Honors and high-ability students: Factors that predict academic efficacy, critical thinking skills, and academic goals

dc.contributor.advisor Frankie S. Laanan
dc.contributor.author Moon, Jessica
dc.contributor.department Educational Leadership and Policy Studies
dc.date 2018-08-12T04:01:20.000
dc.date.accessioned 2020-06-30T02:42:30Z
dc.date.available 2020-06-30T02:42:30Z
dc.date.copyright Sun Jan 01 00:00:00 UTC 2012
dc.date.embargo 2013-06-05
dc.date.issued 2012-01-01
dc.description.abstract <p>The purpose of the quantitative study was threefold: (a) to examine high-ability students in and outside an honors program at a midwestern comprehensive university to determine differences in background and demographic characteristics between honors participants and nonparticipants of similar ability; (b) to determine differences in academic self-efficacy and in- and out-of-class engagement between honors participants and nonparticipants of similar ability; and (c) to examine major influences on high-ability student GPA, reported use of critical thinking skills, academic efficacy, and academic goals. Eight research questions guided the study. Astin's (1993) Input-Environment-Output (I-E-O) model was utilized for the study's conceptual framework.</p> <p>Statistically significant differences were found between honors students and honors-eligible nonparticipants in cumulative ACT scores, high school and college GPA, and parental education levels as well as in levels of academic efficacy, academic goals, and exposure to diverse perspectives. Regression analyses uncovered numerous meaningful predictors of GPA, reported use of critical thinking skills, academic efficacy, and academic goals on the part of high-ability students. The findings of this study provide implications for policy and practice as well as opportunities for future research related to high-ability student learning and engagement.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/etd/12412/
dc.identifier.articleid 3419
dc.identifier.contextkey 3437779
dc.identifier.doi https://doi.org/10.31274/etd-180810-2545
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath etd/12412
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/26601
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/etd/12412/Moon_iastate_0097E_12696.pdf|||Fri Jan 14 19:21:15 UTC 2022
dc.subject.disciplines Gifted Education
dc.subject.disciplines Higher Education Administration
dc.subject.disciplines Higher Education and Teaching
dc.subject.keywords academic efficacy
dc.subject.keywords critical thinking skills
dc.subject.keywords gifted education
dc.subject.keywords honors programs
dc.title Honors and high-ability students: Factors that predict academic efficacy, critical thinking skills, and academic goals
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication
thesis.degree.level dissertation
thesis.degree.name Doctor of Philosophy
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