An Examination of Self-Determination Within Alumni of an Early College Entrance Program

Abstract

This article describes outcomes from a subpopulation of a larger study (The Alumni Study) of early college entrance alumni through the lens of self-determination theory. The Alumni Study used mixed methods, was implemented in two sequential phases, and included alumni from two different early college entrance programs (Early Entrance Program and UW Academy). The focus of this article is on the qualitative interviews of 26 UW Academy early entrants who fully matriculated into college as Honors Students after 10th grade. Results indicated that early college entrance (a) provided a more challenging and autonomous environment than high school, (b) provided higher personal control over academic and social choices, and (c) met students' strong need for relatedness as well as for autonomy and competence. The early entrance to college program gave students a cohort where they could interact with same-age peers who had demonstrated similar academic competence and interests to achieve. However, some participants reported that being younger than their college peers may have inhibited the development of relationships with older college students.

The Influence of Parental and Self-Expectations on Asian American Women Who Entered College Early

“…We designed this qualitative study to gain a greater understanding of how parental expectations influence the career decision-making processes and experiences of Asian American early college entrance program alumnae. The sample was drawn from participants of a larger Alumni Study of two early college entrance programs, the Early Entrance Program (EEP) and the University of Washington Academy for Young Scholars (ACAD; Hertzog & Chung, 2015; Mammadov et al, 2018). Hertzog and Chung (2015) explored how participation in the early college entrance programs affected long-term personal, academic, and professional outcomes through a comprehensive online survey and in-depth interviews.…”

“…In a 35-year follow-up study of early college entrance alumni, Hertzog and Chung (2015) found that program participation had positively influenced happiness in academics, finances, work, family, and friendships for the majority of participants, but that there was more variance in outcomes related to happiness of social and romantic relationships. The cohort-based system was generally experienced positively but for some of the participants, entering college at an earlier age than typical may have inhibited the development of friendships and romantic relationships with older college students outside of the program (Mammadov, Hertzog, & Mun, 2018).…”

College Choice: Considerations for Academically Advanced High School Seniors

“…Although some aspects of the choice process are well documented for culturally, linguistically, and economically diverse students (e.g., Klasik & Strayhorn, 2018), students from military families (e.g., Cabrera et al, 2018), and athletes (e.g., Mirabile & Witte, 2015), with few exceptions (e.g., Giancola & Kahlenberg, 2016; Glynn, 2019; Sloan, 2020; Yoon & Mann, 2017) there is a lack of current literature on the transition from high school to college for gifted students, and much of that research focuses on early college entry (e.g., Jett & Rinn, 2019; Mammadov et al, 2018). Choosing a college is a complex and highly individualized process.…”

Social–Emotional Characteristics and Adjustment of Accelerated University Students: A Systematic Review

“…The authors concluded that both groups of accelerated students needed a period of academic transitioning in a supportive environment with a peer group and support from staff and parents, but older students at the Academy had a greater need for independence, whereas the younger students at the Early Entrance Program needed more guidance and a more intensive academic program for a smooth transition to university (Noble & Childers, 2008). Additionally, more recent research found that graduates from the UW who had participated in the early entrance program experienced social benefits from entering university early (Hertzog & Chung, 2015; Mammadov et al, 2018). More recent research from SMPY was scarce, and had a longitudinal design that was not focused on the social–emotional development of accelerated mathematically precocious students, but rather on effects on the professional lives and academic accomplishments of the former participants in SMPY.…”