Skip to main content

Advertisement

SpringerLink
Log in

The Effects of Gifted College Students’ Research Engagement on Their Academic Achievement: A Meta-analysis

  • Regular Article
  • Published:
The Asia-Pacific Education Researcher Aims and scope Submit manuscript

Abstract

Although most gifted education programs have included undergraduate research (UGR) in their training plans, scholars have not reached a consensus on UGR’s effectiveness, especially for gifted college students. With a sample of 7460 students from 15 studies conducted worldwide during 1985–2022, this study explores the relationship between research experiences and academic achievement of gifted college students through meta-analysis. The study also investigates the moderating effects of seven variables: research design, research duration, region, publication time, literature type, intervention duration, and major. The results show that research experiences have a significant contribution to the academic achievement of gifted college students. Moreover, research design, literature type, intervention duration, and major are responsible for the differences in the effect sizes of included literature.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

Data availability

The data that support the findings of this study are available from thecorresponding author upon reasonable request.

References

  • Abizada, A., & Mirzaliyeva, F. (2021). Success of honors program in Azerbaijan: Do honors students perform better than nonhonors students? Journal of Advanced Academics, 32(2), 160–177.

    Article  Google Scholar 

  • Altbach, P. G., & Salmi, J. (2011). The road to academic excellence: The making of world-class research universities. World Bank Publications.

    Book  Google Scholar 

  • Asher, W. (1986). Conducting research with meta-analysis: a new direction for gifted education. Gifted Child Quarterly, 30(1), 7–10.

    Article  Google Scholar 

  • Asher, W. (2003). Meta-analysis and gifted education. Journal for the Education of the Gifted, 27(1), 7–19.

    Article  Google Scholar 

  • Astin, A. V. (1993). What matters ill college: Four critical years revisited. Jossey-Bass Publishers.

    Google Scholar 

  • Beauchamp, A. L., Roberts, S.-J., Aloisio, J. M., Wasserman, D., Heimlich, J. E., Lewis, J. D., Munshi-South, J., Clark, J. A., & Tingley, K. (2022). Effects of research and mentoring on underrepresented youths’ stem persistence into college. Journal of Experiential Education, 45(3), 316–336.

    Article  Google Scholar 

  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2006). Comprehensive Meta-Analysis (Version 2.2.027) [Computer software]. Englewood, Biostat.

  • Boring, E. G. (1923). Intelligence as the tests test it. New Republic (new York NY), 35, 210–214.

    Google Scholar 

  • Bouchet, N., & Falk, R. F. (2001). The relationship among giftedness, gender, and overexcitability. Gifted Child Quarterly, 45(4), 260–267.

    Article  Google Scholar 

  • Boyse, T. D., Patterson, S. K., Cohan, R. H., Korobkin, M., Fitzgerald, J. T., Oh, M. S., Gross, B. H., & Quint, D. J. (2002). Does medical school performance predict radiology resident performance? Academic Radiology, 9(4), 437–445.

    Article  PubMed  Google Scholar 

  • Brew, A. (2010). Imperatives and challenges in integrating teaching and research. Higher Education Research and Development, 29(2), 139–150.

    Article  Google Scholar 

  • Bui, S. A., Craig, S. G., & Imberman, S. A. (2014). Is gifted education a bright idea? Assessing the impact of gifted and talented programs on students. American Economic Journal: Economic Policy, 6(3), 30–62.

    Google Scholar 

  • Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187–1218.

    Article  ADS  Google Scholar 

  • Chang, C.-C., & Yu, H.-P. (2021). Follow-up study on college learning performance and career development of science class graduates. Journal of Research in Education Sciences, 66(1), 173–202.

    Google Scholar 

  • Cheung, A., & Slavin, R. (2013). Effects of educational technology applications on reading outcomes for struggling readers: A best-evidence synthesis. Reading Research Quarterly, 48(3), 277–299.

    Article  Google Scholar 

  • Clasen, D. R., & Clasen, R. E. (1995). Underachievement of highly able students and the peer society. Gifted and Talented International, 10, 67–76.

    Article  Google Scholar 

  • Clynes, M., Sheridan, A., & Frazer, K. (2020). Student engagement in higher education: A cross-sectional study of nursing students’ particpation in college-based education in the republic of Ireland. Nurse Education Today, 93, 104529.

    Article  PubMed  Google Scholar 

  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.

    Google Scholar 

  • Cooper, H., Hedges, L. V., & Valentine, J. C. (Eds.). (2009). The handbook of research synthesis and meta-analysis (2nd ed.). Russell Sage Foundation.

    Google Scholar 

  • Dewey, J. (2005). How We Think: Experience and Education. Translated by Jiang Wenmin People’s Education Press.

    Google Scholar 

  • Dickersin, K. (2005). Publication bias: Recognizing the problem, understanding its origins and scope, and preventing harm. In H. R. Rothsetin, A. J. Sutton, & M. Borenstein (Eds.), Publication bias in meta-analysis: Prevention, assessment and adjustments (pp. 11–33). Wiley.

    Google Scholar 

  • Durlak, J. A. (2009). How to select, calculate, and interpret effect sizes. Journal of Pediatric Psychology, 34(9), 917–928.

    Article  PubMed  Google Scholar 

  • Ellis, P. (2010). Interpreting effects. The Essential Guide to Effect Sizes: Statistical Power, Meta-Analysis, and the Interpretation of Research Results (pp. 31–44). Cambridge University Press.

    Chapter  Google Scholar 

  • Fan, X., & Chen, M. (2001). parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1–22.

    Article  Google Scholar 

  • Grangaard, D. (2003). Personality characteristics and favorite topics of students enrolled in introduction to psychology, honors. Journal of the National Collegiate Honors Council, 4(1), 41.

    Google Scholar 

  • Hedges, L. V. (1981). Distribution theory for glass’s estimator of effect size and related estimators. Journal of Educational Statistics, 6(2), 107.

    Article  Google Scholar 

  • Hedges, L. V., & Pigott, T. D. (2004). The power of statistical tests for moderators in meta-analysis. Psychological Methods, 9(4), 426–445.

    Article  PubMed  Google Scholar 

  • Herzog, S. (2011). Gauging academic growth of bachelor degree recipients: Longitudinal vs. Self-reported gains in general education. New Directions for Institutional Research, 2011(150), 21–39.

    Article  Google Scholar 

  • Ibata-Arens, K. C. (2012). Race to the future: Innovations in gifted and enrichment education in Asia, and implications for the United States. Administrative Sciences, 2012(2), 1–25.

    Article  Google Scholar 

  • Johnson, L. S. (1995). The psychosocial development of academically talented college students: An exploratory investigation. College Student Journal, 29, 278–289.

    Google Scholar 

  • Kim, M. M. (2002). Cultivating intellectual development: comparing women-only colleges and coeducational colleges for educational effectiveness. Research in Higher Education, 43(4), 447–481.

    Article  ADS  Google Scholar 

  • Kim, M. (2016). A meta-analysis of the effects of enrichment programs on gifted college students. Gifted Child Quarterly, 60(2), 102–116.

    Article  MathSciNet  Google Scholar 

  • Kool, A., Mainhard, M. T., Jaarsma, A. D., Brekelmans, M., & van Beukelen, P. (2016). Academic success and early career outcomes: Can honors alumni be distinguished from non-honors alumni? High Ability Studies, 27, 179–192.

    Article  Google Scholar 

  • Kool, A., Mainhard, T., Jaarsma, D. A., van Beukelen, P., & Brekelmans, M. (2017). Effects of honours programme participation in higher education: A propensity score matching approach. Higher Education Research & Development, 36, 1222–1236.

    Article  Google Scholar 

  • Kuh, G. D. (2012). High-impact educational practices: what they are, who has access to them, and why they matter. Peer Review: Emerging Trends and Key Debates in Undergraduate Education, 14(3), 29.

    Google Scholar 

  • Kulik, J. A., & Kulik, C.-L.C. (1984). Effects of accelerated instruction on students. Review of Educational Research, 54(3), 409–425.

    Article  Google Scholar 

  • Liang, L. L., Fulmer, G. W., Majerich, D. M., et al. (2012). The effects of a model-based physics curriculum program with a physics first approach: A causal-comparative study. Journal of Science Education and Technology, 21, 114–124.

    Article  ADS  Google Scholar 

  • Lindsay, R., Breen, R., & Jenkins, A. (2002). Academic research and teaching quality: The views of undergraduate and postgraduate students. Studies in Higher Education, 27(3), 309–327.

    Article  Google Scholar 

  • Linn, M. C., Palmer, E., Baranger, A., Gerard, E., & Stone, E. (2015). Undergraduate research experiences: Impacts and opportunities. Science, 347(6222), 1261757.

    Article  PubMed  Google Scholar 

  • Liu, B. C. (2004). Basic types and models of undergraduate research in U.S. Research universities. Research in Educational Development, 2004(11), 93–95.

    Google Scholar 

  • Lopatto, D. (2010). Undergraduate research as a high-impact student experience. Peer Review: Emerging Trends and Key Debates in Undergraduate Education, 12(2), 27.

    Google Scholar 

  • Marsh, H. W., & Hau, K.-T. (2003). Big-fish-little-pond-effect on academic self-concept: A cross-cultural (26-country) test of the negative effects of academic selective schools. American Psychologist, 58, 364–376.

    Article  PubMed  Google Scholar 

  • Mayhew, M. J., Rockenbach, A. N., Bowman, N. A., Seifert, T. A., Wolniak, G. C., Pascarella, E. T., & Terenzini, P. T. (2016). How college affects students 21st century evidence that higher education works. Jossey-Bass.

    Google Scholar 

  • Melguizo, T. (2011). A review of the theories developed to describe the process of college persistence and attainment. Higher Education: Handbook of Theory and Research:, 26, 395–424.

    Google Scholar 

  • Mihyeon, K., Jennifer, C., & Tracy, C. (2017). Program development for disadvantaged high-ability students. Gifted Child Today., 40, 87–95.

    Article  Google Scholar 

  • Moore, A. K. (2012). Do Honors Programs Make a Difference during the First Year of College? The Development of Critical Thinking Skills and Exposure to Good Practices in Undergraduate Education. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/566

  • Pascarella, E. T., & Terenzini, P. T. (1991). How college affects students: Findings and Insights from Twenty Years of Research. Jossey-Bass.

    Google Scholar 

  • Rinn, A. N. (2007). Effects of programmatic selectivity on the academic achievement, academic self-concepts, and aspirations of gifted college students. Gifted Child Quarterly, 51(3), 232–245.

    Article  Google Scholar 

  • Robinson, N. M. (1997). The role of universities and colleges in educating gifted undergraduates. Peabody Journal of Education, 72(3–4), 217–236.

    Article  Google Scholar 

  • Roszkowski, M. J., & Nigro, R. A. (2015). The value of SAT scores and high school grades in the selection of honors program candidates from the perspective of honors students and graduates. Strategic Enrollment Management Quarterly, 2(4), 259–293.

    Article  Google Scholar 

  • Rothstein, H., Sutton, A., & Borenstein, M. (2005). Publication bias in meta-analysis prevention, assessment and adjustments. Wiley.

    Book  Google Scholar 

  • Saw, K. N. N., & Han, B. (2021). Effectiveness of successful intelligence training program: A meta-analysis. PsyCh Journal, 10(3), 323–339.

    Article  PubMed  Google Scholar 

  • Scager, K., Akkerman, S. F., Keesen, F., et al. (2012). Do honors students have more potential for excellence in their professional lives? Higher Education, 64, 19–39.

    Article  Google Scholar 

  • Seifert, T., Pascarella, E., Colangelo, N., & Assouline, S. (2007). The effects of honors program engagement on experiences of good practices and learning outcomes. Journal of College Student Development, 48(1), 57–74.

    Article  Google Scholar 

  • Shushok, J. F. (2002). Educating the best and the brightest: Collegiate honors programs and the intellectual, social and psychological development of students [Doctoral Dissertation, University of Maryland]. BP Press.

    Google Scholar 

  • Sikes, S. S., & Schwartz-Bloom, R. D. (2009). Direction discovery: A science enrichment program for high school students. Biochemistry and Molecular Biology Education : A Bimonthly Publication of the International Union of Biochemistry and Molecular Biology, 37(2), 77–83.

    Article  CAS  PubMed  Google Scholar 

  • Steenbergen-Hu, S., & Moon, S. M. (2010). The effects of acceleration on high-ability learners: a meta-analysis. Gifted Child Quarterly, 55(1), 39–53.

    Article  Google Scholar 

  • Thompson, B. (1999). Improving research clarity and usefulness with effect size indices as supplements to statistical significance tests. Exceptional Children, 65(3), 329–337.

    Article  Google Scholar 

  • Thompson, B. (2010). Q-technique factor analysis as a vehicle to intensively study especially interesting people. In B. Thompson & R. F. Subotnik (Eds.), Methodologies for conducting research on giftedness (pp. 33–52). American Psychological Association.

    Chapter  Google Scholar 

  • Vaughn, V. L., Feldhusen, J. F., & Asher, J. W. (1991). Meta-analyses and review of research on gifted programs in gifted education. Gifted Child Quarterly, 35(2), 92–98.

    Article  Google Scholar 

  • Wenzel, T. J. (1997). What is undergraduate research? Council on undergraduate. Research Quarterly, 17, 163.

    Google Scholar 

  • Wilson, H. E. (2021). Reflections on experiences at a residential science and math high school: An alumni survey. Journal for the Education of the Gifted, 44(4), 414–431.

    Article  Google Scholar 

  • Worrell, F. C., Subotnik, R. F., Olszewski-Kubilius, P., & Dixson, D. D. (2018). Gifted college students. Annual Review of Psychology, 70(1), 551–576.

    Article  PubMed  Google Scholar 

  • Wu, Y. Y., & Li, S. H. (2019). Academic achievement of students enrolled in the pilot program for training outstanding students in the basic sciences and its influencing factors: An empirical research. Fudan Education Forum, 17(01), 68–75.

    Google Scholar 

  • Yan, K., & Berliner, D. (2016). Tensions in gifted college programs in China: The case of ‘“mount everest plan.”’ Asia Pacific Education Review., 17, 325–338.

    Article  Google Scholar 

  • Yu, W., Sun, Y., Miao, M., et al. (2021). Eleven-year experience implementing a dental undergraduate research programme in a prestigious dental school in China: Lessons learned and future prospects. European Journal of Dental Education: Official Journal of the Association for Dental Education in Europe, 25(2), 246–260.

    Article  PubMed  Google Scholar 

  • Zigler, A. (2005). The actiotope model of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 411–436). Elservier.

    Chapter  Google Scholar 

  • Zigler, A., & Phillipson, S. N. (2012). Toward a systemic theory of gifted education. High Ability Studies, 23, 3–30.

    Article  Google Scholar 

Download references

Funding

Funding was provided by The National Social Science Fund of China (Grant No. BGA220156); Tsinghua University Initiative Scientific Research Program (Grant No. 2021THZWYY01).

Author information

Authors and Affiliations

  1. Tsinghua University Institute of Education, Tsinghua University, Beijing, 100084, People’s Republic of China

    Kun Yan, Li Wei, Kaiming Bu & Jiahui Zhang

Authors
  1. Kun Yan
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Li Wei
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Kaiming Bu
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Jiahui Zhang
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Kun Yan.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Yan, K., Wei, L., Bu, K. et al. The Effects of Gifted College Students’ Research Engagement on Their Academic Achievement: A Meta-analysis. Asia-Pacific Edu Res 33, 447–458 (2024). https://doi.org/10.1007/s40299-023-00741-1

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40299-023-00741-1

Keywords

Search

Navigation