The Self-Perceptions of Twice-Exceptional Children: A Systematic Review
This systematic review examines the self-perceptions of twice-exceptional children. This review examines the self-concept, self-esteem and self-efficacy of these children, as well as the factors that influence their self-perceptions. The PRISMA guidelines were employed in the conduct of this systema...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-01-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/1/44 |
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| author | Louise Küry Christian Fischer |
| author_facet | Louise Küry Christian Fischer |
| author_sort | Louise Küry |
| collection | DOAJ |
| description | This systematic review examines the self-perceptions of twice-exceptional children. This review examines the self-concept, self-esteem and self-efficacy of these children, as well as the factors that influence their self-perceptions. The PRISMA guidelines were employed in the conduct of this systematic review. To be included in this study, articles had to be empirical, written in English and published in peer-reviewed journals, and be aligned with the research questions. A total of 18 papers were included for assessment of quality, the majority of which employed a case study design. The findings suggest that twice-exceptional children tend to perceive themselves in a negative manner. Furthermore, twice-exceptional children exhibited diminished global self-concept, accompanied by low self-esteem and self-efficacy. Positive factors influencing self-perception are adequate support from teachers and parents, early identification and strength-based support. A lack of understanding on the part of teachers and parents, insufficient attention to giftedness in and outside of school, and a sense of being different were identified as negative influencing factors. Further research is required to verify the results using a quantitative longitudinal study. The findings of this review highlight the necessity for adequate support and encouragement for twice-exceptional children, suggesting potential ways for their implementation. |
| format | Article |
| id | doaj-art-ae04e0848dec49dd99183c253ba130ef |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-ae04e0848dec49dd99183c253ba130ef2025-01-24T13:30:20ZengMDPI AGEducation Sciences2227-71022025-01-011514410.3390/educsci15010044The Self-Perceptions of Twice-Exceptional Children: A Systematic ReviewLouise Küry0Christian Fischer1Faculty of Educational Sciences, University of Münster, 48143 Münster, GermanyFaculty of Educational Sciences, University of Münster, 48143 Münster, GermanyThis systematic review examines the self-perceptions of twice-exceptional children. This review examines the self-concept, self-esteem and self-efficacy of these children, as well as the factors that influence their self-perceptions. The PRISMA guidelines were employed in the conduct of this systematic review. To be included in this study, articles had to be empirical, written in English and published in peer-reviewed journals, and be aligned with the research questions. A total of 18 papers were included for assessment of quality, the majority of which employed a case study design. The findings suggest that twice-exceptional children tend to perceive themselves in a negative manner. Furthermore, twice-exceptional children exhibited diminished global self-concept, accompanied by low self-esteem and self-efficacy. Positive factors influencing self-perception are adequate support from teachers and parents, early identification and strength-based support. A lack of understanding on the part of teachers and parents, insufficient attention to giftedness in and outside of school, and a sense of being different were identified as negative influencing factors. Further research is required to verify the results using a quantitative longitudinal study. The findings of this review highlight the necessity for adequate support and encouragement for twice-exceptional children, suggesting potential ways for their implementation.https://www.mdpi.com/2227-7102/15/1/44twice-exceptional childrenself-perceptionsself-esteemself-conceptself-efficacy |
| spellingShingle | Louise Küry Christian Fischer The Self-Perceptions of Twice-Exceptional Children: A Systematic Review Education Sciences twice-exceptional children self-perceptions self-esteem self-concept self-efficacy |
| title | The Self-Perceptions of Twice-Exceptional Children: A Systematic Review |
| title_full | The Self-Perceptions of Twice-Exceptional Children: A Systematic Review |
| title_fullStr | The Self-Perceptions of Twice-Exceptional Children: A Systematic Review |
| title_full_unstemmed | The Self-Perceptions of Twice-Exceptional Children: A Systematic Review |
| title_short | The Self-Perceptions of Twice-Exceptional Children: A Systematic Review |
| title_sort | self perceptions of twice exceptional children a systematic review |
| topic | twice-exceptional children self-perceptions self-esteem self-concept self-efficacy |
| url | https://www.mdpi.com/2227-7102/15/1/44 |
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