• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.1073-1097
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• 2014

The working concept of the disadvantaged gifted is meant by those who hardly can have a chance to develop one's own gifts because of the environmental conditions and factors. The main purpose of this study is to explore the inherent trait of the music giftedness, which is composed of musical ability, creativity, and task commitment. Grounded upon the phenomenal research, this study purposefully samples ten disadvantaged students who participated in the arts gifted camp hosted by Korean National Research Institute for the Gifted in Arts. Thus, it explores the inherent traits of the disadvantaged gifted by coding, segmenting, and analyzing the interview with ten disadvantaged, and the evaluation reports of the expert group. The inherent trait of music giftedness of the disadvantaged gifted is shown as this: the inherent trait of the disadvantaged gifted in music is closely interrelated with one's own concept of giftedness. Whereas they show the high motivation and task commitment, they are hardly observed to have the creativity in their musical activities and learning. Finally, this study give a proposition for the strategy to stimulate and improve the inherent trait of the disadvantaged gifted in music: the importance of parents education and parent screening, meta-cognitive skills, the leaning-based creativity education, and the significant role of intrapersonal catalyst.

• Journal of Gifted/Talented Education
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• v.24 no.2
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• pp.289-312
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• 2014

The purpose of this study is to develop academic resilience scale for gifted youth. We extracted the pilot questionnaire of 101 items from open-ended questions with 178 scientifically gifted students and literature review. Item analysis and exploratory factor analysis were also carried out with data of 240 gifted youth. Finally, 11 factors from which 42 items were extracted and validated through the confirmatory factor analysis involving 444 gifted youth throughout the nation. The names of the extracted factors were sense of purpose, self-understanding, educational aspirations, academic self-regulation, task commitment, attribution for success (ability), attribution for success (effort), the interpersonal relationship (friend), the interpersonal relationship (parent), the interpersonal relationship(teacher), and optimism. The results show that all of the path coefficient and construct reliability, AVE (Average Variance Extracted), and coefficient of determination were all acceptable. The result of the study indicated that Academic Resilience Scale for Gifted Youth was positively and significantly correlated with School Adaptation Scale and Resilience Scale. However it was negatively correlated with Academic Burnout Scale, and it was statistically significant. Thus, Academic Resilience Scale for Gifted Youth demonstrated satisfactory internal validity and external validity. The results of the present study suggests theoretical and practical implications of the newly developed Academic Resilience Scale for Gifted Youth.

• Journal of Gifted/Talented Education
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• v.23 no.4
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• pp.505-521
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• 2013

The purpose of the study is the find out current status and key factors of attendance in private education of gifted students. The results show that 95.9% of gifted students and 94.6% of general students are currently participating in private education. Most percentages of students took English and math programs at the private institutes. Average amount of time students spend for private education was 2~3 hours per day, and most percentage of parents spent 400,000~600,000 won per month for their children's private education. There were no significant differences between the gifted and the general students in the aspects of private education statuses. Regarding the key factors of attendance in private education, improvement of study related skills, school grade management, and influences of surroundings, such as parents and friends, were showed as significant variables in gifted students group. Interestingly, influences of surroundings showed negative effect. For general students and their parents, improvement of study related skills and school grade management factors were significant variables. And for the parents of gifted students, improvement of study related skills and entering higher level schools appeared as significant factors for the participation in private education. Implications of the study were discussed in depth.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.695-707
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• 2013

The purpose of this study is to investigate relationships among gifted students' perceived parental behavior of their parents, self-esteem, and emotional intelligence. The sample includes 91 6th-11th grade gifted students enrolled at a gifted program in a University. The surveys, administered in March, 2012, assess self-esteem, emotional intelligence, and the parental behavior of the parents of gifted students. Data were collected and analyzed by the researchers, using SPSS 18.0. The results are as follows: 1) Each of the 10 item's mean score is over 4.0, and the total mean scores on self-esteem is 4.36 out of 5 (SD=.546), showing positive responses. 2) The mean scores of two aspects of emotional intelligence were close to 4, showing positive perception. 3) The mean scores on perception of a father's and a mother's behavior are at 3.89 and 4.10, respectively; the three factors of perception among fathers (care, trust, and respect) are close to 4.0, while care (3.57) was somewhat low; the perception among mothers is at 4.31 (care), 4.20 (lesson), 4.01 (respect), and 3.96 (trust), showing statistical differences between fathers and mothers. 4) The correlation existed between self-esteem and emotional intelligence, between self-esteem and the four aspects of parental behavior, and between emotional intelligence and parental behavior. 5) Regression analyses showed that respect (${\beta}$=.422, p<.001) among fathers, and trust (${\beta}$=.450, p<.001) among mothers affected students' self-esteem; lessons (${\beta}$=.414, p<.001) and trust (${\beta}$=.280, p<.01) among fathers and lessons (${\beta}$=.450, p<.001) and respect (${\beta}$=.331, p<.01) among mothers affected students' emotional intelligence. The implication of this study, limitation, and future study ideas are suggested at the end of this paper.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.221-241
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• 2012

The purpose of this study was to explore differences in styles of perfectionism, stress, and career decision-making of gifted musicians by their grade level and examine the effect of perfectionism and stress of gifted musicians on their rational career decision-making. The participants of this study were 88 gifted musicians attending in the middle school of arts. The results indicated that there were significant differences in dimensions of perfectionism by the grade level of gifted musicians. The tendency of self-oriented, other-oriented, and socially prescribed perfectionism was higher with grade level. There were significant differences by grade level in stresses that gifted musicians experienced. The higher a grade level was, the more gifted musicians got stresses in self-development, parent-child relationship, peer relationship, and school life. The effect of grade level on career decision-making was significant in the rational and the transitional career decision-making. The higher a grade level was, the more rational decision-making was but the less transitional decision-making was. Meanwhile, when the effect of perfectionism and stress of gifted musicians on the rational career decision-making was examined, the rational career decision-making was predicted by self oriented perfectionism and self-development stress.

• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1110-1120
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• 2011

The purpose of this study was to investigate teachers' perceptions of gender differences in students' mathematics and science learning ability. The sample included 289 elementary and secondary school gifted teachers. The teachers filled out the survey, asking their perceptions of gender differences in mathematics and science learning ability, as well as of the reasons of the differences. The results were as follows: 1) 65% of the teachers responded that gender differences existed in students' mathematics and science learning ability, 2) 63% of the teachers perceived that the differences began around higher elementary or middle school ages, 3) 57% of the teachers thought that gender differences existed in the high-achieving student group. Teachers perceived the reasons of differences were 1) differences in inborn ability, 2) the different expectation, and 3) the different ways of parental cares. Since teachers' perceptions of students' ability would impact teachers' attitudes on students, implications and suggestions were included in this article to provide teachers insights that promote students' better learning.

• Journal of Creative Information Culture
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• v.5 no.3
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• pp.319-328
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• 2019

This study aims to deeply understand the possible difficulties faced by a single-parent family raising a gifted child, based on the case of an Information Science gifted child raised under a single-parent family. For this purpose, there had been three interviews with the single mother who raises an elementary school gifted child on her own. As a result, it was discovered that a single mother raising an Information Science gifted child faces three difficulties that are the lack of educational support due to financial problems, deficiency in the absence of father, and facing social prejudice against a single-parent family. These three problems were similar to those faced by a single-parent raising an ordinary child, but there were slight differences due to the unique characteristics of an Information Science gifted child. Additionally, through the mentoring with the researcher, it was identified that in order to help these families, they need to be given personalized support for their specific defects.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1580-1598
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• 2012

The Study aimed to observe Science Experience's Type in parent school out of school institution and Meaning of Middle School- Science Gifted Students in Korea. Twelve middle school gifted education institution and science high school students participated in this study. Data source was retrospective and in-depth interviews with individuals. Results were as follows. First, science experience with parents influenced interest and inquiring mind in science, choice of career in field of science. Second, science experience in school curriculum recognized that gifted students have talents of themselves in science and changed in Attitude toward science from science teacher. Third, science experience with education institution for out of school curriculum changed interest in science from Experiment for identified scientific knowledge and obtained new product through creative inquiry process. Furthermore, It was gained self-confidence, feel a sense of accomplishment and a challenging, the spirit of team work including of taking lead the team.

• Journal of Gifted/Talented Education
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• v.25 no.2
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• pp.217-236
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• 2015

The purpose of this study was to investigate factors that affected achievement of socially succeeded people, and to draw ways to improve gifted education. To do this, we interviewed 60 achievers. The interview was administrated as semi-structured deep interview about 6 areas - education, major, family and parent, personal relationship, leisure time activity, achievement and motivation of success. The results showed that achievers were active students during their school days. They thought differentiated education and student-centered lessons are important. Many achievers answered they do not have any personal mentee, and decision of majors and education should be matched with the perception of one's potential and interest. Exercises, music, and reading books were strongly suggested as leisure time activities, and the key inner factors for success were curiosity and self-confidence. Beneficiaries of gifted education perceived their experience of gifted education had a positive influence on their achievement. Based on the these results, ways to improve gifted education were discussed.

• Journal of Gifted/Talented Education
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• v.13 no.2
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• pp.95-112
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• 2003

The purpose of this study is to look into Various educational supports for the gifted students in science to decide proper career planning through Research of Career Consciousness of the Gifted Students in Science. The subject of this study is new students entered into KAIST from the year of 1996 to 2003. They are approximately 500 students yearly and 3,613 totally and more than 90% of students have answered. The Questions are largely 3 items. One is 5 Q's of entering universities, second is 2 Q's of life plans in the university and the last is 2 Q's of career plans after graduation. As a result, the gifted students in science tend to find out and develop their interest and aptitude early and decide their future much earlier than other students. Nevertheless the gifted students in science worry about their future a lot as well. However they ask their problems to friends, seniors, and parents rather than teachers, professional consultants in general it could say no sufficient systematic guidance and consulting available for them. So it does require that some subjects such as guidance for career planning should be included in university curriculum and furthermore not only schooling but also the systematic structure of persistent consulting about gifted student's general life should be planned as well.