Non-cognitive Characteristics of Gifted Students With Learning Disabilities: An In-depth Systematic Review.

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ID: 81619
2018
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Ranked #24 of 510 articles by views in Frontiers in psychology

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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
beckmann2018noncognitivefrontiers Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Beckmann, Else;Minnaert, Alexander;
Journal Frontiers in psychology
Year 2018
DOI
10.3389/fpsyg.2018.00504
URL
Keywords
learning disabilities giftedness non-cognitive potential twice-exceptional learning disabilities giftedness non-cognitive twice-exceptional potentialpsychology

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