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Factors facilitating and hindering the transition to higher education for high-ability students

Tijdschriftbijdrage - Tijdschriftartikel

In this qualitative study, we explored the oppor-tunities and difficulties experienced by cognitively high-ability students during the transition to higher education. Although high-ability individ-uals undoubtedly have the cognitive capacity to excel academically, research has demonstrated per-sistent underachievement among this group of stu-dents, and that they may face particular challenges within higher education compared to primary and secondary education. To better understand their experiences, 10 current and former high -ability students were selected by means of scores on standardized intelligence tests to participate in semi-structured interviews. Results revealed many similarities between the participants. The majority of the participants reported insufficient study skills and not knowing what was expected of them as obstacles during their transition to higher educa-tion. They also cited a lack of challenge in previous schooling as a source of transitional difficulties. On-time entry into higher education, good study skills, and clear expectations led to a more success-ful transition. Contextual factors, such as perceived support from the learning environment, seemed to have a facilitating effect on the students' transition experience but did not seem to determine the suc-cess of a student's transition on their own.
Tijdschrift: Journal of college student development
ISSN: 0897-5264
Volume: 63
Pagina's: 315 - 332
Jaar van publicatie:2022
Trefwoorden:A1 Journal article
Toegankelijkheid:Closed