Achievement Goal Orientations of Academically Talented College Students: Socioemotional Factors Contributing to Honors Program Participation

• In Event: Roundtable Session 27
  In Roundtable Session: Psychosocial Topics in Giftedness, Creativity, and Talent

Abstract

Over 1000 colleges and universities in the United States have established honors programs to attract and serve high-achieving students. Such students must decide whether honors is compatible with their goals for their college educations, and not all will choose to join. In this mixed-methods study, honors-eligible students from two public research universities completed an online survey including the Achievement Goal Questionnaire-Revised and self-reported motivating factors for joining or not joining honors. Results indicated that achievement goals did not determine whether or not students’ joined honors programs, but that they were related to the reasons students cited for their decision. Within a given program, students likely vary in their achievement goals, and thus in their expectations of honors.

Authors

• Jaclyn Chancey, University of Connecticut

• Catherine A. Little, University of Connecticut