Exploring a sociocultural approach to understanding academic self-concept in twice-exceptional students

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. Twiceexceptional 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, legitimateperipheral-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.

Study of the language from a sociocultural perspective

“…It remains to be seen what has been problematic within socio-cultural studies that studied the language to know how to avoid it or, at least, how to minimize its impact. A number of researches show that the number of people participating in the studies was limited (Escotto, 2011, Roth and Gardener, 2012, Goncalves Teixeira, 2014, Townend and Brown, 2016. However, the research limitations on population discovered by the quality of deepening studies and their specific features.…”

“…Practices such as schooling generate specific products or learning which the literature review confirmed. Townend and Brown (2016) studied the understanding of the self-concept in excellent students. These cases are very valid to the study of language from a sociocultural perspective.…”

Assessment and verification: A higher education perspective

“…A learner-oriented perspective is prominent in the use of assessment methods, but at the same time, student influence on assessment is perceived as low in both countries [9]. Assessment is essential to determine competence, motivate, and see aspects of learning that students have mastered [10]. Assessment will determine the value of something (goals, activities, decisions, performance, processes, people, objects, and more.)…”

Estudio del lenguaje desde la perspectiva sociocultural

“…Muchas de las investigaciones muestran como limitación la escasa cantidad de personas que participaban de los estudios (Escotto, 2011;Roth y Gardener, 2012;Goncalves Teixeira, 2014;Townend y Brown, 2016; entre otros). Sin embargo, aún se puede sostener que lo que carecen en cantidad de la población lo tienen en la calidad de la profundización y la especialidad del tipo de características particulares que poseen.…”