Intelligent Design? The Enhancement of Nonacademic Abilities Through an Academic Enrichment Program

• In Event: 69.057 - Roundtable Session 32
  In Roundtable Session: 69.057-16 - Design Experiences for Complex Learning

Abstract

High-achieving students are noted for their exceptional academic ability, diligence to achieve, and content with their own learning (Kingore, 2004). They often show marked interests in searching for their educational inspirations and career preferences. Majority of studies on high-achieving adolescents focus on the academic or achievement domains, but fewer studies have focused on non-academic (e.g., social-emotional) domains of their development. The present study examines the change in high-achieving adolescents’ non-academic abilities in peer relationships, problem-solving, and self-efficacy after a 1-week residential academic enrichment program. Adolescents explored career options through activities and learning environments designed to facilitate social interactions. Findings suggest significant growth in the above three domains. Results are discussed in terms of implications for educators and future research.

Authors

• Yee Lok Dorothy Pang, Texas A&M University - College Station

• Zhiqing Zhou, Texas A&M University

• Jeffrey Liew, Texas A&M University - College Station

• Steven Woltering, Texas A&M University - College Station

• Jay Woodward, Texas A&M University - College Station