The impact of honors education on students’ academic and innovative achievements: a longitudinal study in China (2011–2021)
Honors education has ascended as an integral element within the sphere of global higher education, concentrating on fostering individuals who exhibit creativity and a history of innovative achievements. Despite its widespread adoption, there remains a scarcity of exhaustive longitudinal studies inve...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2024-04-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2024.1292288/full |
| _version_ | 1797219223885316096 |
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| author | Jie Yu Dingyue Tian Zhuojun Wang Zhuojun Wang Yiyong Zhou |
| author_facet | Jie Yu Dingyue Tian Zhuojun Wang Zhuojun Wang Yiyong Zhou |
| author_sort | Jie Yu |
| collection | DOAJ |
| description | Honors education has ascended as an integral element within the sphere of global higher education, concentrating on fostering individuals who exhibit creativity and a history of innovative achievements. Despite its widespread adoption, there remains a scarcity of exhaustive longitudinal studies investigating its effects and associated variables. To address this shortcoming, this study deploys rigorous structural equation modeling (SEM) and linear regression analyses to meticulously examine a dataset comprising 319 students, who enrolled over a decade (2011–2021) in a prestigious honors college at a preeminent university in China. The primary objective is to discern the predictive efficacy of Chinese honors education selection criteria on students’ creative and academic accomplishments. This endeavor strives to clarify the complex interplay among students’ creative personalities, academic performance, creative achievements, and standardized college entrance exam scores. The findings emphasize that individuals who exhibit enhanced creative personality traits are predisposed to elevated levels of both innovation and academic attainment (β = 0.170, p = 0.017). Additionally, a significant inverse relationship is observed between general learning aptitude and subsequent academic performance (β = −0.008, p = 0.023), while students pursuing science disciplines demonstrate superior innovation outcomes compared to their liberal arts counterparts (β = 0.125, p = 0.048). Interestingly, neither gender nor general academic prowess exerts significant predictive power over collegiate innovation (β = −0.002, p = 0.134). These empirical insights equip policymakers and scholars with nuanced perspectives on the determinants shaping students’ refined educational experiences, thereby inciting critical discourse concerning the refinement of selection criteria and the imperative of nurturing students’ creative proclivities. |
| first_indexed | 2024-04-24T12:30:14Z |
| format | Article |
| id | doaj.art-026a718ac7e948428f31bd31349027e8 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-04-24T12:30:14Z |
| publishDate | 2024-04-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-026a718ac7e948428f31bd31349027e82024-04-08T04:52:00ZengFrontiers Media S.A.Frontiers in Education2504-284X2024-04-01910.3389/feduc.2024.12922881292288The impact of honors education on students’ academic and innovative achievements: a longitudinal study in China (2011–2021)Jie Yu0Dingyue Tian1Zhuojun Wang2Zhuojun Wang3Yiyong Zhou4Hanhong College of Institute of lnnovation and Entrepreneurship, Southwest University, Chongqing, ChinaHanhong College of Institute of lnnovation and Entrepreneurship, Southwest University, Chongqing, ChinaCAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, ChinaDepartment of Psychology, University of Chinese Academy of Sciences, Beijing, ChinaSchool of Psychological and Cognitive Sciences, Peking University, Beijing, ChinaHonors education has ascended as an integral element within the sphere of global higher education, concentrating on fostering individuals who exhibit creativity and a history of innovative achievements. Despite its widespread adoption, there remains a scarcity of exhaustive longitudinal studies investigating its effects and associated variables. To address this shortcoming, this study deploys rigorous structural equation modeling (SEM) and linear regression analyses to meticulously examine a dataset comprising 319 students, who enrolled over a decade (2011–2021) in a prestigious honors college at a preeminent university in China. The primary objective is to discern the predictive efficacy of Chinese honors education selection criteria on students’ creative and academic accomplishments. This endeavor strives to clarify the complex interplay among students’ creative personalities, academic performance, creative achievements, and standardized college entrance exam scores. The findings emphasize that individuals who exhibit enhanced creative personality traits are predisposed to elevated levels of both innovation and academic attainment (β = 0.170, p = 0.017). Additionally, a significant inverse relationship is observed between general learning aptitude and subsequent academic performance (β = −0.008, p = 0.023), while students pursuing science disciplines demonstrate superior innovation outcomes compared to their liberal arts counterparts (β = 0.125, p = 0.048). Interestingly, neither gender nor general academic prowess exerts significant predictive power over collegiate innovation (β = −0.002, p = 0.134). These empirical insights equip policymakers and scholars with nuanced perspectives on the determinants shaping students’ refined educational experiences, thereby inciting critical discourse concerning the refinement of selection criteria and the imperative of nurturing students’ creative proclivities.https://www.frontiersin.org/articles/10.3389/feduc.2024.1292288/fullhonors educationselection criteriainnovative achievementacademic achievementcreativity |
| spellingShingle | Jie Yu Dingyue Tian Zhuojun Wang Zhuojun Wang Yiyong Zhou The impact of honors education on students’ academic and innovative achievements: a longitudinal study in China (2011–2021) Frontiers in Education honors education selection criteria innovative achievement academic achievement creativity |
| title | The impact of honors education on students’ academic and innovative achievements: a longitudinal study in China (2011–2021) |
| title_full | The impact of honors education on students’ academic and innovative achievements: a longitudinal study in China (2011–2021) |
| title_fullStr | The impact of honors education on students’ academic and innovative achievements: a longitudinal study in China (2011–2021) |
| title_full_unstemmed | The impact of honors education on students’ academic and innovative achievements: a longitudinal study in China (2011–2021) |
| title_short | The impact of honors education on students’ academic and innovative achievements: a longitudinal study in China (2011–2021) |
| title_sort | impact of honors education on students academic and innovative achievements a longitudinal study in china 2011 2021 |
| topic | honors education selection criteria innovative achievement academic achievement creativity |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2024.1292288/full |
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