Citations (11)
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Read on this site (5)
Angie L. Miller & Veronica A. Smith. (2017) Exploring differences in creativity across academic majors for high-ability college students. Gifted and Talented International 32:1, pages 44-58.
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Simon Cassidy. (2011) Self-regulated learning in higher education: identifying key component processes. Studies in Higher Education 36:8, pages 989-1000.
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DanielR. Hammond, MatthewT. McBee & ThomasP. Hebert. (2007) Exploring the motivational trajectories of gifted university students. Roeper Review 29:3, pages 197-205.
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Gregory Taylor & Ofelia Nikolova. (2004) Influence of gender and academic ability in a computer‐based Spanish reading task. Roeper Review 27:1, pages 42-51.
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Albert Ziegler & Thomas Raul. (2000) Myth and Reality: A review of empirical studies on giftedness. High Ability Studies 11:2, pages 113-136.
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Articles from other publishers (6)
Angie L. Miller & Amber D. Dumford. (2018) Do High-Achieving Students Benefit From Honors College Participation? A Look at Student Engagement for First-Year Students and Seniors. Journal for the Education of the Gifted 41:3, pages 217-241.
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Angie L. Miller & Kristie L. Speirs Neumeister. (2017) The Influence of Personality, Parenting Styles, and Perfectionism on Performance Goal Orientation in High Ability Students. Journal of Advanced Academics 28:4, pages 313-344.
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K. Celeste Campbell & Dale R. Fuqua. (2008) Factors Predictive of Student Completion in a Collegiate Honors Program. Journal of College Student Retention: Research, Theory & Practice 10:2, pages 129-153.
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Darin Wohlgemuth, Don Whalen, Julia Sullivan, Carolyn Nading, Mack Shelley & Yongyi (Rebecca) Wang. (2016) Financial, Academic, and Environmental Influences on the Retention and Graduation of Students. Journal of College Student Retention: Research, Theory & Practice 8:4, pages 457-475.
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Anne N. Rinn. (2016) Trends Among Honors College Students: An Analysis by Year in School. Journal of Secondary Gifted Education 16:4, pages 157-167.
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Anne N. Rinn & Jonathan A. Plucker. (2016) We Recruit Them, But Then What? The Educational and Psychological Experiences of Academically Talented Undergraduates. Gifted Child Quarterly 48:1, pages 54-67.
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