Gifted students who experienced grade-based acceleration in primary or secondary education have to meet the challenges of adjusting to university at a younger age than students who did not accelerate. This systematic review critically evaluates the research on social–emotional characteristics and adjustment of these gifted accelerated university students. Based on a review of 22 studies, we may conclude that accelerated students did not differ very much in domains of social–emotional characteristics from their nonaccelerated gifted and nongifted peers. Factors that facilitated adjustment and well-being were cheerfulness, resilience, self-efficacy, a positive self-concept, high prior academic achievement, and supportive family environment. Furthermore, it was found that studies were incomplete in reporting the previous acceleration experiences of the students and that research on students who individually accelerated by 1 or 2 years was scarce. Future research should include individually accelerated students, previous acceleration experiences, gender differences, and comparison groups.

中文翻译：

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加速大学生的社会情感特征与适应：系统回顾

在小学或中学教育中经历了基于年级加速的天才学生必须比没有加速的学生更年轻地迎接适应大学的挑战。这篇系统评价批判性地评估了这些天才加速大学生的社会情感特征和适应的研究。基于对 22 项研究的回顾，我们可以得出结论，加速学生在社会情感特征领域与他们的非加速天才和非天才同龄人没有太大区别。促进适应和幸福的因素是开朗、适应力、自我效能感、积极的自我概念、先前的高学业成就和支持性的家庭环境。此外，研究发现，报告学生以前的加速经历的研究并不完整，对单独加速 1 年或 2 年的学生的研究很少。未来的研究应该包括个人加速的学生、以前的加速经历、性别差异和比较组。