Being labeled as gifted influences a child’s self-perceptions, expectations, and how they believe others perceive them as they grow and develop throughout their formative school years. However, little is known about how these self-perceptions change when students transition to university and the label of giftedness has little to no meaning in this new educational context. By exploring gifted university students’ self-perceptions and academic expectations, educators and gifted individuals alike can identify issues that can arise from inappropriate or unrealistic expectations, and both can help develop strategies to better support and encourage these students’ advanced educational pursuits.
Dr. Adrienne Sauder recently completed her PhD in Educational Psychology and Special Education from the Faculty of Education at Western University, where her research focused on gifted and high-ability students’ transition to post-secondary education and the impact of that transition on their learning. Adrienne currently teaches in the Faculty of Education at both Western University and Queen's University and also works as a learning skills strategist at King's University College at Western University.
Friday, November 10
8:30 AM – 9:00 AM
The asset you are trying to access is locked. Please enter your access key to unlock.