Colin Seymour is pursing a Bachelor of Arts degree in Psychology. He plans to pursue a career in Clinical Psychology. He hopes to earn a doctorate in psychology and move back to Ireland, where he spent his junior year abroad at the National University of Ireland, Galway. He is a member of PsiChi and was captain of the Marywood‘s cross-country team. Colin would like to take this time to thank Dr. Renjilian, his advisor, and Dr. Foley, his reader. Their guidance and insightful input were a tremendous help and made this thesis possible. He would also like to thank Christina Elvidge for all of her hard work in piecing everything together and making all of this possible. Also, a very special thanks to Dr. Crawley, who was always there to give invaluable help when needed, even though he was under no obligation to do so. Thanks also are extended to coaches John Kirby and Nick Devito, who taught Colin that even his wildest dreams could be accomplished through hard work, dedication, and perseverance through the ―trials of miles, miles of trials. Finally, he would like to thank all of his friends and family, whose love and support helped him through all of the tough times and trials of his life. This thesis is as much a testament to all of you as it is to him.
Director: Dr. David Renjillian
Reader: Dr. Michael Foley
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College students were given a survey constructed for this study to gauge the academic and psychosocial effects of their education prior entering college. Participants were divided into three categories based on their high school education: those who participated in a gifted program, those who participated in an honors program, and those who received a regular education. Participants were compared on a variety of dimensions. Participants who were in a gifted program yielded significantly higher scores in academic values and were more likely to participate in a varsity sport than the honors of regular education group. There was no significant difference between any of the groups on items pertaining to social dimensions. The findings suggest that gifted education should be encouraged for all those eligible for the programs.
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