Social and self-perceptions of adolescents identified as gifted, learning disabled, and twice-exceptional

Citation

Barber, Carolyn & Mueller, Conrad T. (2011). Social and self-perceptions of adolescents identified as gifted, learning disabled, and twice-exceptional. Roeper Review. vol. 33 (2) pp. 109-120

Abstract

The purpose of this study is to examine the social and self-perceptions of twice-exceptional students, those students who meet criteria for being identified as both gifted and learning disabled. In particular, we focus on how twice-exceptional students are similar to, or different from, students with only a learning disability or who are only identified as gifted. Using data collected from the National Longitudinal Study of Adolescent Health, we identified a group of 90 twice-exceptional adolescents as well as three matched comparison groups. Overall, twice-exceptional adolescents had less positive perceptions of maternal relationships and self-concept than did gifted or nonidentified adolescents. Further, perceptions of maternal relationships mediated and moderated group differences in self-concept. Implications for adults working with twice-exceptional adolescents are discussed.

URL

http://dx.doi.org/10.1080%2F02783193.2011.554158

Reference Type

Journal Article

Journal Title

Roeper Review

Author(s)

Barber, Carolyn
Mueller, Conrad T.

Year Published

2011

Volume Number

33

Issue Number

2

Pages

109-120

DOI

10.1080/02783193.2011.554158

Reference ID

1450