Psychological adjustment in a college-level program of marked academic acceleration

Abstract

The questionnaire responses of 24 markedly accelerated young students were compared with those of 24 regular-aged university students, 23 National Merit Scholars, and 27 students who had qualified for acceleration but instead elected to participate in high school. Measures included the Minnesota Multiphasic Personality Inventory, California Psychological Inventory, the Tennessee Self-Concept Scale, and the Inventory of Parent and Peer Attachment. Accelerated students differed minimally from the college-aged groups, and not at all from high-ability age mates, on all of the measures, a finding contrary to the expectation that skipping high school is likely to be deleterious to one's adjustment. Both groups of normal-aged college students were more socially assertive. The accelerated students were less conforming and conventional than the others, but mean differences were small and not indicative of admustment difficulties. The study provides no basis for concern about the typical psychological and social adjustment of accelerated students.

The Integrated Curriculum Model (ICM)

“…Janos et al (1988) reported no detrimental effects of acceleration on young entrants to college. In another study, Robinson and Janos (1986) found similar adjustment patterns for early entrants in comparison to three equally able nonaccelerated comparison groups, noting only unconventionality as a distinguishing characteristic of the early entrants. A study of female-only early college entrants, positive personality growth was found during the first year of acceleration in the program (Cornell, Callahan, & Loyd, 1991).…”

Personality Growth of Female Early College Entrants: A Controlled, Prospective Study

“…Many authors have attempted to allay these personality adjustment concerns by pointing out the failure of previous research efforts to detect substantial social or emotional problems among early college entrants (Brody, Lupkowski, & Stanley, 1988;Pollins, 1983;Robinson & Janos, 1986;Stanley & Benbow, 1983). However, the failure to find evidence of adjustment problems is not persuasive if studies do not employ rigorous methods of personality assessment and an appropriate design (Cornell, Callahan, Bassin, & Ramsey, 1991).…”

“…Several studies have employed standard personality assessment measures (Pollins, 1983;Robinson & Janos, 1986). Pollins (1983) administered the California Psychological Inventory (CPI) and several other instruments to 21 eariy college entrants prior to early college entrance and compared them to three nonaccelerant groups.…”

“…The future early college entrants were very similar to nonaccelerants in age and academic aptitude and somewhat better adjusted than academically less capable agemates. Similarly, Robinson and Janos (1986) administered the CPI to early college entrants who had completed a probationary quarter of coursework. The 24 accelerants did not differ from equally capable agemates who did not choose to enter college early.…”

Career Assessment for Gifted Girls and Women

“…They usually have better psychological adjustment then their average peers (Janos & Robinson, 1985;Robinson & Janos, 1986). The implications of this fact for career development are several.…”