Self-perceptions of twice-exceptional students: The influence of labels and educational placement on the self-concept of post-secondary G/LD students
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Research highlights the importance of positive self-concept for children and the influence of self-concept on long-term success (Elbaum, 2002; Fong & Yuen, 2009; Rudasill, Capper, Foust, Callahan, Albaugh, 2009), yet studies have rarely focused on the self-perceptions of self-concept of students identified as gifted and with a learning disability (G/LD). Adopting a qualitative case study approach, this study explored how eight post-secondary G/LD students perceived the development of self-concept over time, and how labelling and educational placement influenced those self-perceptions. Data collection included a demographic questionnaire, a Body Biography, and a semi-structured interview that focused on the Body Biography and participants’ self-perceptions of educational placement, labels, social identity, group membership, and self-concept. Guided by the Marsh/Shavelson model of self-concept (1985) and the Social Identity Theory (1986), findings revealed that participants often perceived the gifted and LD components of the G/LD identification as separate entities; that a gifted in-group membership was more often perceived when discussing individual strengths, while an LD in-group membership was perceived when reflecting upon their weaknesses. The findings from this study support the notion that each G/LD student is unique and that identification methods and placement options continue to be a concern with respect to the development of self-concept for G/LD students.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it