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

Abstract

Many studies have reported that twice-exceptional (2e) students were vulnerable in psychological traits and exhibited low-academic self-concept and academic self-efficacy. Such vulnerability may cause their academic failures. This study applied interpretative phenomenological analysis (IPA), a qualitative approach to investigate the perceptions of academic self-concept and academic self-efficacy in six 2e students from a Singapore secondary school. Results demonstrate that 2e students could possess high-academic self-concept and academic self-efficacy that empower their academic success. This study suggests strategies such as focusing on the 2e students’ strength areas and developing their interests in particular academic domains to enable their development of high-academic self-concept. We also recommend practices such as creating the experiences of success, practicing effective parental and teacher support, and providing positive peer influence to foster 2e students’ high-academic self-efficacy.