• Journal of Gifted/Talented Education
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• v.21 no.3
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• pp.773-796
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• 2011

This study examined the thinking styles of scientifically gifted students on the basis of Sternberg's theory of mental self-government, and the relationship between thinking styles and self-regulated learning ability of the students and their scientific inquiry ability by the different types of thinking styles. 110 middle school students who belonging to the university science-gifted education center participated in this study. 13 thinking styles were postulated that fall along 5 dimensions which are functions, forms, levels, scopes and leanings of the mental self-government. Scientifically gifted students responded to the Thinking Style Inventory (TSI) that standardized Korean version, Self-regulated Ability Inventory and Test of Science Inquiry Skills Inventory (TSIS). The results indicated that scientifically gifted students prefer legislative, liberal, external, hierarchical and judical thinking styles, rather than conservative style. This result also showed that subscales of thinking styles were significantly correlated with self-regulated learning ability and scientific inquiry ability. The legislative style, hierarchical style, local style and liberal style were significant predictors of self-regulation learning ability. The legislative style was significant predictor, whereas oligarchic style was negative predictor of scientific inquiry ability. The results of k-means clustering analysis and MANOVA showed that the self-regulated learning ability and scientific inquiry ability were significantly correlated with the pattern and level of thinking style.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.289-316
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• 2010

The purpose of this study was to investigate the relationship between thinking style and learning style of gifted children in elementary school. The subjects were 178 fourth, fifth and sixth grade elementary school students who enrolled in gifted education program. They were given the Thinking Style Questionnaire and the Grasha Reichmann Student Learning Style Questionnaire. Descriptive statistics, correlation analysis and canonical correlation analysis were performed. Results indicated that gifted students prefer legislative, judical, liberal, local, hierarchic, external thinking styles known to be related to creative and critical thinking rather than executive and conventional styles. Meanwhile, in the aspect of learning style, independent learning style than the dependent learning style, competitive style than the collaborative style, and participatory style than the avoiding style were significantly scored higher. The canonical analysis showed that thinking styles and learning styles share 59%(Rc=.77) each other, indicating the two variables had significant close relationship. External, liberal, hierarchic, judical, executive, and liberal thinking styles in the order named showed higher cross loading in the independent variable set, likewise independent, participatory, collaborative, and competitive learning styles in the dependant variable set. The results indicate that the external, liberal, hierarchic, judical, executive, and liberal thinking styles can be the significant predictors of independent, participatory, collaborative, and competitive learning styles. The implications of the study related to the gifted education were discussed in depth.

• Journal of the Korean earth science society
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• v.25 no.8
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• pp.708-718
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• 2004

On the basis of Sternberg's theory of mental self-government, this examined the difference in thinking style between gifted science students and non-gifted students, and their earth science concepts by the different types of thinking styles. The subjects were consisted of 120 students from the Busan Science Academy and 122 students from two general high schools in Busan, Korea. All participants responded to the Thinking Styles Inventory which is a self-report test consisting of 65 items, and essay questions for examining the students' earth science concepts. The results are as follows. First, the gifted science students prefer legislative, judical, anarchic, global, and liberal styles, where non-gifted students prefer executive, oligarchic, and conservative styles. Second, Type I thinking style group prove to have more complex concepts in relation to the geological and astronomical areas than those of the Type II thinking style group in both of the gifted and non-gifted students. This indicates that Type I thinking style students use a deep learning approach where Type II thinking style students use a surface learning approach.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.4
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• pp.1905-1915
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• 2014

This study is to examine the effect of the thinking styles and character development efficacy of childhood educational teachers on their commitment to teaching with the intention of clarifying that these two factors of childhood educational teachers are important internal variables in enhancing their dedication to teaching, and to seek ways of finding thinking styles and character development efficacy appropriate for childhood educational teachers. Childhood educational teachers at nursing schools and kindergartens located in Daejeon, Chungnam, and Chungbuk were chosen as the study objects. The results are as follows: First, it turned out that childhood educational teachers's commitment to teaching was in close relation to their judicial, monarchy, totalitarian, internal, and liberal thinking styles. As for childhood educational teachers' character development efficacy, personal efficacy and dedication to teaching showed a high level of correlation. This indicates that as childhood educational teachers preferred certain thinking styles, their commitment to teaching also could be enhanced, and that as childhood educational teachers' personal efficacy was high, their commitment to teaching was enhanced as well. Second, as for the positive effect of childhood educational teachers' thinking styles and character development efficacy on their commitment to teaching, it turned out that such factors as judicial and internal thinking styles, common teacher efficacy, and personal teacher efficacy affected professional recognition, such factors as judicial, internal, conservative, liberal thinking styles and personal teacher efficacy influenced their affection for teaching, and such factors as legislative, monarchy, anarchic, and liberal thinking styles and personal teacher efficacy affected zeal.

• Journal of Gifted/Talented Education
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• v.13 no.3
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• pp.19-44
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• 2003

On the basis of Sternberg's the theory of mental self-government, this study investigated the differences in students' thinking styles between gifted and average students and the differences in teachers' thinking styles by school quality (gifted school/ average school), sex, professional teaching experience (as measured by duration), and subject of teaching. The subjects were consisted of 191 gifted high school freshmen, 245 average high school freshmen, and 73 teachers. The results of this study were as follows: First, there were statistical differences in many of thinking styles between gifted and average student school. Gifted students scored higher on the legislative, executive, judicial, global, and hierarchic, internal thinking styles. Second, there were no differences in teachers' thinking styles by school quality (gifted school/ average school). Third, teachers with more professional teaching experience (as measured by duration) tended to score higher on the executive, local, and conservative thinking styles. Fourth, there were no differences in teachers' thinking styles by sex and by subject of teaching. To conclude, the thinking styles of students and teachers can play an important role in teaching and learning in schools. Therefore, we need the cognition of thinking styles of students and teachers for the ideal gifted identification and instructional procedures.

• Journal of Gifted/Talented Education
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• v.13 no.3
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• pp.69-85
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• 2003

This study verified the differences of thinking styles between science highschool students and general students in reference to academic achievement. The subjects of this study are 211 high school students, who were composed of 122 science school students and 93 general school students. The significant results of this study are as follows: First, science highschool students showed more distinguishable differences in thinking style than general highschool students. Second, the former rather than the latter is revealed to be more variable in thinking styles explaining academic achievement. Next, in case of science highschool students, thinking style which is affected by intelligence is turned out to be an indirect factor influencing academic achievement. Finally, I verified the importance of distinction of science highschool students and the usefulness of thinking styles, gave suggestions on the reformation and direction of current school education of science-gifted students.

• Journal of The Korean Association For Science Education
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• v.23 no.1
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• pp.21-34
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• 2003

This study aims to show how scientifically gifted students think in terms of Thinking Style Inventory based on Sternberg's theory of mental self-government and to examine the relationships between their thinking styles, intelligence and creativity. Two hundred and sixty-six middle school students (169 boys, 97 girls) who enrolled in a gifted education program participated in this study. Results indicated that scientifically gifted students prefer legislative, liberal, judical thinking styles, in comparison to general students, known to be related to creative and critical thinking rather than executive and conventional styles. There was no significant correlation between any of thinking style sub measures and Raven' Matrices and Scientific Aptitude Test, but some correlations were found among the sub measures of thinking style and TTCT. Whereas liberal students gained high originality scores, conventional students gained low fluency scores. Also, judical thinking style showed significant correlations with originality and flexibility TTCT sub scores. In sum, this study showed the characteristics of thinking styles of scientifically gifted students and provided implications for gifted education based on the findings presented.

• Korean Journal of Culture and Social Issue
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• v.16 no.3
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• pp.267-287
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• 2010

This study aimed to improve the Traffic Accident Management System's validity and reliability, so the system could help classify and judge the human factors that correlate with traffic accidents. We took traffic accident research and analysis systems of United States and United Kingdom and certain related, former studies into account in building our test system. Next, we used the test system's criteria to re-analyze 502 Gyeonggi province accident records from 2008. We compared the results to existing systems' results to verify the test system's validity and reliability. These results indicated the necessity of removing some uncertain items from the existing systems and adding in some new items from the test system. This should help improve understanding of what happens at traffic accident scenes and of the sources of drivers' abnormal, reckless behavior. We introduce suggestions for improving the Traffic Accident Management System and research concepts for further studies.

• Journal of Gifted/Talented Education
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• v.13 no.4
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• pp.95-117
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• 2003

This study is to suggest the alternative to limits of intelligence focused on Psychometric tests. Through this study, it was found that triarchic theory of intelligence and thinking styles, which were suggested by Sternberg, were useful. The subjects are 122 student who are at three science-high-schools. The results show that the subjects preferred judicial, executive, and hierarchical rather than conservative styles of thinking, and they had strong analytical, creative, and practical ability. The correlation between academic achievement and triarchic intelligence except automation was significant. The difference of academic achievements was not significant by styles of thinking related to creativity and pattern of triarchic intelligence. There was no interaction between two variables as we expected. The practical ability illustrated the total academic performance very well. And executive, judicial thinking styles were prediction variable in case of considering with triarchic intelligence. Through the results, it could be suggested that triarchic intelligence and thinking styles of non cognitive concept could be important standard referred to selection for the science-gifted, and argued that the reform of the science-high-school was needed to produce the creative-productive science-gifted student.

• Journal of Gifted/Talented Education
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• v.13 no.1
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• pp.43-63
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• 2003

The purpose of this study is to investigate the relationships between the thinking styles and the big five personality traits of gifted students. Two hundred and fifty-five gifted students(169 boys, 97 girls) enrolled in the Science Elite Program responded to the Big Five Personality Inventory and Thinking Styles Inventory. Although significant relationships were identified between particular thinking styles and certain personality traits, it was concluded that it is premature to claim that a personality measure can be used to measures thinking styles. Neuroticism, Agreeableness, in Big Five Personality Inventory and level and form dimensions of Thinking Styles Inventory was found to measure the each construct independently.