Am IThatTalented? The experiences of gifted individuals from diverse educational backgrounds at the postsecondary level

On Being Gifted at University: Academic, Social, Emotional, and Institutional Adjustment in Kazakhstan

“…However, research also suggests that the first year at university can become a difficult period for gifted students due to their unique characteristics and inability to adapt to new academic demands (Balduf, 2009). Therefore, some gifted students experience specific challenges fitting to a new learning environment (Gómez-Arízaga & Conejeros-Solar, 2013; Mendaglio, 2013). One of the most mentioned challenges in the adjustment process faced by first-year students is the need to adapt to unfamiliar approaches to learning.…”

“…One of the most mentioned challenges in the adjustment process faced by first-year students is the need to adapt to unfamiliar approaches to learning. The literature suggests that gifted students are better adjusted academically in case they are able to rethink their previous learning habits because of new academic requirements and to develop effective study skills (Gómez-Arízaga & Conejeros-Solar, 2013; Reis et al, 2000).…”

“…Social adjustment to university life is also critical for success at university, particularly during the first year (Gómez-Arízaga & Conejeros-Solar, 2013; Rinn, 2007). The literature suggests that most gifted students have an active social life at university (Boazman & Sayler, 2011).…”

“…They tend to participate actively in social activities and clubs and are able to build new social relationships (Bain & Bell, 2004). The literature also suggests that in case they fail to maintain new friendships and find sufficient support in their new social environment, they can develop such issues as emotional isolation and low self-confidence (Gómez-Arízaga & Conejeros-Solar, 2013).…”

Gifted Students’ Adjustment and Underachievement in University: An Exploration From the Self-Determination Theory Perspective

“…Furthermore, they are often able to establish close relationships with faculty members as they tend to ask more questions and are more likely to communicate with faculty members outside of class (Janos et al, 1989). However, some authors have argued that the first year of university is an unexpectedly challenging period and some gifted students might experience specific issues related to their attempting to fit into a new academic environment (Gómez-Arízaga & Conejeros-Solar, 2013; Mendaglio, 2013; Snyder & Linnenbrink-Garcia, 2013). There is research evidence that a failure to adapt to the demands of the university life can negatively influence gifted students’ academic performance, leading to underachievement (e.g., Mendaglio, 2013), which indicates a failure “to perform at level commensurate with previously documented abilities” (Reis & McCoach, 2000, p. 152; see also Lau & Chan, 2001).…”