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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Main Authors: Louise Küry, Christian Fischer
Format: Article
Language:English
Published: MDPI AG 2025-01-01
Series:Education Sciences
Subjects:
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.
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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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