non-cognitive characteristics of gifted students with learning disabilities: an in-depth systematic review
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ID: 252530
2018
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Abstract
Gifted students who also have learning disabilities (G/LD) are often overlooked when students are assessed either for giftedness or specific learning disabilities. The cognitive and non-cognitive characteristics of these G/LD students are habitually discussed only briefly alongside identification and intervention issues and, beyond that, the relevance of non-cognitive characteristics is often left unconsidered. Accordingly, this study aims to conduct an in-depth review of the non-cognitive characteristics of these students for identification and intervention purposes. Detailed analysis was performed on 23 publications. High levels of negative emotions, low self-perception, and adverse interpersonal relationships, as well as high levels of motivation, coping skills and perseverance were found among these students. A common characteristic was a high degree of frustration with the academic situation. The study reveals that these students show considerably duality in their non-cognitive characteristics which requires tailored counseling skills to provide effective support for their learning needs.
| Reference Key |
beckmann2018frontiersnon-cognitive
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|---|---|
| Authors | ;Else Beckmann;Alexander Minnaert |
| Journal | accounts of chemical research |
| Year | 2018 |
| DOI |
10.3389/fpsyg.2018.00504
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| URL | |
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