Features of undergraduate programs predicting positive impact on academic engagement and performance, core self-evaluation, study and learning strategies, and perceived holistic development

Abstract

The talent development process involves four important elements: definition of talent, relationships between faculty members and students, how the curriculum transforms talent, and how talent students and typical students develop along with one another (Subotnik, 2004). Based on the best practices in identifying academically gifted and talented students (Worrell & Erwin, 2011), outstanding academic achievement is one of the criteria that screens students into talent programs. The student profile with personal characteristics, self-evaluation, learning strategies, and perceived competence may also inform what types of programs (enrichment, acceleration, dual programs in specialized academic domains and etc.). The present study aimed at examining the educational experience and outcomes of undergraduate students in programs with talent development features.