한국수학교육학회지시리즈E:수학교육논문집 (Communications of Mathematical Education)

  • 제36권3호
  • /
  • Pages.355-372
  • /
  • 2022
  • /
  • 1226-6663(pISSN)
  • /
  • 2287-9935(eISSN)
한국수학교육학회 (Korean Society of Mathematical Education)
권호 표지
DOI QR코드

DOI QR Code

초등수학영재 판별 도구로서 그릿 검사 타당성 검증

A Study on the Validity of the Grit Test as a Tool for Identification of Mathematically Gifted Elementary Students

  • 투고 : 2022.08.01
  • 심사 : 2022.09.26
  • 발행 : 2022.09.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구에서는 그릿 검사가 초등수학영재를 판별하는 도구로서 타당성에 대하여 검증하고자 하였다. 이를 위하여 문헌 연구를 통하여 선행 연구들에서 그릿 검사의 측정 도구들에 대한 자료를 수집하였고, 전문가 검토를 통하여 영재판별을 위한 판별 문항을 개발하였다. 본 연구를 위해 서울특별시 초등학교 일반학생 39명과 영재교육원 수학영재 20명을 대상으로 그릿 검사, 수학 문제해결력 검사, 수학 창의성 검사, 수학 행동 특성 검사를 실시하여 상관관계를 분석하였다. 상관관계 분석 결과 그릿 검사는 수학 문제해결력 검사와 0.521, 수학 창의성 검사와 .440, 수학 행동 특성 검사와 .601의 상관을 갖는 것으로 나타났으며, 모두 유의확률 p<.01 유의도를 보였다. 또한 판별 분석을 통하여 집단 판별의 유의성을 검증한 결과에서 그릿 검사는 집단 내 분산을 총 분산으로 나눈 Wilk's λ가 .799로 나타났으며 유의확률은 p<.001로 그릿 검사가 수학영재와 일반학생을 판별하는데 유의함을 확인하였다. 연구 결과, 그릿 검사가 초등수학영재를 판별하기 위한 대안적인 도구로 타당성이 검증되어 수학영재 판별 도구로 활용 가능할 수 있음을 나타낸다.

The purpose of this study was to find out whether the Grit test is valid as a test tool for Identification of mathematically gifted elementary students. For this study, we conducted Grit tests, Mathematical Problem Solving Aability Tests, Mathematical Creative Ability Tests, and Mathematically Gifted Behavior Characteristic Tests on 39 ordinary students at Seoul public elementary school and 20 mathematically gifted students at the Education Center for Gifted Education, and analyzed correlation with each test. In addition, we conducted a discriminant analysis to find out how the Grit test can accurately determine the members of the mathematically gifted student group and the ordinary student group. As a result of Pearson's correlation analysis, the Grit test was .521 with the Mathematical Problem Solving Ability Tests, .440 with the Mathematical Creative Ability Tests, and .601 with the Mathematically Gifted Behavior Characteristic Tests, according to significant positive correlation at p<.01. Through this, it can be confirmed that the Grit test has a high official validity as a tool for determining mathematically gifted students. As a result of conducting a discriminant analysis to confirm the classification discrimination ability of the elementary mathematically gifted student group and ordinary student group of the Grit test, Wilk's λ was .799(p<.001). We confirm that the Grit test is a significant variable in determining the mathematically gifted student group and ordinary student group. In addition, 64.4% of the entire group was accurately classified as a result of group classification through discriminant analysis. This shows that the Grit test can be actually used as a test tool to determine mathematically gifted elementary students.

키워드

참고문헌

  1. Ko, M. S., & Park, B. T. (2011). Differences on identification of gifted students by level of perception of teacher's professionalism in gifted education. Journal of Gifted/Talented Education, 21(2), 427-447. https://doi.org/10.9722/JGTE.2011.21.2.427
  2. Ministry of Education (2017). promotion of education for the gifted and talented law Ministry of Education.
  3. Kim, D. H. (2012). A study on the development of teachers' teaching materials for the mathematically gifted : Based on renzulli's enrichment triad model [Doctoral dissertation, Graduate school of education of Kyungnam University].
  4. Kim, S. E., & Nam, S. I. (2004). Study on the method and procedure of discrimination of the elementary mathematical gifted. Communications of Mathematical Education, 18(3), 103-116.
  5. Kim, Y. J., & Park, S. O. (2021). The effect of growth mindset by gifted youths on self-control study: mediating effect of grit. The Journal of Humanities and Social Science, 12(1), 11-26.
  6. Kim, J. H., Kim, M. G., & Hong, S. H. (2009). Writing a thesis on a structural equation model. Communicationbooks.
  7. Kim, H. W. (1998). Development of tools for identification of mathematically gifted = Focusing on the test of mathematical creative problem-solving ability. Journal of Gifted/Talented Education, 8(2), 68-89.
  8. Kim, H. M., & Hwang, M. H. (2015). Validation of the Korean Grit scale for children. The Journal of Education, 35(3), 63-74.
  9. Park, K. et al. (2014). A glimpse of gifted education. Hakjisa.
  10. Park, M. J., & Jeon, D. R. (2008). Focus on the scientific attitude, process skill, logical thinking, creative problem-solving ability and creativity of students-The analysis of teacher recommendation on selection process for scientifically gifted Program. Journal of the Korean Association for Science Education, 28(2), 111-119.
  11. Park, C. S., & Kim, D. I. (2005). A study on the validation of self-reporting gifted identification test. The Korea Society of Special Education Conference, 2005(6), 379-386.
  12. Seo, J. P. (1994). A study on the procedure and criterion for identifying the mathematical gifted students [Master's thesis, Graduate School of Korea National University of Education].
  13. Song, S. H. (2000). A study on the development of an instrument to measure the behavior characteristics of the mathematical gifted children. School Mathematics, 2(2), 427-457.
  14. Yang, J. M., & Yoo, M. H. (2022). A Comparative study on the relationship between academic self-efficacy, perfectionism, and grit between gifted students and general students in middle school. Journal of Gifted/Talented Education, 32(2), 229-248 https://doi.org/10.9722/JGTE.2022.32.2.229
  15. Youn, S. C., & Choi, S. Y.(2017). A comparison of Grit, failure tolerance and psychological well-being between elementary science-gifted and the general students. Journal of Korean elementary science education, 36(4), 439-446 https://doi.org/10.15267/KESES.2017.36.4.439
  16. Yoon, C. H. (2011). Psychometric issues and challenges of teacher nominations in the identification of gifted students. The Journal of The Korean Society for the gifted and Talented, 10(1), 99-122. https://doi.org/10.17839/JKSGT.2011.10.1.99
  17. Yoon, C. H., & Woo, S. C. (2011). A qualitative study of teacher observation and nomination in the identification of gifted Students. The Journal of the Korean Society for the Gifted and Talented, 12(2), 141-168.
  18. Lee, S. R., & Shon, Y. W. (2013). What are the strong predictors of academic achievement? -Deliberate practice and Grit. The Korean Journal of School Psychology, 10(3), 349-366 https://doi.org/10.16983/KJSP.2013.10.3.349
  19. Lee, S. D., Lee, J. K., & Park, C. S. (2019). Introduction to gifted education. Hakjisa.
  20. Lim, H. G, & Kim, J. E. (2010). A study on the developing identifying instrument for math gifted children in elementary mathematics classes. The Journal of primary education, 24(2), 1-19.
  21. Lim, H. J. (2017). A structural relationship between grit, creative disposition, and creative thinking. The Journal of Thinking Development, 13(2), 45-65.
  22. Joo, Y. J., & Kim, D. S. (2016). Influence of Grit (perseverance of effort and consistency of interest), teacher support, and parent support on self-regulation and educational satisfaction in children in a gifted education program. Special Education Research, 15(1), 29-49 https://doi.org/10.18541/ser.2016.02.15.1.29
  23. Jin, H. J. (2010). Development and validation of the Korean version of scales for rating the behavioral characteristics of superior students [Doctoral dissertation, Graduate School of Education of Kyungnam University].
  24. Choi, S Y. (2015). A study on the development of elementary school mathematics program with a focus on social issues for the mathematically gifted and talented students for fostering democratic citizenship - Based on the Teaching mathematics for social justice [Doctoral dissertation, Graduate School of Ewha Womans University].
  25. Korean Education Development Institute (2020). National gifted education statistics. Statistics Korea.
  26. Han, S. Y., & Park, Y. H. (2019). Predictors of early adolescents' grit type and differences in flow, self-control, and conscientiousness by grit type. The Journal of The Korean Society for the gifted and Talented, 18(3), 53-81.
  27. Han, C. H. (2010). Study on mathematics education for the gifted and talented in middle school : Focus on situations in educational institutes for the gifted and talented under seoul metropolitan office of education. [Doctoral dissertation, DanKook University].
  28. Hwang, D. J. (2005). Study on the development and scoring for the mathematical creativity and problem solving ability tests to improve the validity of identification of the mathematically gifted [Doctoral dissertation, DanKook University].
  29. Hwng, M. H., Ha, H. S., & Kim, M. S.(2017). Grit and academic achievement among elementary school students : The mediating role of academic self-regulation. Korean Elementary Counselor Education Association, 16(3), 301-319
  30. Borland, J. H. (2013). Rethinking gifted education (Chun, M. R., Ryu, J. Y., Seo, Y. J. & Park, H. J., Trans.). Hakjisa. (Original work published in 2003).
  31. Cox, C. M. (1926). Genetic studies of genius: The early mental traics of three hundred geniuses, Stanford Universicy Press.
  32. 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
  33. Duckworth, A. L. & Quinn, P. D. (2009). Development and validation of the short Grit Scale(Grit-S). Journal of Personality Assessment, 91(2), 166-174. https://doi.org/10.1080/00223890802634290
  34. Galton, F. (1870). Hereditary genius: An inquiry into its laws and consequences. A Constable, 132(69), 100-126.
  35. James, W. (1907). The energies of men. Scienece, 25, 321-332. https://doi.org/10.1126/science.25.635.321
  36. Jolly, J. L. (2005). Pioneering definitions and theoretical positions in the field of gifted education. Gifted Child Today, 28(3), 38-44. https://doi.org/10.4219/gct-2005-174
  37. Krutetskii, V. A. (1976). The psychology of mathematical abilities in school children (J. Teller, Trans., J. Kilpatrick & I. Wirzup, Eds.). The University of Chicago Press.
  38. National Council of Teachers of Mathematics [NCTM] (1987). Providing opportunities for the mathematically gifted, K-12. National Council of Teachers of Mathematics.