ACADEMIC TALENT DEVELOPMENT PROCESS OF STUDENTS WITH GIFTS AND TALENTS IN HONORS COLLEGE: A COMPARATIVE STUDY OF ACHIEVING AND UNDERACHIEVING GROUPS

Jungsun Kim
2019
The purpose of this study is to understand achieving and underachieving honors students' perceptions and experiences of their talent development process. Students currently enrolled in the Honors College at research-intensive public university in the Midwest participated in this study. Gagné's Differentiated Model of Giftedness and Talent (DMGT, Gagné, 2009) was used as a conceptual framework with a sequential explanatory mixed methods research design. In the quantitative phase, the Academic
more » ... se, the Academic Talent Development Factor Survey was redeveloped to measure honors students' perceptions and experiences of their academic talent development in terms of four components of DMGT: gifts, intrapersonal catalysts, environmental catalysts, and developmental process. A total of 174 honors students were assigned to two groups: achieving (n = 143) and underachieving (n = 31) groups. The redeveloped survey showed an acceptable model fit but should be improved to accomplish reasonable reliability and validity. The National Survey of Student Engagement (NSSE, 2011) was used to determine whether honors students with underachievement are less exposed to good practices for undergraduate education (Chickering & Gamson, 1999) than their peers who maintain high academic performance. In the quantitative phase, discriminant analysis and chi-square test results did not yield appreciable differences in pre-college characteristics including gender, ethnicity, and SAT/ACT scores between two groups. In terms of four components of DMGT, discriminant analysis results revealed that developmental process, environmental catalysts, intrapersonal catalysts were statistically significant factors to determine differences between achieving and underachieving honors students in this study. Additionally, discriminant analysis results indicated that achieving and underachieving honors students showed high level of exposure to good practices. The differences between two groups were significant with good practices including (a) faculty intere [...]
doi:10.25394/pgs.8020175.v1 fatcat:jovxvr47uzf2dgnj7ctaqhyica