Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
4938663 | International Journal of Educational Research | 2016 | 10 Pages |
Abstract
This article explores a sociocultural approach to gaining a deeper understanding of academic self-concept by twice- exceptional students. Academic self-concept is a multidimensional, psychological construct, critical in identify formation. Twice- exceptional students are students who are gifted with a coexisting disability that affects learning. A theoretical framework is presented based on interactions within a theorised zone of proximal development using case-study methodology. Data are analysed according to the constructs of participation-in-practice, legitimate-peripheral-participation, and situated learning. The discussion highlights how social practices and contexts inform the construct of academic self-concept, and how this is embedded within an individual's social interactions. Findings indicate that academic self-concept is influenced by sociocultural forces within the environment, which initially influences the construction of academic self-concept.
Related Topics
Social Sciences and Humanities
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Authors
Geraldine Townend, Raymond Brown,