速成大学生社会情绪特征与适应:系统回顾

IF 3 3区 教育学 Q1 EDUCATION, SPECIAL
Jolande Schuur, Marjolijn van Weerdenburg, L. Hoogeveen, E. Kroesbergen
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引用次数: 4

摘要

在小学或中学教育中经历了以年级为基础的加速的天才学生必须比那些没有加速的学生更早地适应大学生活。本文对资优速成大学生的社会情绪特征及适应研究进行了系统评价。基于对22项研究的回顾,我们可以得出结论,加速学生在社会情感特征领域与非加速天才学生和非天才学生没有太大差异。促进适应和幸福的因素是快乐、弹性、自我效能、积极的自我概念、较高的先前学业成就和支持性的家庭环境。此外,研究发现,在报告学生以前的加速经历方面,研究是不完整的,对个别加速1或2年的学生的研究很少。未来的研究应该包括个别加速学生,以前的加速经历,性别差异和比较组。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.
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来源期刊
CiteScore
6.30
自引率
29.00%
发文量
41
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.
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