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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 0009-0003-6938-5228), Libao Wu, Carol Fuller (ORCID 0000-0002-3816-5068)
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
FullText Text:
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  Label: Title
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  Data: Course Experiences and Academic Engagement among Students in Chinese Gifted and Talented Education Programmes
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Weili+Dai%22">Weili Dai</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-6938-5228">0009-0003-6938-5228</externalLink>)<br /><searchLink fieldCode="AR" term="%22Libao+Wu%22">Libao Wu</searchLink><br /><searchLink fieldCode="AR" term="%22Carol+Fuller%22">Carol Fuller</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3816-5068">0000-0002-3816-5068</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Higher+Education+Research+and+Development%22"><i>Higher Education Research and Development</i></searchLink>. 2026 45(4):953-968.
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  Label: Availability
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  Data: 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
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
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  Label: Publication Date
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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="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Academically+Gifted%22">Academically Gifted</searchLink><br /><searchLink fieldCode="DE" term="%22Gifted+Education%22">Gifted Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Talent+Development%22">Talent Development</searchLink><br /><searchLink fieldCode="DE" term="%22National+Surveys%22">National Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Program+Divisions%22">Instructional Program Divisions</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Disciplines%22">Intellectual Disciplines</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Differences%22">Individual Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22National+Survey+of+Student+Engagement%22">National Survey of Student Engagement</searchLink>
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  Data: 10.1080/07294360.2025.2591259
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  Data: 0729-4360<br />1469-8366
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Label: Entry Date
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  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1504145
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1504145
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        Value: 10.1080/07294360.2025.2591259
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 953
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Academically Gifted
        Type: general
      – SubjectFull: Gifted Education
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Talent Development
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      – SubjectFull: National Surveys
        Type: general
      – SubjectFull: Student Surveys
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Instructional Program Divisions
        Type: general
      – SubjectFull: Intellectual Disciplines
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Individual Differences
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: China
        Type: general
      – SubjectFull: National Survey of Student Engagement
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      – TitleFull: Course Experiences and Academic Engagement among Students in Chinese Gifted and Talented Education Programmes
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