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

Mentoring 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.