• Journal of Gifted/Talented Education
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• v.19 no.2
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• pp.303-332
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• 2009

In spite of the previous research that had been emphasizing the importance of parents' assistance for revealing genius and achievement of their children, there was not enough information about how to drive the parents participation and support. Not considering "what and why" about the supporting of parents of gifted students, it was vaguely generalized that the education from the supporting parents was important. However, this situation will have a possibility of missing out on more important things of gifted children's parental support. Therefore, this research will deal with a variety of effective ways to clarify what the parents can do to support their gifted children and the problems that are related to those ways. Furthermore, by suggesting some of the ways that can complement the system of current parental support, it will set up fundamental ways to help the supporting parents.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.899-917
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• 2013

This study is purpose of empowerment of Parents of Gifted Children Using Action Learning. Conclusions and Implications of this study are as follows: First, the gifted children at home parents worry and stress associated with parenting experience, but directly to the nurturing gifted education is insufficient for parents. Thus, the characteristics of gifted and talented gifted parents who have appropriate training should be conducted. Second, a gifted parent empowerment by having a parent in child care for the ability to relieve stress and parenting, parents in the education of their children the confidence to believe that may be helpful. Third, parents of gifted children for strengthening the application of action learning approach is to derive a real problem with gifted children and their parents to seek a solution for the child care that can enhance the capabilities will be presented.

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.829-845
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• 2011

The purpose of this study was to examine mathematical performance predictions with gifted behavior ratings by teachers and parents. The participants of this study were 787 elementary 5th and 6th grade gifted students who took the mathematical performance test. This study asked gifted teachers and parents to rate gifted behaviors of these gifted students with using SRBCSS-R (Renzulli et al., 2002, 2009). The results indicated that gifted teachers rated gifted behaviors of the 5th grade gifted students higher than the 6th grade gifted students, except in 'mathematical characteristics.' Gifted teachers rated 'learning' gifted behaviors of male gifted students higher than those of female gifted students. In the meanwhile, parents of the 5th grade gifted students rated gifted behaviors higher than parents of the 6th grade gifted students in 'learning' and 'motivation.' In comparing the gifted behavior ratings by gifted teachers and parents, there were significant differences in 'learning' and 'motivation' ratings. That is, gifted teachers rated significantly higher 'learning' and 'motivation' of gifted students than parents. When this study explored the prediction of gifted behavior ratings by gifted teachers and parents on mathematical performances of gifted students, 'learning' and 'mathematical characteristics' ratings by gifted teachers predicted the mathematical performances of gifted students.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.823-831
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• 2008

The purpose of this study is to analyze the recognition of the parents of scientifically gifted children of the need for parent education. In order to attain this goal, questions were developed about their recognition for the need of a parent education program. A sample of parents (N=121) was selected. Data analysis indicated that the instruments developed in this study had proper validity and reliability measurements (Chronbach ${\alpha}=0.93$ for parent questionnaire). The results showed that parents want parent education, but they don't have the opportunities for it. Parents want information on courses, creativity development and counselling. Parents are especially anxious to obtain information on their children's courses. Finally, results revealed positive correlations between parents' needs and experiences in parent education. The results of study give some implications for developing parent education programs.

• Communications of Mathematical Education
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• v.21 no.1 s.29
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• pp.33-50
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• 2007

In this study, we made a survey for gifted students of science education center for gifted youth in a university to find their viewpoints about giftedness, need of gifted education, attribution. Using the results of the survey, we interviewed mathematical gifted student, parents, teachers to find their viewpoints about giftedness, need of gifted education, attribution. From this, we found the followings: First, Parents and teachers selected intellectual ability as a most important factor of giftedness. On the other hand, gifted students selected creativity as it. Second, gifted students show different communication ability depending on the education place. Third, mathematical gifted students attributed their problem solving ability to interior cause. On the other hand, parents and teachers of gifted students attributed students' problem solving ability to exterior cause.

• Journal of Gifted/Talented Education
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• v.25 no.4
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• pp.529-546
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• 2015

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.

• Journal of the Korean earth science society
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• v.30 no.4
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• pp.495-512
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• 2009

We arranged and classified rearing patterns of gifted children's parents in order to find out mothers' roles for their gifted children. We developed a frame of parents' role to analyze the rearing cases of nine mothers whose children currently attend the Korea Science Gifted Academy. We surveyed and conducted semi-structured interviews with nine mothers to collecting qualitative data and were able to find out their roles that were classified into 4 distinctive roles: Instructor, Supporter, Dialogist and Moral Discipliner. Findings indicated that there was no significant difference between the roles found from parents' interview and the ones found from literature review. However, it is noticed that Korean mothers not only played a role for connecting their children's human networks but also did the role for controling the natural process of learning Korean characters and words with siblings as well as parents before school age.

• Proceedings of the Korean Society for the Gifted Conference
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• 2004.11a
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• pp.159-165
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• 2004

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.61-85
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• 2012

The OSPG(Observation Scale for Parents of the Gifted in Korean Traditional and Western Music) is one of the tools for screening of the Gifted in Korean traditional and Western music. So the validity and reliability of the OSPG has an influence on securing validity of the whole identification process. The purpose of this study is to examine the validity and reliability of the OSPG-2 that input screening processing, and to suggest systematization of identification processing for the Gifted in Korean traditional and Western Music. For the achievement of this purpose, this study administered the OSPG-2 to 261 gifted students aged between 13 and 16 in the middle or high school for the arts. To validate the OSPG-2, I analyzed items of the OSPG-2, and conducted the exploratory and confirmative factor analysis. I also examined the internal consistency. As a result of the exploratory factor analysis, I collected 40 items of the OSPG-2 finally. Furthermore, I could identify psychological construct of the Gifted in Korean traditional and Western Music. The consequence of confirmative factor analysis, the model provided good fit to observed data. As a result of reliability analysis, the internal consistency of the internal characteristic verified Cronbach's ${\alpha}$=.939, and the internal consistency of the external environmental characteristic verified Cronbach's ${\alpha}$=.887. This result of validity study reflects the fact that the OSPG-2 is a valid scale and is able to input to gifted educational field instantly.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.245-270
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• 2001

Math and Science Olympians participated in a study of the role of environmental influences in their talent development. The questions they got was about family and school factors contribute / or hinder to the development of their scientific talents, and the parents' child rearing styles. The questionnaires were originally developed by Campbell(1996) for cross-cultural studies. The major findings were as follows: ⑴ The professional job of the Olympians'father, the high SES, Their parents'discovering their child's talents were positive factors, ⑵ Their family support and learning environment were reported strong and positive, especially books and reading atmosphere, ⑶ The Olympians participated in the accelerated and enriched educational programs, ⑷ The quality of the class and the rigidity of the curriculum were hindering factors, ⑸ Their parents'rearing style were permissive, affective, and supportive.