Gifted Students' Perceptions of an Accelerated Summer Program and Social Support

Autor/inn/en	Lee, Seon-Young; Olszewski-Kubilius, Paula; Makel, Matthew C.; Putallaz, Martha
Titel	Gifted Students' Perceptions of an Accelerated Summer Program and Social Support
Quelle	In: Gifted Child Quarterly, 59 (2015) 4, S.265-282 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9041
DOI	10.1177/0016986215599205
Schlagwörter	Surveys; Summer Programs; Academically Gifted; Student Attitudes; Educational Environment; Acceleration (Education); Social Support Groups; Student Experience; Interaction; Teacher Student Relationship; Peer Relationship; Maturity (Individuals); Family Relationship; Age Differences; Middle School Students; High School Students; Factor Analysis; Study Habits; Stimulation + Suchen Sie Ihr Suchwort? Survey; Umfrage; Befragung; Sommerkurs; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Acceleration; Beschleunigung; Social support; Soziale Unterstützung; Studienerfahrung; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Reifung; Age; Difference; Age difference; Altersunterschied; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Faktorenanalyse; Study behavior; Study behaviour; Studienverhalten
Abstract	Using survey responses from students who participated in the summer programs at two university-based gifted education institutions, this study examined changes in gifted students' perceptions of their learning environments, accelerated summer programs and regular schools, and social support in lives after participation in the summer programs. Our sample of gifted students was generally favorable about their classroom experiences and interactions with their teachers both in the gifted programs and regular school classes. Some noticeable differences were greater acceptance and support for giftedness, a stronger connection to peers, and greater ease in peer relationships reported during the programs, and enhanced maturity and orientation toward future after the programs. While all students relied on family and peers as sources of social support before, during and after the summer programs, older students also endorsed being able to rely more on themselves. Perceptions of greater social support seemed to be related to more positive assessment of students' summer and school classes, although causality can go in either direction. Overall, this study suggests that gifted students' summer program experiences may be instrumental in receiving affirmation about their giftedness from peers, enhancing independence and maturity for academic life, and building stronger belief in themselves. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01