This article describes outcomes from a subpopulation of a larger study (The Alumni Study) of early college entrance alumni through the lens of self-determination theory. The Alumni Study used mixed methods, was implemented in two sequential phases, and included alumni from two different early college entrance programs (Early Entrance Program and UW Academy). The focus of this article is on the qualitative interviews of 26 UW Academy early entrants who fully matriculated into college as Honors Students after 10th grade. Results indicated that early college entrance (a) provided a more challenging and autonomous environment than high school, (b) provided higher personal control over academic and social choices, and (c) met students’ strong need for relatedness as well as for autonomy and competence. The early entrance to college program gave students a cohort where they could interact with same-age peers who had demonstrated similar academic competence and interests to achieve. However, some participants reported that being younger than their college peers may have inhibited the development of relationships with older college students.

中文翻译：

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初高一届校友自律的考查

本文通过自我决定理论的视角描述了一项针对早期大学入学校友的大型研究（校友研究）的一个亚群的结果。校友研究使用混合方法，分两个连续阶段实施，包括来自两个不同的早期大学入学计划（早期入学计划和华盛顿大学学院）的校友。本文的重点是对 26 名 UW Academy 早期进入者的定性访谈，他们在 10 年级后作为荣誉学生完全进入大学。结果表明，早期大学入学 (a) 提供了比高中更具挑战性和自主性的环境，(b) 提供了对学业和社会选择的更高个人控制，以及 (c) 满足了学生对相关性以及自主性和自主性的强烈需求。权限。提前进入大学课程为学生提供了一个群体，他们可以与表现出相似学术能力和兴趣的同龄同龄人互动。然而，一些参与者报告说，比大学同龄人年轻可能会抑制与年龄较大的大学生的关系的发展。