한국가정과교육학회지 (Journal of Korean Home Economics Education Association)

한국가정과교육학회 (Korea Home Economics Education Association)
권호 표지
DOI QR코드

DOI QR Code

영재 청소년의 자아개념과 핵심역량간의 관계에서 긍정심리자본의 매개효과

Mediation Effect of Positive Psychological Capital on the Relation between Self-Concept and Core Competencies in Gifted Youth

  • 노명숙 (전주비전대학교 아동복지학과) ;
  • 전주람 (서울시립대학교 교육대학원 교수학습.심리상담) ;
  • 온안국 (원광대학교병원 정신건강의학과)
  • Roh, Myungsook (VISION College of Jeonju, Dept of Child Welfare) ;
  • Jun, Jooram (University of Seoul, Graduate School of Education, Dept of Teaching & Learning.Counseling) ;
  • On, Ankook (Wonkwang University Hospital, Department of Psychiatry)
  • 투고 : 2018.05.29
  • 심사 : 2018.09.20
  • 발행 : 2018.09.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구는 영재 청소년의 자아개념과 핵심역량의 관계에서 긍정심리자본이 이 둘 간의 관계를 매개하는지 살펴보고자 하였다. 이를 위해 전북교육청에 자료를 요청하여 영재 청소년 총 221명을 대상으로 자아개념, 핵심역량, 긍정심리자본을 측정하였다. 분석 결과, 첫째, 영재의 자아개념, 핵심역량, 긍정심리자본은 서로 유의미한 상관관계가 있는 것으로 나타났다. 둘째, 영재의 자아개념과 핵심역량 간의 관계에서 긍정심리자본의 매개효과는 완전 매개하는 것으로 나타났다. 이 연구는 영재 청소년을 대상으로 그들의 핵심 역량을 강화하기 위해 그들의 심리내적인 요인으로 긍정심리자본의 내적 특성이 매우 중요함을 확인하였다는 점에서 의의가 있다. 이 연구의 결과가 영재교육과 프로그램 개발에 기초자료로 참고 될 수 있기를 바란다.

The purpose of this study is to identify gifted adolescents' self-concept, core competencies and positive psychological capital correlations, and to investigate the mediating effect of positive psychological capital on the relationship between self-concept and core competencies of gifted youths. Therefore we surveyed gifted youths in Jeonbuk regions concerning self-concept, core competencies, and positive psychological capital. 221 samples were statistically analyzed. To understand a mediating effect of positive psychological capital in the relationship between self-concept and core competencies, the hierarchical regression analysis was conducted with SPSS 21.0. The findings of the study indicated as follows. First, when a correlation analysis was carried out to explore the relationship of gifted youth's self-concept, core competencies, and positive psychological capital. Second. the results revealed that positive psychological capital of gifted youths had a significant mediation effect on the relationship between their self-concept and core competencies Finally, based on the study findings, suggestions of desirable education and counseling for gifted adolescents.

키워드

참고문헌

  1. Ahn, D. H., & Jung, J. W. (2010). Influencing Factors on Deliberate Practice among Musically Talented Adolescents: On Passion and Achievement Goals. Journal of Gifted/Talented Education, 20(3), 947-966.
  2. Avey, J. B., Reichard, R. J., Luthans, F., & Mhatre, K. H. (2011). Meta-Analysis of the Impact of Positive Psychological Capital on Employee Attitudes, Behaviors and Performance. Human Resource Development Quarterly, 22(2), 127-152. https://doi.org/10.1002/hrdq.20070
  3. Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research, conceptual, strategic, and statistical consideration. Journal of Personality and Social Psychology, 51, 1173-1182. https://doi.org/10.1037/0022-3514.51.6.1173
  4. Chung, D. Y., Park, K. H., & Seo, J, D. (2011). Positive Psychological Capital and Leadership Performance. Management Education Research, 66, 401-428.
  5. Chung, J. K. (2011). Personality Type and Perfectionism Characteristics of Gifted Elementary school students. Unpublished master's thesis, Korea University, Seoul, Korea.
  6. Gecas, V. (1982). The self-concept. Annual Review of Sociology, 8, 1-33. https://doi.org/10.1146/annurev.so.08.080182.000245
  7. Han, S. H. (2002). The Relationships between the Perception of Social support and the Adjustment to School Life of Gifted Middle School Students. Unpublished master's thesis, Konkuk University, Seoul, Korea.
  8. Harter, S. (1983). Developmental perspectives on the self-system. New York: Wiley.
  9. Hwang, M. R. (2015). Case study of counseling program for the gifted managed in education office. Soongsil University Gifted Education Research Institute, 5(2), 45-69.
  10. Hwang, J. W. (2018). A Study on the K-CESA Core Competencies of the Early Childhood Education Department at Junior College. The Korea Association for Core Competency Education , 4, 113-139.
  11. Hong, J. K. (2014). Counseling of Emotional Development of Gifted Children, Youth Behavior Research, 19, 35-53.
  12. Jang, H. Y. (2012). The Relationship between Self-concept and School Adjustment among elementary gifted child. Unpublished master's thesis, Korea University, Seoul, Korea.
  13. Jeanne Siaud-Facchin (2013). Psychology of gifted. (H. E. Chung Mia, Trans.), Seoul: Waigeli.
  14. Jeon, E. S. (2015). Teaching Styles and Learning Environments Preferred by Gifted compare with Normal Unpublished master's thesis, Busan National University, Seoul, Korea.
  15. Jin, S. U., & Cha, J. H. (2004). Needs Analysis of Leadership Develpment Program for Gifted and General Students at Korean Middle School, Korean Comparitive Education Society, 121-137.
  16. Jo, Y. J. (2002). The Self-concept comparison study of gifted student and genera; student. Unpublished master's thesis, Sookmyung University, Seoul, Korea.
  17. Jung, H., Jang, S. B., & Tak, J. K. (2018). The Mediation Effect of Positive Emotion on the Relationship between Grit and Job Crafting, Human Resources Development Research, 21(1), 31-51.
  18. Jung, J. Y. (2016). A study on the impact of positive psychological capital on creativity: Mediating Effect of Job Stress in the center, Unpublished master's thesis,, Chung-Ang University
  19. Jung, S. Y. (2008). The Relationship with Creativity and Self-concept of the Infant, Unpublished master's thesis, Gwangju University, Gwangju, Korea.
  20. Kang, M. S. (2011). Characteristics of Gifted Children and Educational Implicataions Based on Brain-scientific Interpretation. Unpublished master's thesis, Seoul National University, Seoul, Korea.
  21. Kang, K. W. (2018). The Neural Basis of Creative Thinking Process in the Brain, Gifted and Gifted Education, 16(4), 53-77.
  22. Kim, E. S., & Baek, Y. J. (2014). Relationship between Positive Psychological Capital and Social Capital and Individual Creativity. Organization and Personnel Management, 38(1), 93-122.
  23. Kim, G. Y., (2014). Development of Creative Personality Inventory of Middle School Invention Gifted. Unpublished doctoral dissertation, Chungnam University, Daejeon, Korea.
  24. Kim, H. S. (2017). A Correlation between Overexcitability and Self Concept of Gifted Children. Unpublished master's thesis, Soongsil University, Seoul, Korea.
  25. Kim, J. W. (1999). (The) relationship between the perceptions of teacher and student toward student's cognitive ability and affective attitude and student's self-concept, Unpublished master's thesis, Keimyung University, Daegu, Korea.
  26. Kim, J. Y., & Kim, M. S. (2014). The Effects of Positive Psychological Capital on Employee Job Satisfaction and Affective Commitment. Management Education Research, 67, 117-148
  27. Kim, M. S., & Jang, C. S. (2012). The effects of authentic leadership on employee positive p sychological capital and affective commitment. Korean Journal of Resources Development, 15(1), 101-125.
  28. Knepper, W., Obrzut, E. J., & Copeland, P. E. (1993). Emotional and social problem-solving thinking in gifted and average elementary school children. The Journal of Genetic Psychology, 142, 25-30.
  29. Lee , C., Jyung. C. Y., Na. S. I., & Kim, J. M. (2010). Developing a Competency Model for Next Generation Gifted Entrepreneurs, Agricultural Education and Human Resources Development, 42(1), 155-176. https://doi.org/10.23840/agehrd.2010.42.1.155
  30. Lee, J. H., Park, K. B., Jin, S. K., Ryu, J. Y., Ahn, S. H., & Jin, B. W (2013). Modeling the Conception of Giftedness in Invention Based on Inventor's Three Main Aptitudes, Journal of Gifted/Talented Education, 23(3), 435-452. https://doi.org/10.9722/JGTE.2013.23.3.435
  31. Lee, K. W., Koh, J. Y., & Park, S. H (2007). Gender Differences in Creative Thinking and Creative Personality among Primary School Students. Gifted and Gifted Education, 6(1), 147-162.
  32. Lee, M. H. (2006). The Family-Strength and Self-efficacy of Gifted Student and General Student. Unpublished master's thesis, Far East University, Seoul, Korea.
  33. Linda, K. S. (2008). Gifted Counseling Seoul: Pakhaksa.. (H. E. Lee Misoon, Trans.).
  34. Ministry of Education (2013). The 3rd Gifted Education Promotion Comprehensive Plan(2013-2017).
  35. Oh, S. M. (2010). The Relationship between Creative Leadership and Self-Concept of children. Unpublished master's thesis, Soongsil University, Seoul, Korea.
  36. Olszewski-Kubilius, P.M., Kulieke, M.J., Willis, G.B., Krasney, N.S. (1989). An analysis of the validity of SAT entrance scores for accelerated classes. Journal for the Education of the Gifted, 13(1), 37-54. https://doi.org/10.1177/016235328901300104
  37. Olszewski-Kubilius, P. (2002). Minority and Disadvantaged Gifted: Issues, Perspectives, and Solutions. Featured Paper at the Annual National Curriculum Conference of the Center for Gifted Education, William and Mary College, Williamsburg, VA.
  38. Park, M. H. (2014). The Effects of Gifted students's Stress on Happiness : Mediating effect of Ego-resilience. Unpublished doctoral dissertation, Daejeon University of Education, Daejeon, Korea.
  39. Park, J. Y., & Oh, H. S. (2005). Characteristics of "gifted" students found in a new psychological inventory and their implications in selecting "gifted" students, The Korean Journal of Culture and Social Issues, 11(1), 143-156.
  40. Renzulli, J. S. (2016). The three-ring conception of giftedness. In S. M. Reis (Ed.). Reflections On Gifted Education Waco, TX: Prufrock Press.
  41. Rim, H. W. (2012). An Analysis of Research Trends on Gifted Education in Korea. Unpublished master's thesis, Seoul National University, Seoul, Korea.
  42. Robinson, N. M., & Noble, K. D. (1991). Social-emotional development and adjustment of gifted children. New York: Pergamon Press.
  43. Silverman, L. K. (1993). Counseling the Gifted and Talented. Denver: Love.
  44. Son, J. H., (2016). The Influence of Father, Mother-Child Dysfunctional Communication Perceived by Gifted Middle School Students on their Adaptation to School : Perfectionist tendencies as a mediating factor. Unpublished master's thesis, Ewha University, Seoul, Korea.
  45. Song, K. A. (2004). The Effects of Non-intellective Factors and Process variables of the Gifted Middle School Students on their Mathematical Creativity. Unpublished doctoral dissertation, Konkok University of Education, Seoul, Korea.
  46. Song, S. J. (2007). The effect of school factors on Underachievement of the gifted children, The Korean Association of Youth Education, 15(2), 145-164.
  47. Sternberg, R. J. (1998). Abilities are Forms of Developing Expertise. Educational Researcher, 27, 11-20. https://doi.org/10.3102/0013189X027003011
  48. Van Tassel-Baska, J. (1983). A Practical Guide to Counseling the Gifted in a School Setting. Reston, VA: Council for Exceptional Children.
  49. Webb, J. T., Gore, J. L., Amend, E. R. & DeVries, A. R. (2007). A Parent's Guide to Gifted Children. Scottsdale, AZ: Great Potential Press.
  50. Wikipedia. (2018). Retrieved May 28, 2018, from https://ko.wikipedia.org/
  51. Yoon, C. H., Yoon, Y. H., & Kim, H. W. (2004). Intellectually Gifted Elementary School Children's Psychosocial Adjustment. The Korean Journal of Developmental Psychology, 17(2), 177-196.
  52. Yoon, H. S., & Kim, O. J. (2002). A study of optimism level in the gifted, Journal of Gifted/Talented Education, 12(1), 77-95.
  53. Yoon, J. K. (2016). Characteristics and Relations among Intelligence, Creativity and Self-concept of Gifted Children, Unpublished master's thesis, Soongsil University, Seoul, Korea.
  54. Yoon, Y. H. (2000). The Psychological Characteristics of Gifted Children and Counseling for Emotional Development, The Korean Psychological Association, 19(1), 79-101.
  55. Yoon, Y. H. (2000). The psychological characteristics of gifted children and counseling for emotional development, Korean Journal of Psychology, 19(1), 79-101.
  56. Oh, E. J. (2008). The Effect of the inter/intra personal intelligence(interpersonal.intra personal program on the Inter/intra personal intelligence and Self-concept of young children, Unpublished master's thesis, Soongsil University, Seoul, Korea.