Degree

Doctor of Education (EdD)

Department

Educational Foundations and Leadership

Document Type

Dissertation

Abstract

A student that has an advanced gift or talent which encompasses their peers is often raftered to as gifted (National Association of Gifted Children, 2018) and need differentiated instruction and accommodations to reach their full potential (Clevenger, 2022) Research shows high levels of expectations could lead to underachievement (Garn & Jolly 2019; Hornstra et al., 2003), motivation issues (Hornstra et al., 2023), and burnout (May et al., 2020) of students with gifts and talents. Acceleration programs are often used to accommodate students with gifts and talents, but evaluators must proceed with caution and place students in the correct program to succeed (Colangelo, Assouline, & Gross, 2004). This study analyzed the effects of acceleration programs, specifically Advanced Placement, on the motivation and burnout of students with gifts and talents. This qualitative multi case study utilized a purposeful and snowball sampling of 10 college age students who have met a predetermined criterion. This criterion consisted of being enrolled in Honors Program at a university in the southern part of the United States, were identified as gifted, and took Advanced Placement during their high school years. Data was collected in the form of semi- structured interviews. Data suggested 6 major themes within this study affected students’ motivation and burnout- a deeper dive into the curriculum, the influence of the teacher, class size and environment, pressure to perform, time management skills, and college preparation. This study was necessary for understanding students with gifts and talents wellbeing in being placed in the correct Acceleration Programs.

Date

2-6-2026

DOI

https://proquest.com/docview/3347815151

First Committee Chair

Christine Briggs

Second Committee Chair

Donna Wadsworth

First Committee Member

Tarrah Davis

Download

Share

COinS