The effect of mentoring on socio-emotional output and academic achievement of gifted: A systematic review

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dc.contributor.authorSahin, Feyzulah
dc.date.accessioned2026-07-01T11:39:51Z
dc.date.available2026-07-01T11:39:51Z
dc.date.issued2026
dc.departmentDüzce Üniversitesi
dc.description.abstractMentoring is an educational strategy. One of the uses of mentoring is to support gifted students' academic or socio-emotional development. This systematic review offers an overview of the results of research concerning mentoring gifted students' academic achievement and socioemotional outputs. Articles were identified from core collections of Web of Science, SCOPUS, ERIC and ProQuest. A total of 24 empirical studies were included using the review's inclusion criteria. The most used methodology design has been found as qualitative methods. Mentoring practices have been conducted over a wide range of durations, from 3 weeks to 4 years. Implementations have been carried out through face-to-face, online, or hybrid programs. This research suggests that while the mode of implementation does not have a clear impact on outcomes, the duration of the intervention is found to be a significant factor in the development of students' academic results and socio-emotional skills, such as self-confidence. The findings are discussed to provide a comprehensive insight into existing literature.
dc.description.sponsorshipScientific and Technological Research Council of Turkey (TUBITAK) project [1059B192300776]] -- This research would not have been possible without the continuous support and mentorship of Dr. Seokhee CHO, who welcomed me as a visiting scholar at St. John's University under the Scientific and Technological Research Council of Turkey (TUBITAK) project numbered [1059B192300776].
dc.identifier.doi10.1080/13598139.2025.2596584
dc.identifier.endpage25
dc.identifier.issn1359-8139
dc.identifier.issn1469-834X
dc.identifier.issue1
dc.identifier.orcid0000-0003-1708-5592
dc.identifier.scopus2-s2.0-105023872858
dc.identifier.scopusqualityQ1
dc.identifier.startpage1
dc.identifier.urihttps://doi.org/10.1080/13598139.2025.2596584
dc.identifier.urihttps://hdl.handle.net/20.500.12684/23503
dc.identifier.volume37
dc.identifier.wosWOS:001629981900001
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorSahin, Feyzulah
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofHigh Ability Studies
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20260623
dc.subjectGifted
dc.subjectTalented
dc.subjectAcademic Achievement
dc.subjectSocio-Emotional Development
dc.subjectMentoring
dc.titleThe effect of mentoring on socio-emotional output and academic achievement of gifted: A systematic review
dc.typeArticle

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