ECHA-24: C.A. Romein - Obtaining and Maintaining Execution Power: Exploring learning strategies and motivation of gifted (PhD-) students in (post-)higher education.

[This version of 21 December 2024 has been revised: the confusing term "highly gifted" students instead of "gifted students" has been changed, and in the introduction, a few spelling errors have been changed. Please use this updated version for further reference.] This thesis explores strategies to support highly gifted students and PhD candidates in higher education. It addresses the cognitive, emotional, and social challenges these individuals face, highlighting a gap in specialized support at post-secondary levels. The research reviews various models of intelligence and giftedness, emphasizing the need for meaning-directed learning and self-regulated strategies. Empirical research reveals that gifted students often struggle with balancing academics and well-being, managing motivation, and coping with rigid educational systems. Some experience burnout, isolation, and frustration with standardized assessments. The thesis argues for tailored interventions such as flexible curricula, personalized mentoring, and project-based learning to address these challenges. The study concludes that higher education institutions should recognize the complex development of gifted individuals and provide supportive environments fostering both academic and personal growth. It advocates for a shift towards personalized, flexible learning environments to help gifted students reach their full potential in educational and professional settings.