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http://dx.doi.org/10.9722/JGTE.2015.25.4.529

The Structural Relationship among Task Commitment, Self Regulation Learning Ability, Parent Support, Satisfaction and Achievement in Gifted Education  

Joo, Youngju (Ewha Womans University)
Kim, Dongsim (Ewha Womans University)
Lim, Eugene (Ewha Womans University)
Publication Information
Journal of Gifted/Talented Education / v.25, no.4, 2015 , pp. 529-546 More about this Journal
Abstract
The purpose of the present study was to verify the structural relationship among task commitment, self regulation learning ability, parent support, satisfaction and achievement in gifted education. In this study, factors affecting the performance of gifted education are based on Differentiated Model of Gifted and Talent($Gagn{\acute{e}}$, 2004). Participants attended a 182 student in institutes for the gifted education in the city office of education in Korea. A hypothetical model was proposed, which was composed of task commitment, self regulation learning ability and parent support as exogenous variables; and satisfaction and achievement as endogenous variables. The results of this study are as follows: First, task commitment, self regulation learning ability and parent support had significant effects on gifted education's satisfaction. Second, task commitment and parent support had significant effects on gifted education's achievement.
Keywords
Task commitment; Self regulation learning ability; Parent support; Satisfaction; Achievement;
Citations & Related Records
Times Cited By KSCI : 6  (Citation Analysis)
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