Academic Self-Concept and Academic Self-Efficacy: Self-Beliefs Enable Academic Achievement of Twice-Exceptional Students

Abstract

Many studies have reported that twice-exceptional (2e) students were vulnerable in psychological traits and exhibited low-academic self-concept and academic self-efficacy. Such vulnerability may cause their academic failures. This study applied interpretative phenomenological analysis (IPA), a qualitative approach to investigate the perceptions of academic self-concept and academic self-efficacy in six 2e students from a Singapore secondary school. Results demonstrate that 2e students could possess high-academic self-concept and academic self-efficacy that empower their academic success. This study suggests strategies such as focusing on the 2e students’ strength areas and developing their interests in particular academic domains to enable their development of high-academic self-concept. We also recommend practices such as creating the experiences of success, practicing effective parental and teacher support, and providing positive peer influence to foster 2e students’ high-academic self-efficacy.

Keywords:

• academic performance
• academic self-concept
• academic self-efficacy
• gifted
• phenomenology
• twice-exceptional

Additional information

Notes on contributors

Clare Wen Wang

Clare Wen Wang, MEd, is currently a PhD candidate at the National Institute of Education, Nanyang Technological University in Singapore. Her research interests include motivational psychology, particularly academic self-regulation in gifted children, as well as programs and social and affective supports for twice-exceptional students. She has been a voluntary consultant for Pusat Eshan (Special Needs Centre) in Brunei Darussalam for 4 years. Her primary role is to develop the Pusat Eshan Transforming Project (PETP), a structural framework with educational and vocational programs for certificate accreditation and government funding, to enhance the societal inclusiveness of children with special needs. E-mail: [email protected]

Maureen Neihart

Maureen Neihart, PsyD, is a licensed clinical child psychologist and associate professor in the Psychological Studies Academic Group at the National Institute of Education at Nanyang Technological University, Singapore. Her research interests include the development of gifted children, the psychology of performance, and mobile behavioral health intervention. E-mail: [email protected]