Honors and Nonhonors Freshmen: Demographics, Attitudes, Interests, and Behaviors

Gerrity, Deborah A.; Lawrence, J. R.; Sedlacek, William E.

doi:10.12930/0271-9517-13.1.43

Cited by 13 publications

(16 citation statements)

References 8 publications

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“…The minority of honors students in each class did not aspire to earn a postbaccalaureate degree. These findings are consistent with Katchadourian and Boli's (1985) suggestion that many freshmen aspire to receive a doctorate degree, rather than a master's degree as Perrone & Dow (1993) and Gerrity et al (1993) also suggested.…”

Section: Educational Aspirationssupporting

confidence: 89%

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Trends Among Honors College Students: An Analysis by Year in School

Rinn

2005

Journal of Secondary Gifted Education

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This study sought to determine whether honors college students differed with regards to academic achievement, academic selfconcept, general self-concept, educational aspirations, and career aspirations as a function of their class standing. Participants included 298 honors college students from a large, Midwestern university. A demographic questionnaire, the general academic subscale and the general-self subscale of the Self-Description Questionnaire III (Marsh & O'Neill, 1984), and the Leadership and Achievement Aspirations subscale of the Career Aspirations Scale (O'Brien, 1992) were used. Results indicate significant differences between juniors and seniors with regards to academic self-concept, educational aspirations, and career aspirations. Implications for honors faculty and administrators are discussed.

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Section: Educational Aspirationssupporting

confidence: 89%

“…Gerrity et al (1993) found the same results in their study of honors freshmen. This research suggests honors underclassmen are not likely to aspire to attain a doctorate degree.…”

Section: Educational Aspirationssupporting

confidence: 65%

Trends Among Honors College Students: An Analysis by Year in School

Rinn

2005

Journal of Secondary Gifted Education

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“…Other findings on this population indicate that high ability students come from advantaged backgrounds (GDA Integrated Services, 2003;Glennen et al, 2000), have college-educated parents (Gerrity, Lawrence, & Sedlacek, 1993), and attend public colleges (Arnold, 1995). Long and Lange (2002) compared honors students to nonhonors students and found that honors students were more conscientious and open to new experiences, asked more questions, discussed grades and academic ideas with a professor, prepared for class, worked for pay on-campus, participated in cocurricular activities, and completed more volunteer community service than did nonhonors students.…”

Section: Characteristics Of High-ability College Studentsmentioning

confidence: 87%

Advising High-Ability Business Students

McDonald

2003

NACADA Journal

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Students who excelled in high school enter college with the expectation that, despite the increase in competition, they will continue to achieve academically at the college level. Some high-ability students never lose momentum. They view college as the next stop on the road to ongoing success and continue to achieve at superior levels. Other high-ability students find the pressure to succeed at the college level to be overwhelming. In this article I describe some of the characteristics of high ability students and give particular attention to high ability students who are pursing business degrees. Advising strategies for working with this population are also discussed.

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“…The characteristics described in Table 1 suggest that honours students "require a different, more challenging curriculum and other learning opportunities to satisfy [their] drive to learn, know and do" (Achterberg, 2005, p. 81). The literature suggests several educational demands of honours students (Achterberg, 2005;Van Gorp, et al, 2012;Wolfensberger & Offringa, 2012;Scager, et al, 2012b;Wiegant, et al, 2012;Gerrity, et al, 1993;Coppoolse, et al, 2013;Van Eijl, et al, 2007). These can be clustered in: freedom / independence, focus on competence and high expectations, and learning environment (see Table 2 and Table 5 for operationalisation).…”

Section: Educational Demands Of Honours Studentsmentioning

confidence: 99%

Excellence in higher education: educational preferences of honours students in the Netherlands

Kolster¹,

Dijk²,

Jongbloed³

2016

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This paper researches excellence in higher education by looking into honours programmes (HPs) in Dutch higher education. HPs are selective and aimed at the brightest students, offering them a more challenging-often extra-curricular-study experience. Based on a survey (n=259) at Dutch universities, our study identifies three types of honours students: task-committed, above-average ability, and creative. We asked each group how their ideal HP looks like. Task-committed students are interested in disciplinary HPs that have a student-centred approach. The above-average ability students demand a highly selective and small-scale HP that admits only the brightest students. Moreover, they prefer a HP that is isolated from regular study programmes. Creative students are interested in a variety of disciplinary subjects, not offered in regular curricula, often requiring substantial amounts of extra time and effort. The differences in preferred configurations of HPs have policy implications for universities interested in introducing excellence education.

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Honors and Nonhonors Freshmen: Demographics, Attitudes, Interests, and Behaviors

Cited by 13 publications

References 8 publications

Trends Among Honors College Students: An Analysis by Year in School

Trends Among Honors College Students: An Analysis by Year in School

Advising High-Ability Business Students

Excellence in higher education: educational preferences of honours students in the Netherlands

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