的52项实证研究。结果表明,不同的认知和社会心理因素影响着高能力大学生的成就,荣誉规划导致了积极的学生成果。研究结果讨论了需要了解高能力的大学生和高等院校的荣誉教育。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
High-Ability College Students and Undergraduate Honors Programs: A Systematic Review
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.
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CiteScore
3.00
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