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2017 WCGTC Biennial World Conference

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2.11.2 Examining self-determination in graduates who entered college early

Early entrance to college is one of many accelerative options available for highly advanced students. Unlike academic adjustment and performance, social and emotional well-being of students who enter college early may be of great concern for parents and prospective students. Self-determination theory (Deci & Ryan, 2000) sheds light on the importance of psychological well-being. In this session, the presenters will highlight the findings from a mixed-methods study that examined outcomes of early entrance to college. The presenters will share recommendations about developing a nurturing environment where early entrance students’ self-determination can grow.

Author(s):

Nancy Hertzog
nhertzog@uw.edu
The University of Washington Halbert and Nancy Robinson Center for Young Scholars
United States

Dr. Nancy Hertzog is Professor in the area of Educational Psychology at the University of Washington, and the Director of the Halbert and Nancy Robinson Center for Young Scholars. She has an extensive background in gifted education and expertise on curriculum differentiation and development. From 1995-2010 she directed University Primary School at the University of Illinois at Urbana-Champaign. She is the author of two books, several chapters, and has published in the Journal of Curriculum Studies, Gifted Child Quarterly, Journal for the Education of the Gifted, Roeper Review, Teaching Exceptional Children, Early Childhood Research and Practice, and Young Exceptional Children.

Rachel U. Mun*

Dr. Rachel U. Mun is Assistant Professor at the University of North Texas in Educational Psychology (concentration in Gifted and Talented).  Her research interests are best described as an intersection between gifted education, mental health and immigrant issues.  She has examined social and emotional development, immigration, parental influences, career decision-making and educational access for special populations of gifted learners. Most recently, she was a postdoctoral fellow at the National Center for Research on Gifted Education (NCRGE) at the University of Connecticut, conducting research on identifying and serving underrepresented gifted learners.

Sakhavat Mammadov*

Sakhavat Mammadov, PhD, is a post-doctoral research associate at the University of Washington Halbert and Nancy Robinson Center for Young Scholars. Dr. Mammadov has worked with gifted children and their families for many years in a variety of contexts. His research interests focus on the social-emotional lives of gifted children, personality, motivation, and administrative and policy issues in gifted education. He is the recipient of the 2015 National Association for Gifted Children Doctoral Student Award and the Armand J. & Mary Faust Galfo Education Research Fellowship.

 

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