A systematic review of the factors affecting twice-exceptional students’ social and emotional development

ABSTRACT

In this paper, we present a systematic review of the factors influencing the social and emotional development of twice exceptional students. Eight studies among 331 published in English between January 2000 and January 2022 were determined through electronic databases. We conducted a systematic literature review by following the steps identified by PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), including the processes related to data sources, search, data collection, eligibility criteria, data selection, and data analysis. Six themes were identified through the thematic analysis of these eight studies: self-concept, environment, friendship, achievement, labeling, and bullying. As a result of the analysis of the articles, it was seen that “achievement” affected the social and emotional development of twice exceptional students positively, while “bullying” affected the development negatively. However, other themes such as labeling, environment, friendship and self-concept were found to affect social and emotional development both positively and negatively.

KEYWORDS:

• Gifted
• learning disability
• social and emotional development
• twice exceptional

Acknowledgments

We would like to thank Prof. Dr. Uğur Sak for his guidance during the writing of this article.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Saide Nur Duyar

Saide Nur Duyar is PhD student in the Psychology department of Queen’s University Belfast. She awarded scholarship by The Turkish Ministry of National Education for PhD education. Her main research interests include education of twice exceptional students, gifted and talented students, student with dyslexia and academic success.

Canan Özkaya

Canan Özkaya is PhD student in the Social Sciences department of Queen’s University Belfast. She awarded scholarship by The Turkish Ministry of National Education for PhD education. Her main research interests include Gifted children, gender-based curriculum and special education laws.

Hasan Akdeniz

Hasan Akdeniz is expert and researcher at the Ministry of National Education in Turkey and currently holds a postdoctoral scholarship in Western Kentucky University, USA. His main research interests include gifted and talented student, differentiated instruction, creative problem solving, habits of mind, curriculum development and educational technology on gifted education.