AcademicandCareerExperiencesofScientificallyGiftedStudents: A Content Analysis of University Student Mentoring Journals

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The study aims to understand the academic and career experiences of scientifically gifted high school students and their mentors' responses.
Content analysis of 126 mentoring journals written by university student mentors.
Participants included 21 high school students in gifted programs and 6 university student mentors.
Mentoring sessions were conducted over 6 sessions.
Gifted students transitioned from passive learners to active explorers during challenging academic activities.
They highlighted intrinsic motivation and stressed factors that influenced their career decisions.
Mentors provided informational, instrumental, and emotional support to gifted students.

Content analysis explores mentoring's impact on academically gifted students' career development and experiences.

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Lee et al. (2025) studied this question.

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