Research & Evaluation

Combined Concurrent

Using Self-Determination Theory to View Outcomes for Students Who Enter College Early

Saturday, November 11
1:15 PM - 1:45 PM
Location: 218 B

Social and emotional well-being of students who enter college early may be of great concern for parents and prospective students. Self-determination theory sheds light on the importance of psychological well-being. In this session, the presenters will highlight the findings from a mixed-methods study that examined outcomes related to personal, academic, and social success. In particular, researchers will focus the significance of these outcomes in relation to self-determination theory. The presenters will share recommendations about developing a nurturing environment where early entrance students’ self-determination can grow.

Sakhavat Mammadov

Post-Doctoral Research Associate
University of Washington

Dr. Sakhavat Mammadov has completed his PhD at William & Mary in the Educational Policy, Planning and Leadership program with an emphasis in gifted education. He currently is a Post-Doctoral Research Associate at the Halbert and Nancy Robinson Center for Young Scholars at the University of Washington. Dr. Mammadov earned a BS degree in teaching mathematics and MA degree in elementary education from Bogaziçi University, Turkey. He has worked with gifted children and their families for many years in a variety of contexts. His research interests focus on the social–emotional lives of gifted children, personality, motivation, and administrative and policy issues in gifted education. He is the recipient of the 2015 National Association for Gifted Children Doctoral Student Award and the Armand J & Mary Faust Galfo Education Research Fellowship.


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Nancy B. Hertzog

Professor, Educational Psychology; Director, UW Robinson Center for Young Scholars
University of Washington

Dr. Nancy Hertzog is Professor in the area of Educational Psychology at the University of Washington, and the Director of the Halbert and Nancy Robinson Center for Young Scholars. She has an extensive background in gifted education and expertise on curriculum development. Her masters degree in gifted education is from the University of Connecticut under the mentorship of Joseph Renzulli, and her Ph.D. is in special education from the University of Illinois. From 1995-2010 she held a faculty position in the Department of Special Education and directed University Primary School, an inclusive early childhood setting that served children from preschool through first grade at the University of Illinois at Urbana-Champaign. Her primary area of interest relates to ways that teachers engage and challenge all students. Currently, Dr. Hertzog’s research focuses on how teachers differentiate their instruction to address the diverse needs of their students. She is the author of two books, and has published in the Journal of Curriculum Studies, Gifted Child Quarterly, Journal for the Education of the Gifted, Roeper Review, Teaching Exceptional Children, Early Childhood Research and Practice, and Young Exceptional Children.


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Using Self-Determination Theory to View Outcomes for Students Who Enter College Early

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