Social-Emotional Characteristics and Adjustment of Accelerated University Students: A Systematic Review

Autor/inn/en	Schuur, Jolande; van Weerdenburg, Marjolijn; Hoogeveen, Lianne; Kroesbergen, Evelyn H.
Titel	Social-Emotional Characteristics and Adjustment of Accelerated University Students: A Systematic Review
Quelle	In: Gifted Child Quarterly, 65 (2021) 1, S.29-51 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schuur, Jolande) ORCID (Kroesbergen, Evelyn H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9041
DOI	10.1177/0016986220969392
Schlagwörter	Academically Gifted; Acceleration (Education); College Students; Social Adjustment; Emotional Adjustment; Age Differences; Gender Differences; Well Being; Positive Attitudes; Resilience (Psychology); Self Efficacy; High Achievement; Academic Achievement; Family Environment; Social Support Groups; Foreign Countries; Early Admission; Educational Research; Australia; Washington + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Collegestudent; Soziale Anpassung; Emotionale Anpassung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Well-being; Wellness; Wohlbefinden; Self-efficacy; Selbstwirksamkeit; Schulleistung; Familienmilieu; Social support; Soziale Unterstützung; Ausland; Früheinschulung; Bildungsforschung; Pädagogische Forschung; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01