• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.577-586
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• 2017

The purpose of this study is to try to structuralize the perception of the mothers of science-gifted elementary students using the concept mapping approach. The mothers who participated in this research had children who were 5th and 6th graders selected as science-gifted by a regional education office, a science high school and two national universities in a city. One of the authors interviewed 26 mothers, and extracted 50 general statements of their perceptions about the career path of their children. Ten mothers who participated in interviews sorted a shuffled pack of statement cards. The categorization of the statements into the dissimilarity matrix was carried out by SPSS multidimensional scaling analysis and hierarchical cluster analysis to generate a conceptual diagram. After that 140 mothers rated each statement using a Likert-type response scale from one to five. The result showed six clusters of parental views such as were 'Burden of private education, grades and going to the next grade,' 'Thinking about career guidance in gifted education and school,' 'Parental roles in child career education,' 'Difficulties in career guidance at home,' 'Demand for strengthening the parental capacity for career guidance,' and 'Demand for social support.' 'Demand for social support' obtained the highest sympathy from mothers of elementary science gifted.

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.927-943
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• 2011

What are the critical factors in deciding future career to the gifted and talented students? The present study started with this question, and was to develop a career decision-making scale for scientifically gifted undergraduates. For this, literatures related to the scientifically gifted/talent and scientists' career decision-making were reviewed and examined in depth. Based on the review of the related literature, the developed scale of career decision-making was comprised of 26 items in 6 factors, such as individual aptitude & self-realization, economic aspect, work & leisure, familial influence, parents/teachers' recommendation, and experience of science activity during the school days. For the preliminary exploratory factor analysis, 153 undergraduate students who were majoring in natural sciences and engineer participated in the study. For the confirmatory factor analysis, 264 undergraduates who were awarded the presidential scholarships and 93 undergraduates who completed a university-affiliated gifted education center participated. The results of the study are as follows. The fit of measurement model was found to be $x^{2}$=645.157 (df=279, p=.00), TLI=.924, CFI= .935, RMSEA=.061, indicating most of fit indexes were acceptable. Cronbach's ${\alpha}$ in each sub-factor was quite high, .82 for individual aptitude & self-realization, .94 for economic aspect, .84 for work and leisure, .88 for familial influence, .79 for patents/ teachers' recommendation, and .79 for experience of science activity during the school days. The results of the study were discussed whether the developed scale could be used as a valid and reliable tool for measuring career decision-making factors of the scientifically gifted undergraduates in our country.

• 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.

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.613-628
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• 2014

The purpose of this study is to compare the differences of the career development and the occupational view between giftedness in computer science and normal students in elementary school, so the results of this study provide assistance to the teacher for the direction and guidance on the career education of the giftedness in computer science in elementary school. This survey is based on 82 giftedness in computer science and 167 normal elementary school students. The questionnaires used in the study contain questions asking regarding the career development and the occupational view. The results of this study were as follows : First, according to the consciousness analysis result about career, the giftedness in computer science choose to be scientific technicians, the normal students choose to be artists. The both groups get career information from their parents, but they usually don't get career counseling from teachers. The education of giftedness in computer science does not contribute to changing their dreams, while normal students have no interest in computer science. Second, according to the career development analysis result, in comparison with non-gifted students, the gifted in information science had more success in all domains of career development. Third, according to the occupational view analysis result, the information science gifted students had higher meaningful rate than the normal students. Intrinsic domain' had higher meaningful rate among the subordinate domains, there is no difference in 'extrinsic domain' and 'incidental domain' between the information science gifted students and the normal students. Fourth, according to the correlation analysis result of the career development and the occupational view, there is a positive correlation in all domains of them. The high they are in the career development, the more they have the certain occupational view. Likewise, if they have the certain occupational view, they will be more successful in career development. Based on the findings of this research, the directing and guidance on the career education of giftedness in computer science in elementary school is same as the followings. We should educate parents regarding information about career for students who are under the influence of parents greatly and indicate them to apply to their children appropriately. In addition, for making them to have the positive image of the computer science, teacher should provide more information about the area of information and form various curriculums to induce more interests about computer science. We need to strengthen the career education for guiding the gifted to assist them to establish their own goal and realize them how to study and choose their career in the future. In school education field, it must develop and manage the definite and empirical program, not the career development program which is focused on only entrance into advanced school, to boost self-realization ability and the suitable career education program based on the correct understanding on giftedness in computer science. For this, through steady trying and research, teachers should be eater to develop the career education for students. Also, we have to implement the internal stability career education program, so it will help students to be aware of their job and career; therefore, students will be able to plan and prepare for their career in this rapid changing world.

• 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 Gifted/Talented Education
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• v.26 no.4
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• pp.653-675
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• 2016

This study investigated when and how science gifted students decide their career planning. We used semi-structured survey and additional interviews from the students of Science High School in Daejeon area. We found 39.1% of science gifted students in 10th grade formed their career planning from their middle school periods. They had comparatively high levels of parenting support. The students chose their career fields based on their interests and aptitudes. However, some students were able to try and never give up with self confidence even when they had low scores, and teacher's reinforcements influenced positively. 71.3% of students thought that the grades take up the achievement of career development. Besides, the career programs which had specific purposes and directions were very effective by 33.3%~64.4%. Otherwise the effects were low as 2.3%~18.4%. Especially, R&E research programs didn't effect on students' career development and some students even frustrated with research. Based on the results, we need to reflect current career education and develop worthwhile career development programs for the science gifted students.

• Journal of Gifted/Talented Education
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• v.25 no.1
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• pp.21-36
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• 2015

The purpose of this study is to examine social influence of the counselors on the network for a career counseling on gifted students of science and general students. This study collected data from 151 gifted students of science and 212 general students. The collected data was analyzed by the social network analysis. The results are as follows: First, we found that mother had the highest centrality indicators and teacher had the lowest centrality indicators on the career counseling network in both groups. And the max-flow indicators from mothers to teachers were the lowest on the career counseling network, on other hand; general students had lower centrality indicators than gifted students of science. Second, father was the most obvious counselor to cover for mother, on the hand, teacher was the worst counselor to cover for mother on the career counseling network. The gifted students group of science had less difficulty to cover for mother than the general students group. While teacher had the highest limits to information exchange on the career counseling network in both groups, mother had the lowest limits. As the result, we can conclude that mother played a key role on the career counseling network in gifted students of science and general students, while teachers was excluded from the career counseling network of students. Therefore, it is necessary to connect systematically parents with teachers for leading effectively students to their career; also government needs to build a career counseling system for this.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.3
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• pp.523-539
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• 2013

The object of this study is to compare and analyze mathematically gifted and non-gifted elementary students in the family system and career attitude maturity, understand the characteristics of the former, and provide assistance for career education for both groups. The subjects include 145 mathematically gifted elementary students (73 fifth graders, 72 sixth graders) and 167 non-gifted students (78 fifth graders, 89 sixth graders) in G educational agencies. Materials for the experiment include amended family system test and career attitude maturity test. While t-test was conducted to solve the first research question, Pearson's correlation analysis was performed to solve the other one. The research findings were as follows: First, mathematically gifted elementary students, compared to non-gifted students, turned out to have higher rates of the family system and career attitude maturity rate and showed statistically meaningful positive relationship. Second, the lower components of the family system and career attitude maturity, there seems to be no relationship between family-flexibility and finality. However, among other components, there was a level of significance at 5% which shows statistically meaningful positive relationship. In summary, this found that the family system is able to have an effect on the career attitude maturity for both mathematically gifted elementary students and non-gifted students. Hence, it need to be considered the components of family system when the teacher guides mathematically gifted elementary students and non-gifted students associated with their career.

• Journal of Gifted/Talented Education
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• v.14 no.1
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• pp.29-46
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• 2004

This study investigated a 7-week summer science research apprenticeship program for gifted high school students in U.S. The purpose of the study was to examine the reasons why the high school student participated in the program, the students' perceptions on the benefits of the apprenticeship program, and to investigate mentors' perceptions on assessment and mentorship of the students' projects. For this study, laboratory works and group meetings were observed, students' journal and research products were analyzed, and interviews were administrated with student apprentices and some mentors. The result revealed that the main reasons of students' participation were to perform research with university professionals, to understand the scientific research, and to explore their college/career decisions. Students' participation was strongly associated with their internal motivation and interests. The students perceived the benefits of the apprenticeship program as providing them with the experience of the nature of real scientific research, of learning of scientific knowledge on the focus area, and wiser college/career decisions. Students' projects were assessed and guided through on-going interactions and cognitive apprenticeship between mentors and student apprentices.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.729-738
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• 2019

Research and Education(R&E) program has been emphasized for scientifically gifted students since it can improve scientific research abilities and problem solving abilities because it provides scientific research experiences with professional researchers. The purpose of this study is to investigate the effect of R&E program on creative leader competency and science career orientation. For this study, 62 science high school students participated from 78 science high school students participating in an R&E program. Pre and Post surveys of creative leader competency and science career orientation were administered to the students. The results showed that R&E program improved students' creative leader competency in intellectual and affective characteristic. However, there are no differences in science career orientation because science high school students already had high science career orientation. The implications of this study were discussed.