DOI

10.17077/etd.ozihjd9e

Document Type

Dissertation

Date of Degree

Summer 2018

Access Restrictions

Access restricted until 08/31/2020

Degree Name

PhD (Doctor of Philosophy)

Degree In

Psychological and Quantitative Foundations

First Advisor

Stewart Ehly

Second Advisor

Susan Assouline

First Committee Member

Walter Vispoel

Second Committee Member

Gerta Bardhoshi

Third Committee Member

Laurie Croft

Abstract

The purpose of this dissertation was to investigate gifted students’ perceptions of the effects of their early college entrance program on their development, especially peer acceptance. Participants in the National Academy of Arts, Sciences, and Engineering (NAASE) program, a program designed to facilitate learning among early college entrants, completed a 64-item survey examining early entrants’ college experiences.

Findings indicated that early college entrants believed that their program positively influenced their development. Their reported positive peer acceptance, though not related to gender and socioeconomic status. This study contributes to the existing literature on early college entrants’ overall development and their peer relationships. Further studies are needed to compare early college entrants’ perceptions of peer acceptance with gifted and non-gifted peers.

Keywords

Education, Gifted

Pages

xii, 103 pages

Bibliography

Includes bibliographical references (pages 75-88).

Copyright

Copyright © 2018 Jiaju Wu

Available for download on Monday, August 31, 2020

Share

COinS