Scopus Database-Based Bibliometric Analysis: Academic Studies/Research on Twice Exceptionality and Giftedness

ABSTRACT

In recent years, the concept of “Twice Exceptional” has been one of the most important research topics in educational psychology and special education. Twice Exceptional generally refers to individuals who possess high cognitive abilities, creative thinking skills, etc., and who also exhibit specific learning difficulties alongside attention deficit disorder, autism spectrum disorder, social and emotional development disorder, speech disorder, attention disorder, social adjustment disorder, etc. The examination of various aspects of studies conducted on the subject in the literature is expected to contribute to educational approaches targeting two different groups of individuals, enabling educators, families, and therapists to respond more effectively to the needs of these students. In this context, the study was designed as a case study in order to examine the sample obtained from the Scopus database in terms of bibliometric parameters and determine the current situation. In this study, which employs a bibliometric analysis approach, data were obtained from the Scopus database covering the period 1995-2024. The outputs obtained from the database were mapped using VOSviewer (version 1.6.20), a modern program that enables the accurate and understandable interpretation of large datasets. A search conducted in the Scopus database on January 11, 2025, using the keywords “twice-exceptional” OR ‘2e’ OR “dual exceptional” OR “multiple exceptional” AND “gifted” yielded a total of 354 documents, including 236 articles, within the search period of 1995-2024. According to the findings of the study, the year with the highest number of studies on giftedness and excellence indexed in the Scopus database was 2015, with 40 articles. Of the 236 articles comprising the study sample, 92.80% were written in English. When examining the most cited articles in the study, Foley Nicpon, M. (2011) ranked first with 188 citations, Reis, S. M. (2014) ranked second with 155 citations, and Assouline, S. G. (2010) ranked third with 107 citations. Within the scope of the study, Foley-Nicpon, Megan, with 19 documents and 723 citations, Assouline, Susan G., with 14 documents and 553 citations, and Baum, Susan M., with 4 documents and 205 citations, were identified as the most influential authors.