Meeting the intellectual needs of high-ability students does not end upon graduation from high school. However, limited attention is paid to the important topic of postsecondary advanced learning in the research literature. In this systematic review, we identified 52 empirical studies published during the past 15 years. Results suggest various cognitive and psychosocial factors influence achievement among high-ability college students and that honors programming leads to positive student outcomes. The findings are discussed in light of the need for an understanding of high-ability college students and postsecondary honors education.

中文翻译：

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高能力大学生和本科荣誉课程：系统回顾

满足高能力学生的智力需求并不会随着高中毕业而结束。然而，研究文献中对高等教育学习这一重要话题的关注有限。在本系统评价中，我们确定了过去 15 年发表的 52 项实证研究。结果表明，各种认知和心理社会因素会影响高能力大学生的成就，并且荣誉课程会带来积极的学生成果。根据了解高能力大学生和专上荣誉教育的需要，对调查结果进行了讨论。