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

REFERENCES

• Alexander, J. M., & Schnick, A. K. (2008). Motivation. In J. Plucker & C. Gallahan (Eds.), Critical issues & practices in gifted education (pp. 423–447). Waco, TX: Prufrock Press.
   Google Scholar
• Ary, D., Jacobs, L. C., Razavieh, A., & Sorensen, C. (2006). Introduction to research in education (7th ed.). Belmont, CA: Thomson Wadsworth.
   Google Scholar
• Ashworth, P. (2003). The origins of qualitative psychology. In J. A. Smith (Ed.), Qualitative psychology: A practical guide to research methods (pp. 4–24). London, England: SAGE.
   Google Scholar
• Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology,4, 359–373. doi:10.1521/jscp.1986.4.3.359
   Web of Science ®Google Scholar
• Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist,28, 117–148. doi:10.1207/s15326985ep2802_3
   Web of Science ®Google Scholar
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.
   Google Scholar
• Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development,67, 1206–1222. doi:10.2307/1131888
   PubMed Web of Science ®Google Scholar
• Barber, C., & Mueller, C. T. (2011). Social and self-perceptions of adolescents identified as gifted, learning disabled, and twice-exceptional. Roeper Review,33, 109–120. doi:10.1080/02783193.2011.554158
   Google Scholar
• Baum, S., Cooper, C. R., & Neu, T. (2001). Dual differentiation: An approach for meeting the curricular needs of gifted students with learning disabilities. Psychology in the Schools,38, 477–490. doi:10.1002/pits.1036
   Web of Science ®Google Scholar
• Baum, S., & Owen, S. V. (1988). High ability/learning disabled students: How are they different? Gifted Child Quarterly,32, 321–326. doi:10.1177/001698628803200305
   Web of Science ®Google Scholar
• Beckley, D. (1998, Spring). Gifted and learning disabled: Twice-exceptional students. NRC/GT Newsletter. Retrieved from http://www.gifted.uconn.edu/nrcgt/newsletter/spring98/sprng984.html
   Google Scholar
• Besnoy, K. D. (2006). Successful strategies for twice-exceptional students. Waco, TX: Prufrock Press.
   Google Scholar
• Bong, M. (1997). Generality of academic self-efficacy judgments: Evidence of hierarchical relations. Journal of Educational Psychology,89, 696–709. doi:10.1037/0022-0663.89.4.696
   Web of Science ®Google Scholar
• Bong, M., & Clark, R. E. (1999). Comparison between self-concept and self-efficacy in academic motivation research. Educational Psychologist,34, 139–153. doi:10.1207/s15326985ep3403_1
   Web of Science ®Google Scholar
• Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review,15, 1–40. doi:10.1023/A:1021302408382
   Web of Science ®Google Scholar
• Chapman, E., & Smith, J. A. (2002). Interpretative phenomenological analysis and the new genetics. Journal of Health Psychology,7, 125–130. doi:10.1177/1359105302007002397
   PubMed Web of Science ®Google Scholar
• Choi, N. (2005). Self-efficacy and self-concept as predictors of college students’ academic performance. Psychology in the Schools,42, 197–205. doi:10.1002/pits.20048
   Web of Science ®Google Scholar
• Colangelo, N. (2002). Counseling gifted and talented students. The National Research Center on the Gifted and Talented Newsletter, pp. 5–9. Washington, DC: Office of Educational Research and Improvement. (ERIC Document Reproduction Service No. ED477662)
   Google Scholar
• Coleman, M. R. (2005). Academic strategies that work for gifted students with learning disabilities. Teaching Exceptional Children, 38, 28–32.
   Google Scholar
• Cooper, E. E., Ness, M., & Smith, M. (2004). A case study of a child with dyslexia and spatial–temporal gifts. Gifted Child Quarterly,48, 83–94. doi:10.1177/001698620404800202
   Web of Science ®Google Scholar
• Dole, S. (2001). Reconciling contradictions: Identity formation in individuals with giftedness and learning disabilities. Journal for the Education of the Gifted,25, 103–137.
   Web of Science ®Google Scholar
• Fletcher, J. M., Francis, D. J., Morris, R. D., & Lyon, G. R. (2005). Evidence-based assessment of learning disabilities in children and adolescents. Journal of Clinical Child and Adolescent Psychology,34, 506–522. doi:10.1207/s15374424jccp3403_7
   PubMed Web of Science ®Google Scholar
• Foley-Nicpon, M., Rickels, H., Assouline, S. G., & Richards, A. (2012). Self-esteem and self-concept examination among gifted students with ADHD. Journal for the Education of the Gifted,35, 220–240. doi:10.1177/0162353212451735
   Google Scholar
• Guay, F., Larose, S., & Boivin, M. (2004). Academic self-concept and educational attainment level: A ten-year longitudinal study. Self and Identity,3, 53–68. doi:10.1080/13576500342000040
   Web of Science ®Google Scholar
• Hinshaw, S. P. (1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin,111, 127–155. doi:10.1037/0033-2909.111.1.127
   PubMed Web of Science ®Google Scholar
• Hunter, J. P., & Csikszentmihalyi, M. (2003). The positive psychology of interested adolescents. Journal of Youth and Adolescence,32, 27–35. doi:10.1023/A:1021028306392
   Web of Science ®Google Scholar
• Jackson, S. (1998). Bright star—Black sky: A phenomenological study of depression as a window into the psyche of the gifted adolescent. Roeper Review,20, 215–221. doi:10.1080/02783199809553894
   Google Scholar
• Kalbfleisch, M. L., & Loughan, A. R. (2012). Impact of IQ discrepancy on executive function in high-functioning autism: Insight into twice exceptionality. Journal of Autism and Developmental Disorders,42, 390–400. doi:10.1007/s10803-011-1257-2
   PubMed Web of Science ®Google Scholar
• Kauder, J. K. (2009). The impact of twice-exceptionality on self-perceptions. ( Unpublished doctoral thesis). The University of Iowa, Iowa City, IA.
   Google Scholar
• King, E. M. (2005). Addressing the social and emotional needs of twice-exceptional students. Teaching Exceptional Children,38, 16–20.
   Google Scholar
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. London, England: SAGE.
   Google Scholar
• Lovecky, D. V. (2004). Different minds: Gifted children with AD/HD, Asperger Syndrome, and other learning deficits. London: Jessica Kingsley.
   Google Scholar
• Marsh, H. W., & Seaton, M. (2012). Academic self-concept. In J. Hattie & E. M. Anderman (Eds.), International guide to student achievement (pp. 62–62). New York, NY: Routledge.
   Google Scholar
• Merrick, E. (1999). An exploration of quality in qualitative research. In M. Kopala & L. Suzuki (Eds.), Using qualitative methods in psychology (pp. 25–36). Thousand Oaks, CA: Sage.
   Google Scholar
• Moon, S. M., & Reis, S. M. (2004). Acceleration and twice exceptional students. In N. Colangelo, S. Assouline, & M. U. M. Gross (Eds.), A nation deceived: How schools hold back America’s brightest students (pp. 109–119). Iowa City, IA: The Connie Belin & Jacqueline Blank Center for Gifted Education and Talent Development.
   Google Scholar
• Neihart, M. (1998). Creativity, the arts, and madness. Roeper Review,21, 47–50. doi:10.1080/02783199809553930
   Google Scholar
• Neihart, M. (1999). The impact of giftedness on psychological well-being: What does the empirical literature say? Roeper Review,22, 10–17. doi:10.1080/02783199909553991
   Google Scholar
• Neihart, M. (2002). Gifted children and depression. In M. Neihart, N. Robinson, S. Reis, & S. Moon (Eds.), The social and emotional development of gifted children: What do we know? (pp. 93–101). Waco, TX: Prufrock Press.
   Google Scholar
• Neihart, M. (2008). Identifying and providing services to twice-exceptional children. In S. Pfeifer (Ed.), Handbook of the gifted and talented: A psychological approach (pp. 115–137). New York, NY: Kluwer Academic/Plenum.
   Google Scholar
• Nielson, M. E., & Higgins, D. H. (1992). Twice-exceptional children project: Identifying and serving gifted/handicapped learners. In S. L. Berger (Ed.), Programs and practices in gifted education (pp. 111–128). Reston, VA: The Council for Exceptional Children.
   Google Scholar
• Ofiesh, N., & Mather, N. (2013). Resilience and the child with learning disabilities. In S. Goldstein & R. B. Brooks (Eds.), Handbook of resilience in children (pp. 329–348). New York, NY: Springer.
   Google Scholar
• Olenchak, F. R. (1994). Talent development: Accommodating the social and emotional needs of secondary gifted learning disabled students. The Journal of Secondary Gifted Education,5, 40–52.
   Google Scholar
• Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research,66, 543–578. doi:10.3102/00346543066004543
   Web of Science ®Google Scholar
• Peterson, J. S., & Colangelo, N. (1996). Gifted achievers and underachievers: A comparison of patterns found in school files. Journal of Counseling & Development,74, 399–407. doi:10.1002/j.1556-6676.1996.tb01886.x
   Web of Science ®Google Scholar
• Pfeiffer, S. I., Petscher, Y., & Jarosewich, T. (2007). The Gifted Rating Scales–Preschool/Kindergarten Form: An analysis of the standardization sample based on age, gender, and race. Roeper Review,29, 206–211. doi:10.1080/02783190709554410
   PubMedGoogle Scholar
• Plucker, J. A., & Stocking, V. B. (2001). Looking outside and inside: Self-concept development of gifted adolescents. Exceptional Children,67, 535–548. doi:10.1177/001440290106700407
   Web of Science ®Google Scholar
• Reid, K., Flowers, P., & Larkin, M. (2005). Exploring lived experience. Psychologist,18, 20–23.
   Web of Science ®Google Scholar
• Reis, S. M., McGuire, J. M., & Neu, T. W. (2000). Compensation strategies used by high-ability students with learning disabilities who succeed in college. Gifted Child Quarterly,44, 123–134. doi:10.1177/001698620004400205
   Web of Science ®Google Scholar
• Reis, S. M., Neu, T., & McGuire, J. M. (1997). Case studies of high-ability students with learning disabilities who have achieved. Exceptional Children,63, 463–479.
   Web of Science ®Google Scholar
• Robinson, S. M. (1999). Meeting the needs of students who are gifted and have learning disabilities. Intervention in School & Clinic,34, 195–204. doi:10.1177/105345129903400401
   Web of Science ®Google Scholar
• Rothman, H. R., & Cosden, M. (1995). The relationship between self-perception of a learning disability and achievement, self-concept and social support. Learning Disability Quarterly,18, 203–212. doi:10.2307/1511043
   Web of Science ®Google Scholar
• Schiefele, U., Krapp, A., & Winteler, A. (1992). Interest as a predictor of academic achievement. A meta-analysis of research. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 183–196). Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 125–152). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield & J. Eccles (Eds.), Development of achievement motivation (pp. 15–31). San Diego, CA: Academic Press.
   Google Scholar
• Siegle, D., & McCoach, D. B. (2002). Promoting a positive achievement with gifted and talented students. In M. Neihart, S. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional development of gifted children (pp. 237–249). Washington, DC: The National Association of Gifted Children.
   Google Scholar
• Silverman, L. K. (2009, June). Twice-exceptional children. Paper presented at the SPELD Conference, New Plymouth, New Zealand.
   Google Scholar
• Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: Effects of motivation, interest, and academic engagement. The Journal of Educational Research,95, 323–332. doi:10.1080/00220670209596607
   Web of Science ®Google Scholar
• Smith, J. A., & Dunworth, F. (2003). Qualitative methods in the study of development. In K. Connolly & J. Valsiner (Eds.), The handbook of developmental psychology (pp. 603–621). London, England: SAGE.
   Google Scholar
• Smith, J. A., & Eatough, V. (2007). Interpretative phenomenological analysis. In E. Lyons & A. Coyle (Eds.), Analyzing qualitative data in psychology (pp. 35–50). London, England: SAGE.
   Google Scholar
• Smith, J. A., & Osborn, M. (2003). Interpretative phenomenological analysis. In J. A. Smith (Ed.), Qualitative psychology: A practical guide to research methods (pp. 51–80). London, England: SAGE.
   Google Scholar
• Stewart, W. (2003). The gifted and learning disabled student: Teaching methodology that works. In D. Montgomery (Ed.), Gifted & talented children with special educational needs: Double exceptionality (pp. 25–41). Oxford: David Fulton.
   Google Scholar
• Strop, J., & Goldman, D. (2002). The affective side: Emotional issues of twice-exceptional students. Understanding Our Gifted,14, 28–29.
   Google Scholar
• Tirri, K., & Nokelainen, P. (2010). The influence of self-perception of abilities and attribution styles on academic choices: Implications for gifted education. Roeper Review,33, 26–32. doi:10.1080/02783193.2011.530204
   Google Scholar
• Trail, B. (2006). Parenting twice-exceptional children through frustration to success. Parenting for High Potential, 3, 26–30.
   Google Scholar
• Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist,39, 111–133. doi:10.1207/s15326985ep3902_3
   Web of Science ®Google Scholar
• Vespi, L., & Yewchuk, C. (1992). A phenomenological study of the social/emotional characteristics of gifted learning disabled children. Journal for the Education of the Gifted,16, 55–72.
   Web of Science ®Google Scholar
• Webb, N., & Dietrich, A. (2005). Gifted and learning disabled: A neuropsychologist’s perspective. Gifted Education Communicator, 36, 3–4.
   Google Scholar
• Willard-Holt, C. (1998). Academic and personality characteristics of gifted students with cerebral palsy: A multiple case study. Exceptional Children, 65, 37–50.
   Web of Science ®Google Scholar
• Willard-Holt, C., Weber, J., Morrison, K. L., & Horgan, J. (2013). Twice-exceptional learners’ perspectives on effective learning strategies. Gifted Child Quarterly,57, 247–262. doi:10.1177/0016986213501076
   Web of Science ®Google Scholar
• Yssel, N., Margison, J., Cross, T., & Merbler, J. (2005). Puzzles, mysteries, and Picasso: A summer camp for students who are gifted and learning disabled. Teaching Exceptional Children,38, 42–46.
   Google Scholar
• Zimmerman, B. J. (1995). Self-efficacy and educational development. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 202–231). New York, NY: Cambridge University Press.
   Google Scholar
• Zimmerman, B. J. (2000). Attainment of self-regulation: A social cognitive perspective. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation, research, and applications (pp. 13–39). Orlando, FL: Academic Press.
   Google Scholar
• Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal,31, 845–862. doi:10.3102/00028312031004845
   Web of Science ®Google Scholar
• Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal,29, 663–676. doi:10.3102/00028312029003663
   Web of Science ®Google Scholar