Browse > Article
http://dx.doi.org/10.5392/JKCA.2014.14.11.450

A Comparative Analysis of Body Composition, Physical Fitness, and Physical Self-Concept between Gifted Students in Math and Science and Non-Gifted Students  

Song, Kang-Young (동서대학교)
Ahn, Jeong-Deok (부산대학교)
Publication Information
The Journal of the Korea Contents Association / v.14, no.11, 2014 , pp. 450-466 More about this Journal
Abstract
This study compared and analyzed body composition, physical fitness, and physical self-concept between gifted students in mathematics and science attending Korea Science Academy (KSA) and non-gifted students attending traditional high schools. The KSA students were 117 males who entered the school in 2009. As a control group, a total of 117 non-gifted students were randomly selected from 5 cities. The results of covariate analysis taken 2 year interval, pretest (2009) and posttest (2010), indicated that gifted students were significantly taller (p<.05) than non-gifted students, and were lower in BMI (p<.05) and PBF (p<.001). There was no significant difference in physical fitness between gifted and non-gifted students. But non-gifted students have a significantly higher self-concept in physical appearance (p<.05) and physical strength (p<.05). The internal/external frame of reference model and the Big Fish Little Pond Effect (BFLPE) theory were supported. Especially, gifted students were significantly higher (p<.01) in endurance self-concept than non-gifted students. We have discussion this result as the future research subject whether it come from the characteristics of the gifted's tenacity at high level tasks.
Keywords
Gifted Students; Body Composition; Physical Self-concept;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 F. Pajares and D. Schunk, Self-beliefs and school success: self-efficacy, self-concept, school achievement, In R. Riding & S. Rayner (Eds.), Perception, pp.239-266, London: Ablex, 2001.
2 K. M. Rudasill and C. M. Callahan, "Psychometric characteristics of the Harter self-perception profiles for the adolescents and children for use with gifted populations," Gifted Child Quarterly, Vol.52, No.1, pp.70-86, 2008.   DOI
3 L. Hoogeveen, J G. VanHell, and L. Verhoeven, "Self-concept and social status of accelerated and nonaccelerated students in the first 2 years of secondary school in the Netherlands," Gifted Child Quartly, Vol.53, No1, pp.50-67, 2009.   DOI
4 A. N. Rinn, S. Mendaglio, K. M. Rudasill, and K. S. McQueen, "Examining the relationship between the overexcitabilities and self-concepts of gifted adolescents via multivariate cluster analysis," Gifted Child Quarterly, Vol.54, No1, pp.3-17, 2010.   DOI
5 R. D. Hoge and J. S. Renzulli, "Exploring the link between giftedness and self-concept," Review of Educational Research, Vol.63, No.4, pp.449-465, 1993.   DOI   ScienceOn
6 S. Harter, Manual for the Self-Perception Profile for Children, Denver, CO: University of Denver, 1985.
7 H. W. Marsh, "Verbal and math self-concepts: An internal/external frame of reference model," American Educational Research Journal, Vol.23, pp.129-149, 1986.   DOI   ScienceOn
8 H. W. Marsh, Self-Description Questionnaire(SDQ) II: Manual, New South Wales, Ausyralia: University of Western Sydney, 1990.
9 J. Plucker and V. Stocking, "Looking outside and inside: Self-concept development of gifted adolescents," Exceptional children, Vol.67, pp.535-548, 2001.   DOI
10 S. Harter, Manual for the Self-Perception Profile for Adolescents, Denver, CO: University of Denver, 1988.
11 H. W. Marsh and J. Parker, "Determinants ofstudent self-concept: Is it better to be a relatively large fish in a small pond even if you don't learn to swim as well?," Journal of personality and Social Psychology, Vol.47, pp.213-231, 1984.   DOI
12 H. W. Marsh, D. Chessor, R. G. Craven, and L. Roche, "The effect of gifted and talented programs on academic self-concept: the big fish strikes again," American Educational Research Journal, Vol.32, pp.285-319, 1995.   DOI   ScienceOn
13 M. Zeidner and E. J. Schleyer, "The big-fish-little-pond effect for academic self-concept, test anxiety, and school grade in gifted children," Contemporary Educational Psychology, Vol.24, pp.305-329, 1998.
14 M. Seaton, H. W. Marsh, and R. G. Craven, "Earning its place as a pan-human theory: Universality of the big-fish-little-pond effect across 41 culturally and economically diverse countries," Journal of Educational Psychology, Vol.101, No.2, pp.403-419, 2009.   DOI   ScienceOn
15 H. W. Marsh, C. K. Kong, and K. T. Hau, "Longitudinal multileval modeling of the big fish little pond effect on academic self-concept: counterbalancing social comparison and reflected glory effects in Hong Kong high schools," Journal of personality and social Psychology, Vol.78, pp.337-349, 2000.   DOI   ScienceOn
16 H. W. Marsh, C. Perry, C. Horsely, and L. Roche, "Multidimensional self-concepts of elite athletes: How do they differ from the general population?," Journal of Sport & Exercise Psychology, Vol.17, pp.70-83, 1995.   DOI
17 H. W. Marsh, O. Koller, and J. Baumert, "Reunification of East West German school systems: Longitudinal multileval modeling study of the big fish little pond effect on academic self-concept," American Educational Research Journal, Vol.38, pp.321-350, 2001.   DOI
18 H. W. Marsh, U. Trautwein, U. Ludtke, J. Baumert, and O. Koer, "The big-fish-little-pond effect: Persistent negative effects of selective high schools on self-concept after graduation," American Educational Research Journal, Vol.44, No.3, pp.631-669, 2007.   DOI
19 R. A. Ference, "The role of physical activity in the development of self-perceptions and identity in gifted adolescent females(Doctoral dissertation, University of Georgia, 1999)," Dissertation Abstracts International, Vol.60, p.3098, 1999.
20 H. W. Marsh, "Age and gender effects in physical self-concepts for adolescent elite athletes and nonathletes: A multicohort- Multioccasion design," Journal of Sport & Exercise Psychology, Vol.20, pp.237-259, 1998.   DOI
21 N. Margas, P. Fontayne, and P. C. Brunel, "Influences of classmate's ability level of physical self-evaluations," Psychology of Sport and Exercise, Vol.7, pp.235-247, 2006.   DOI   ScienceOn
22 A. N. Rinn and S. R. Wininger, "Sports participation among academically gifted adolescents: Relationship to the multidimensional self-concept," Journal for the Education of the Gifted, Vol.31, No.1, pp.35-56, 2007.   DOI
23 S. E. Binkley, M. D. Fry, and T. C. Brown, "The Relationship of College Students' Perceptions of Their BMI and Weight Status to Their Physical Self-Concept," American Journal of Health Education, Vol.10, No.3, pp.139-145, 2009.
24 L. B. Bucknavage and F. C. Worrell, "A study of academically gifted students' participation in extracurricular activities," Journal of Secondary Gifted Education, Vol.16, pp.74-86, 2005.   DOI
25 P. Olszewski-Kubilius and S. Lee, "The role of participation in in-school and out-school activities in the talent development of gifted students," Journal of Secondary Gifted Education, Vol.15, pp.107-123, 2004.   DOI
26 R. B. McNeal, "High school extracurricular activities: Closed structures and stratifying patterns of participation," Journal of Educational Research, Vol.91, pp.183-191, 1998.   DOI
27 T. M. Videon, "Who plays and who benefits : Gender, interscholastic athletics, and academic outcomes," Sociological Perspectives, Vol.45, pp.415-444, 2002.   DOI   ScienceOn
28 S. R. Wininger and A. N. Rinn, An examination of sport participation among academically gifted students. Paper presented at the annual meeting of American Educational Research Association, Chicago, IL. 2007.
29 G. S. Park, J. L. Yun, H. J. Park, and G. U. Guen, Development of KEDI-WISC for children. Seoul, Korea: Korea Education Development Istitute, (Study No. RR86-24), 1986.
30 H. W. Marsh, G. E. Richards, S. Johnson, L. Roche, and P. Tremayne, "Physical Self Description Questionnaire: Psychometric properties and a multitrait-multimethod analysis of relations to existing instruments," Journal of Sport and Exercise Psychology, Vol.16, pp.270-305, 1994.   DOI
31 Biospace, The Guide Book of InBody 520(Body Composition Analyzer), Seoul, Korea. 2006.
32 V. Heyword and L. Stolarczyk, "Applied Body composition Assessment," Human Kinetics, pp.21-43, 1996.
33 P. M. Bentler, Comparative fit indices in structural models, Psychological Bulletin, Vol.107, pp.238-246, 1990.   DOI   ScienceOn
34 G. B. Dwyer and S. E. Davis, ACSM's Health-Related Physical Fitness Assessment Manual(second edition), p.59, Lippincott Wiliams & Wilkins: Philidelphia, 2008.
35 B. J. Kim, "Development and Validation of the Korean Version of the Physical Self-Description Questionnaire," Korean Journal of Sport Psychology, Vol.12, No.2, pp.69-90, 2001.
36 S. H. Choi, C. H. Jeong, and B. J. Kim, "Criterion Development of the Physical Self-Description Questionnaire for Youth," Korean Journal of Sport Psychology, Vol.16, No.2, pp.168-188, 2005.
37 L. Hu and P. M. Bentler, "Cutoff criteria for fit indexes in covariate structure analysis: Conventional criteria versus new alternatives," Structural Equation Modeling, Vol.6, pp.1-55, 1999.   DOI   ScienceOn
38 K. G. Joreskog and D. Sorbom, LISREL 7: A guide to the program and applications, Chicago: SPSS Inc. 1988.
39 Ministry of Science and Technology of Korean government, The Manual of PAPS(Physical Activity Promotion System), pp.17-74. 2007.
40 S. S. Lim and M. H. Hea, SAS experiment design : Analysis of covariance, Seoul: Free Academy, pp.131-152, 1998.
41 J. D. Ahn, "A Comparative Analysis of the Science Gifted students and the General Students' Physique and Physical Strength," Korea Sport Research, Vol.16, No.1, pp.25-32, 2005.
42 J. S. Renzulli, "What makes giftedness? Reexaming a definition," Phi Delta Kappan, Vol.59, pp.180-184, 1978.
43 J. D. Ahn, H. S. Lee, and K. Y. Song, "Analysis of Korea Science Academy and Min Jok Leadership academy students's leisure activity actual condition," Journal of the Korea Contents Association, Vol.7, No.3, pp.101-109, 2007.   DOI   ScienceOn
44 Korean society for the study of obesity. Diagnosis and therapy of obesity: the Asia-Pacific region guide, Oriental medicine, p.25, 2000.
45 D. Y. Dai, "A comparision of gender differences in academic self-conceptand motivation between high-ability Chinese adolescents," Journal of Secondary Gifted Education, Vol.13, pp.23-32, 2001.
46 J. D. Ahn, S. H. Hong, and Y. K. Park, "The Historical and Cultural Identity of Taekwondo as a Traditional Korea Martial Art," International Journal of the History of sport, Vol.26, No.11, pp.1726-1734, 2009.
47 A. N. Rinn, K. M. Jamieson, C. M. Gross, and K. S. McQuee, "A canonical correlation analysis of the influence of social comparison, gender, and grade level on the multidimensional self-concepts of gifted adolescents," Social Psychology of Education, Vol.12, No.2, pp.251-269, 2009.   DOI
48 H. W. Marsh and R. O'Neill, "Self Discription Questionnaire III. "The construct validity of multidimensional self-concept ratings by late adolescents," Journal of Educational Measurement, Vol.21, pp.153-174, 1984.   DOI   ScienceOn
49 B. C. Hansford and J. A. Hattie, "The relationship between self and achievement/performance measures," Review of Educational Research, Vol.52, No.1, pp.123-142, 1982.   DOI   ScienceOn
50 J. Park, "Adolescent self-concept and health into adulthood," Health Report/Statistics Canada, Vol.14(Suppl.), pp.41-52, 2003.