Course Experiences and Academic Engagement among Students in Chinese Gifted and Talented Education Programmes
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| Title: | Course Experiences and Academic Engagement among Students in Chinese Gifted and Talented Education Programmes |
|---|---|
| Language: | English |
| Authors: | Weili Dai (ORCID |
| Source: | Higher Education Research and Development. 2026 45(4):953-968. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Academically Gifted, Gifted Education, Learner Engagement, Talent Development, National Surveys, Student Surveys, College Students, Gender Differences, Instructional Program Divisions, Intellectual Disciplines, Student Attitudes, Difficulty Level, Individual Differences, Student Experience |
| Geographic Terms: | China |
| Assessment and Survey Identifiers: | National Survey of Student Engagement |
| DOI: | 10.1080/07294360.2025.2591259 |
| ISSN: | 0729-4360 1469-8366 |
| Abstract: | Student engagement has been considered an important predictor of academic success in higher education. However, relatively little is known about gifted students' engagement in gifted and talented programmes and the factors that influence their engagement. This study aims to investigate the impact of course experience on gifted students' learning engagement. 294 gifted students from the Talent Training Program in China participated in this study through a questionnaire survey. The results of structural equation modelling show that course experience has a positive impact on gifted students' engagement. Within the inner system of student engagement, affective engagement was found to partially mediate the relationships of course experience to both behavioural and cognitive engagement. The results have implications for educators to enhance gifted students' course experiences to foster their affective engagement, thereby boosting cognitive and behavioural engagement. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504145 |
| Database: | ERIC |
| Abstract: | Student engagement has been considered an important predictor of academic success in higher education. However, relatively little is known about gifted students' engagement in gifted and talented programmes and the factors that influence their engagement. This study aims to investigate the impact of course experience on gifted students' learning engagement. 294 gifted students from the Talent Training Program in China participated in this study through a questionnaire survey. The results of structural equation modelling show that course experience has a positive impact on gifted students' engagement. Within the inner system of student engagement, affective engagement was found to partially mediate the relationships of course experience to both behavioural and cognitive engagement. The results have implications for educators to enhance gifted students' course experiences to foster their affective engagement, thereby boosting cognitive and behavioural engagement. |
|---|---|
| ISSN: | 0729-4360 1469-8366 |
| DOI: | 10.1080/07294360.2025.2591259 |
