Abstract
Globally, universities have an interest in recruiting the most talented students; however, limited attention has been given to how these students experience their transition and adjustment to university life. This mixed-methods study analyzes the academic, social, emotional, and institutional dimensions of gifted students’ adjustment to university in the context of post-Soviet Kazakhstan, a country characterized by a strong emphasis on the education of gifted students. The findings of the study confirm that the process of gifted students’ adjustment to university is a complex phenomenon, and all the aspects of students’ first-year experiences should be carefully taken into consideration when studying the transition to postsecondary education. The results of the study are useful for understanding the issues that gifted students face in the transition to higher education and have important implications for research on gifted students’ postsecondary experiences internationally.
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