Jolande Schuur, Marjolijn van Weerdenburg, L. Hoogeveen, E. Kroesbergen
{"title":"速成大学生社会情绪特征与适应:系统回顾","authors":"Jolande Schuur, Marjolijn van Weerdenburg, L. Hoogeveen, E. Kroesbergen","doi":"10.1177/0016986220969392","DOIUrl":null,"url":null,"abstract":"Gifted students who experienced grade-based acceleration in primary or secondary education have to meet the challenges of adjusting to university at a younger age than students who did not accelerate. This systematic review critically evaluates the research on social–emotional characteristics and adjustment of these gifted accelerated university students. Based on a review of 22 studies, we may conclude that accelerated students did not differ very much in domains of social–emotional characteristics from their nonaccelerated gifted and nongifted peers. Factors that facilitated adjustment and well-being were cheerfulness, resilience, self-efficacy, a positive self-concept, high prior academic achievement, and supportive family environment. Furthermore, it was found that studies were incomplete in reporting the previous acceleration experiences of the students and that research on students who individually accelerated by 1 or 2 years was scarce. Future research should include individually accelerated students, previous acceleration experiences, gender differences, and comparison groups.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":"{\"title\":\"Social–Emotional Characteristics and Adjustment of Accelerated University Students: A Systematic Review\",\"authors\":\"Jolande Schuur, Marjolijn van Weerdenburg, L. Hoogeveen, E. Kroesbergen\",\"doi\":\"10.1177/0016986220969392\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Gifted students who experienced grade-based acceleration in primary or secondary education have to meet the challenges of adjusting to university at a younger age than students who did not accelerate. This systematic review critically evaluates the research on social–emotional characteristics and adjustment of these gifted accelerated university students. Based on a review of 22 studies, we may conclude that accelerated students did not differ very much in domains of social–emotional characteristics from their nonaccelerated gifted and nongifted peers. Factors that facilitated adjustment and well-being were cheerfulness, resilience, self-efficacy, a positive self-concept, high prior academic achievement, and supportive family environment. Furthermore, it was found that studies were incomplete in reporting the previous acceleration experiences of the students and that research on students who individually accelerated by 1 or 2 years was scarce. Future research should include individually accelerated students, previous acceleration experiences, gender differences, and comparison groups.\",\"PeriodicalId\":47514,\"journal\":{\"name\":\"Gifted Child Quarterly\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2020-11-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Gifted Child Quarterly\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/0016986220969392\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Gifted Child Quarterly","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/0016986220969392","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
Social–Emotional Characteristics and Adjustment of Accelerated University Students: A Systematic Review
Gifted students who experienced grade-based acceleration in primary or secondary education have to meet the challenges of adjusting to university at a younger age than students who did not accelerate. This systematic review critically evaluates the research on social–emotional characteristics and adjustment of these gifted accelerated university students. Based on a review of 22 studies, we may conclude that accelerated students did not differ very much in domains of social–emotional characteristics from their nonaccelerated gifted and nongifted peers. Factors that facilitated adjustment and well-being were cheerfulness, resilience, self-efficacy, a positive self-concept, high prior academic achievement, and supportive family environment. Furthermore, it was found that studies were incomplete in reporting the previous acceleration experiences of the students and that research on students who individually accelerated by 1 or 2 years was scarce. Future research should include individually accelerated students, previous acceleration experiences, gender differences, and comparison groups.
期刊介绍:
Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Manuscripts that explore policy and policy implications are also welcome. Additionally, GCQ reviews selected books relevant to the field, with an emphasis on scholarly texts or text with policy implications, and publishes reviews, essay reviews, and critiques.