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<p>The rising prevalence of twin births has created distinct developmental and educational dynamics that remain insufficiently theorized in psychological and educational research. Conducted in Türkiye, this study employs a constructivist grounded theory approach to examine how mothers and teachers perceive twin children’s academic achievement, social-emotional development, and behavioral regulation within family and school contexts. Data were collected through in-depth interviews with 23 mothers of twins aged 6–10 and focus group discussions with 11 primary school teachers. Analysis identified a core category, establishing individual development and social balance in twinship, describing the ongoing negotiation between differentiation and relational cohesion. Seven interrelated categories emerged: personality complementarity, academic divergence, sibling dynamics, parenting strategies, school and peer influences, behavioral regulation, and twin identity. Findings show how intradyadic processes, parental practices, and institutional routines interact to shape perceived identity formation and learning trajectories. Teachers’ perceptions influenced classroom placement, instructional differentiation, and approaches to behavioral management. By integrating family and school perspectives within a single explanatory model, this study advances existing twin research beyond biological and descriptive accounts, offering a process-oriented framework for educational psychology. Implications include teacher preparation on twin-specific dynamics, flexible classroom policies, and parent–school coordination strategies that support both individual development and relational stability.</p>

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Twinship in family and school contexts: mothers’ and teachers’ perceptions of individuality, learning, and behavioral regulation

  • 期刊论文

  • 发表日期：

    2026年7月30日

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  • Muhammet Baştuğ,
  • Metin Kocatürk

摘要

The rising prevalence of twin births has created distinct developmental and educational dynamics that remain insufficiently theorized in psychological and educational research. Conducted in Türkiye, this study employs a constructivist grounded theory approach to examine how mothers and teachers perceive twin children’s academic achievement, social-emotional development, and behavioral regulation within family and school contexts. Data were collected through in-depth interviews with 23 mothers of twins aged 6–10 and focus group discussions with 11 primary school teachers. Analysis identified a core category, establishing individual development and social balance in twinship, describing the ongoing negotiation between differentiation and relational cohesion. Seven interrelated categories emerged: personality complementarity, academic divergence, sibling dynamics, parenting strategies, school and peer influences, behavioral regulation, and twin identity. Findings show how intradyadic processes, parental practices, and institutional routines interact to shape perceived identity formation and learning trajectories. Teachers’ perceptions influenced classroom placement, instructional differentiation, and approaches to behavioral management. By integrating family and school perspectives within a single explanatory model, this study advances existing twin research beyond biological and descriptive accounts, offering a process-oriented framework for educational psychology. Implications include teacher preparation on twin-specific dynamics, flexible classroom policies, and parent–school coordination strategies that support both individual development and relational stability.