This study investigated how perceived external factors such as supports from parents and teachers, and influences from peers contributed to the academic successes and failures of Singaporean twice-exceptional (2e) students. A total of six 2e participants from one secondary school in Singapore voluntarily participated in the study. This study used an Interpretative Phenomenological Analysis (IPA) design and semi-structured interviews for data collection. Findings discovered that supports from parents, teachers, and peers influenced 2e students’ academic achievement by mediating three behavioral and psychological variables: strategies use, academic engagement, and academic self-efficacy. Specifically, peers’ support was the most frequently cited influencer on 2e students’ academic achievement. The findings from this study fill a gap in the research by explaining the interactions between these influences and the 2e students’ psychological and behavioral variables that possibly enable their academic success.
Stored only when both papers are in the corpus — 64 citations exist upstream.
Imported from OpenAlex (CC0) — nothing here is generated.