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The Transformative Impact of a Novel Research-Mentoring Program on Rural High-Ability Students' Scientific and Socio-Emotional Development

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Title: The Transformative Impact of a Novel Research-Mentoring Program on Rural High-Ability Students' Scientific and Socio-Emotional Development
Language: English
Authors: Louise Puslednik (ORCID 0000-0002-2589-1298), Patrick C. Brennan
Source: Gifted Child Quarterly. 2026 70(2):169-193.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: N
Page Count: 25
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, STEM Education, Secondary School Students, Academically Gifted, Rural Schools, Mentors, Program Effectiveness, Science Programs, Student Attitudes, Skill Development, Problem Solving, Interpersonal Communication, Communication Skills, Authentic Learning
Geographic Terms: Australia
DOI: 10.1177/00169862251386052
ISSN: 0016-9862
1934-9041
Abstract: High-ability students living in regional, remote, or rural areas of Australia face numerous barriers in accessing quality science, technology, engineering, and mathematics (STEM) education to meet their learning needs. However, there is limited research in how to overcome these barriers and support the development of rural high-ability students within the STEM domain. This small-scale study explores a group of high-ability rural secondary school learners and the impact of their engagement in an authentic research mentor program (ARMP). Using a mixed-method convergent parallel design, qualitative and quantitative data were collected over 3 years from 32 high-ability students in Year 10 of a rural Australian school. Rural high-ability students identified the value of the program in terms of equipping them with transferable science knowledge and skills, as well as social communication and problem-solving skills. Quantitative data analysis supported these qualitative findings. High-ability student participation in the ARMP, as measured by an independent science assessment, significantly enhanced the high-ability students' science knowledge, understanding, and skills, as well as their problem-solving skills, and communication skills, as compared with a control group. Effect sizes for these measures were large ranging from 0.81 to 1.57. This ARMP addresses the inequities faced by rural high-ability students, providing them with exposure to authentic STEM education and research under the guidance of an academic mentor. Importantly, this research highlights the positive impact of ARMP's on the development of rural high-ability students' social and emotional skills; key skills needed for the development of talent in STEM.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499925
Database: ERIC
FullText Text:
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  Data: The Transformative Impact of a Novel Research-Mentoring Program on Rural High-Ability Students' Scientific and Socio-Emotional Development
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  Data: <searchLink fieldCode="AR" term="%22Louise+Puslednik%22">Louise Puslednik</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2589-1298">0000-0002-2589-1298</externalLink>)<br /><searchLink fieldCode="AR" term="%22Patrick+C%2E+Brennan%22">Patrick C. Brennan</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Gifted+Child+Quarterly%22"><i>Gifted Child Quarterly</i></searchLink>. 2026 70(2):169-193.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 25
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academically+Gifted%22">Academically Gifted</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Programs%22">Science Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Authentic+Learning%22">Authentic Learning</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1177/00169862251386052
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  Data: 0016-9862<br />1934-9041
– Name: Abstract
  Label: Abstract
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  Data: High-ability students living in regional, remote, or rural areas of Australia face numerous barriers in accessing quality science, technology, engineering, and mathematics (STEM) education to meet their learning needs. However, there is limited research in how to overcome these barriers and support the development of rural high-ability students within the STEM domain. This small-scale study explores a group of high-ability rural secondary school learners and the impact of their engagement in an authentic research mentor program (ARMP). Using a mixed-method convergent parallel design, qualitative and quantitative data were collected over 3 years from 32 high-ability students in Year 10 of a rural Australian school. Rural high-ability students identified the value of the program in terms of equipping them with transferable science knowledge and skills, as well as social communication and problem-solving skills. Quantitative data analysis supported these qualitative findings. High-ability student participation in the ARMP, as measured by an independent science assessment, significantly enhanced the high-ability students' science knowledge, understanding, and skills, as well as their problem-solving skills, and communication skills, as compared with a control group. Effect sizes for these measures were large ranging from 0.81 to 1.57. This ARMP addresses the inequities faced by rural high-ability students, providing them with exposure to authentic STEM education and research under the guidance of an academic mentor. Importantly, this research highlights the positive impact of ARMP's on the development of rural high-ability students' social and emotional skills; key skills needed for the development of talent in STEM.
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  Data: EJ1499925
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        Value: 10.1177/00169862251386052
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      – Text: English
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: STEM Education
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Science Programs
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Skill Development
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      – SubjectFull: Communication Skills
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      – SubjectFull: Authentic Learning
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      – SubjectFull: Australia
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