Effective Outside-of-School Programming for Holistic Talent Development: Myth or a Possibility?

• In Event: Special Programs for Gifted Students

Abstract

Gifted programs usually focus on students’ cognitive/academic development (Moon, 2009). However, substantial research has emphasized the importance of holistic talent development—integrated cognitive, social, emotional, and motivational development—in the manifestation of giftedness (Bloom, 1985; Gagné, 2009; Subotnik et al., 2018; Tannenbaum, 2003). Few educators have designed and evaluated holistic talent development programs. To that end, only 17 empirical studies evaluating affective interventions for gifted students have been published between 1984-2015 (Jen, 2017). Thus, a clear need exists to evaluate holistic talent development programs (Jen, 2017).

Therefore, the purpose of this presentation is to produce empirical evidence from four studies evaluating the effectiveness of a holistic talent development program conducted in an outside-of-school setting. The program holistically incorporates foundational learning modules (e.g., reading, memory, cognition), higher-order thinking modules (e.g., creative/critical thinking, advanced electives in diverse areas), and affective modules (e.g., self-regulation, self-awareness, social-awareness). The program runs as a year-long intervention with weekend sessions followed by a residential summer program.

In Study 1, we qualitatively explored affective outcomes of the residential summer program (n = 55) using thematic analysis (Braun & Clarke, 2014) of student reflections. In Study 2, we assessed changes in self-regulation because of a study-skills intervention (n = 64) using a mixed-methods design. Specifically, using repeated-measures ANOVAs, we examined changes in self-efficacy for self-regulated learning, academic self-efficacy, self-control, and causal attributions. We also deductively analyzed post-intervention open-ended survey responses to understand changes attributable to the intervention.

In Study 3, we used MANOVAs to compare student perceptions of classroom quality in online and in-person formats of the program (n = 221). Key variables were appeal, meaningfulness, academic self-efficacy, challenge, and choice. In addition, we thematically explored affordances and challenges in supporting student motivation in online learning. In Study 4, we are currently evaluating the effectiveness of an affective intervention targeted at developing a concern for others. Key variables are empathy, compassion, and prosocial behavior. We are analyzing quantitative (e.g., self-report measures; n = 129) and qualitative data (e.g., journal entries, interviews, classroom observations) to develop integrated findings.

Across the studies, students indicated the program supported them positively; they enjoyed the sessions and learned important skills. In Study 1, students showcased improved confidence and courage, self-awareness, social awareness, social skills, and inspiration from participating in the residential summer program. In Study 2, we found that a short, six-week study-skills intervention can contribute to increased self-efficacy for self-regulated learning, academic self-efficacy, self-control, and adaptive causal attributions. Although quantitative results showed no significant change in scores across post-intervention and three-month follow-up assessments, qualitative results illustrated how participants incorporated various self-regulation strategies in their academic routines and found the intervention useful.

In study 3, students and parents rated online and in-person learning to be highly supportive of learning motivation. Also, we found no significant differences in student motivation between online and in-person formats. This indicated the program’s effectiveness even in the online format during the pandemic.

Our findings together imply that a well-planned and holistic talent development program can provide opportunities for cognitive, social, emotional, and motivational learning. Overall, our findings may help educators to design effective holistic interventions for intellectually gifted adolescents.

Author

• Aakash Arvind Chowkase, Purdue University