Social and Self-Perceptions of Adolescents Identified as Gifted, Learning Disabled, and Twice-Exceptional

Autor/inn/en	Barber, Carolyn; Mueller, Conrad T.
Titel	Social and Self-Perceptions of Adolescents Identified as Gifted, Learning Disabled, and Twice-Exceptional
Quelle	In: Roeper Review, 33 (2011) 2, S.109-120 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
Schlagwörter	Gifted; Learning Disabilities; Adolescents; Self Concept; Identification; Evaluation Criteria; Longitudinal Studies; Matched Groups; Student Attitudes; Parent Child Relationship; Mothers; Peer Relationship; Student School Relationship; Social Experience; National Longitudinal Study of Adolescent Health + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Learning handicap; Lernbehinderung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Selbstkonzept; Identifikation; Identifizierung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Peer-Beziehungen; Schüler-Lehrer-Beziehung; Soziale Erfahrung
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. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10