Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

A Comparison of Grit, Failure Tolerance and Psychological Well-Being between Elementary Science-Gifted and the General Students

초등 과학영재와 일반학생의 그릿(Grit)과 학업적 실패내성 및 심리적 안녕감과의 비교

  • Received : 2017.11.06
  • Accepted : 2017.11.28
  • Published : 2017.11.30
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study was to compare Grit, failure tolerance and psychological well-being between elementary science gifted and general students. The subjects of this study were 48 science gifted students and 70 general students in the 5th and 6th grade of elementary school in Gyeonggi province. The results of this study were as follows: First, Grit, failure tolerance and psychological well-being of science gifted students were higher than those of the general students, there was a statistically significant difference. Second, science gifted students showed higher correlation between grit and failure tolerance, grit and psychological well-being than general students. Grit of science gifted students had a positive correlation with all sub-factors of academic failure tolerance and psychological well-being. In general students, there was a positive correlation with all sub-factors of Grit, academic failure tolerance, and psychological well-being except for the emotion sub-factor of academic failure tolerance. Thirdly, as a result of the regression analysis on the elements of failure tolerance affecting the Grit, science gifted students showed emotional factor but general students had behavioral factors. Also, as a sub-factor of psychological well-being on Grit, both science gifted and general students showed autonomy.

Keywords

References

  1. Aschbacher, P. R., Ing, M. & Tsai, S. M. (2013). Boosting student interest in science. The Phi Delta Kappan, 95(2), 47-51. https://doi.org/10.1177/003172171309500211
  2. Ahn, D. & Shin, M. (2015). Comparisons of perceptions of success, grit, aspirations, and achievement goal orientation between gifted and non-gifted high school students. Journal of Gifted/Talented Education, 25(4), 607-628. https://doi.org/10.9722/JGTE.2015.25.4.607
  3. Bae, J. & Kim, D. (2011). The effects of science instruction using integrative educational model (IEM) in elementary science gifted classes on academic achievement and scientific attitude. Journal of Korean Elementary Science Education, 30(4), 490-503.
  4. Baram-Tsabari, A. & Yarden, A. (2009). Identifying metaclusters of students' interest in science and their change with age. Journal of Research in Science Teaching, 46(9), 999-1022. https://doi.org/10.1002/tea.20294
  5. Chae, D., Son, Y. & Jung, S. (2007). Differences of the class context of Korea science academy and that of summer GERI program in USA. Journal of the Society for the International Gifted in Science, 1(1), 11-20.
  6. Charness, N., Tuffiash, M. I., Kranpe, R. T., Reingold, E. & Vasyukova, E. (2005). The role of deliberate practice in chess expertise. Applied Cognitive Psychology, 19, 151-165. https://doi.org/10.1002/acp.1106
  7. Clifford, M. M. (1984). Thoughts on a theory of constructive failure. Educational Psychologist, 19(2), 108-120. https://doi.org/10.1080/00461528409529286
  8. Duckworth, A. L., Peterson, C., Matthews, M. D. & Kelly, D. R. (2007). Grit: Perseverance and passion for longterm goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. https://doi.org/10.1037/0022-3514.92.6.1087
  9. Ericsson, K. A., Krampe, R. T. & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363-406. https://doi.org/10.1037/0033-295X.100.3.363
  10. Ha, J. & Song, K. (2004). A study on the stress, perfectionism, optimism and academic achievement of the scientifically gifted. Journal of Gifted/Talented Education, 14(1), 47-64.
  11. Jeong, Helen S. (2011). Inliers. Seoul : Random House Korea.
  12. Kim, A. & Clifford, M. M. (1988). Goal source, goal difficulty, and individual difference variances as predictors of response to failure. British Journal of educational Psychology, 58, 28-43. https://doi.org/10.1111/j.2044-8279.1988.tb00876.x
  13. Kim, A. & Joo, J. (1999). Relationships among learned helplessness, failure tolerance, and academic achievement. Journal of Educational Studies, 29, 157-176.
  14. Kim, A. (1997). A study on the academic failure-tolerance and its correlates. Journal of Educational Psychology, 11(2), 1-19.
  15. Kim, E. & Lee, M. (2015). The structural relationship among the perceived expectancies of significant others, academic emotion regulation, learning flow, and academic failure tolerance of elementary school students. Korean Education Inquiry, 33(1), 39-56.
  16. Kim, H. & Lee, B. (2007). Effects of family background, social capital and cultural capital on the children's academic performance. Korea Journal of Population Studies, 30(1), 125-148.
  17. Kim, K. & Lee, H. (2009). The impact factors and longitudinal change of interest on scientific subject. Journal Science Education, 33(1), 100-110. https://doi.org/10.21796/jse.2009.33.1.100
  18. Kim, M., Kim, H. & Cha, K. (2001). Analyses on the construct of psychological well-being of Korean male and female adults. The Korean Journal of Social and Personality Psychology, 15(2), 19-39.
  19. Krajcik, J., Czerniak, C. & Berger, C. (2003). Teaching science in elementary and middle school classrooms: Project-based approach, 2nd ed., McGraw-Hill, New York.
  20. Latham, G. P. & Pinder, C. C. (2005). Work motivation theory and research at the dawn of the twenty-first century. Annual Review of Psychology, 56, 485-516. https://doi.org/10.1146/annurev.psych.55.090902.142105
  21. Lee, K. & Park, J. (2013). A correlation between scientific attitude and ego-resiliency, psychological well-being of the scientifically gifted and the general elementary students. The Journal of Korea Elementary Education, 24(4), 243-257. https://doi.org/10.20972/kjee.24.4.201312.243
  22. Lee, S. & Sohn, Y. (2013). What are the strong predictors of academic achievement? The Korean Psychological Association, 10(3), 349-366.
  23. Moon, E. & Kang, S. (2008). A structural analysis of the social and motivational variables related to high school students' psychological well-being. Journal of Educational Psychology, 22(1), 1-15. https://doi.org/10.1037/h0075394
  24. Mun, K. & Ham E. (2016). An analysis of the relationship of grit, interest, task-commitment, self-regulation ability, and science achievement of high school students. Journal of the Korean Association for Research in Science Education, 36(3), 445-455. https://doi.org/10.14697/jkase.2016.36.3.0445
  25. Park, B., Youk, J. & Kim, N. (2013). The differences among achievement goal orientation, academic achievement according to elementary gifted student' academic failure tolerance and self-determination. Journal of Gifted/Talented Education, 12(2), 49-67.
  26. Renzulli, J. S. (1977). The enrichment triad model: A guide for developing defensible programs for the gifted and talented. Creative Learning Press.
  27. Ryff, C. D. & Keyes, C. L. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69(4), 719-727. https://doi.org/10.1037/0022-3514.69.4.719
  28. Shin, Y. & Kim, A. (2005). Studies on the relationships among academic self-regulation, failure tolerance, and self-esteem in the middle school gifted and non-gifted students. Journal of Educational Studies, 35(3), 65-79.
  29. Walberg, H. J. (1988). Creativity and talent as learning. The nature of creativity: Contemporary psychological perspectives. Cambridge, England: Cambridge University Press. 340-361.
  30. Ziegler, A. & Heller, K. (2000). Conceptions of giftedness from a meta-theoretical perspective. International handbook of giftedness and talent. London: Pergamon.