• Journal of Gifted/Talented Education
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• v.24 no.5
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• pp.877-892
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• 2014

This Study was to examine whether high school students' autonomy support and beliefs of intelligence ability influence their self-regulated strategies. Of the 600 high school students surveyed from 3 high schools in two metropolitan cities, Korea, 478 completed and returned the questionnaires yielding a total response rate of 79.7%. Among the final sample consisted of 109 gifted students (22.8%), 190 high-achieving non-gifted students (39.7%), and low-achieving non-gifted students (37.4%). Measures of students' perceived autonomy support (i.e. from parents, teacher, peer), beliefs of intelligence ability (i.e. incremental, entity) and self-regulated strategies (i.e. managing environment and behavior, seeking and learning information, maladaptive regulatory behavior). Spearman's rho(${\rho}$) indicated that students' achieving level was positively associated with autonomy support (i.e. parents, teacher), beliefs of intelligence ability (i.e. incremental) and self-regulated strategies (i.e. managing environment and behavior, seeking and learning information). However, students' achieving level was negatively associated with beliefs of intelligence ability (i.e. entity) and self-regulated strategies (i.e. maladaptive regulatory behavior). Hierarchical multiple regression analyses showed that students' perceived autonomy support (i.e. from teacher) and beliefs of intelligence ability (i.e. incremental) were the crucial contributors for enhancing students' self-regulated strategies. Results are discussed in relation to theoretical implications and school settings.

• Journal of the Korea Convergence Society
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• v.13 no.3
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• pp.147-161
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• 2022

The purpose of the study was to investigate mothers' beliefs and executions in the social relations area of the 2019 revised Nuri curriculum, and to investigate the effects of beliefs and executions on the emotional intelligence and prosocial behavior of young children. For this purpose, data were collected by distributing questionnaire packets to 268 mothers of children aged 3-5 years who were enrolled in 7 early childhood education institutions in Gyeonggi-do. The collected data were analyzed using the SPSS 25.0 program. As a result of the study, first, there was a statistically significant difference in the overall belief according to the mother's personal characteristic, the educational level, and a significant difference in the sub-factor, living together, in the execution. Second, it was found that there was a significant positive correlation between all variables except for the relationship between social relation execution and the ability to regulate others, which is a sub-factor of emotional intelligence. Third, beliefs and executions in social relation were found to affect all emotional intelligence and pro-social behavior, except for the effect of social relation execution on the ability to regulate others. This study is expected to provide basic data to improve parents' interest in the improvement of young children's social ability and practical interaction in child rearing.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.1-20
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• 2016

This study explored the cognitive characteristics and learning needs of economically disadvantaged gifted students. Gifted students(n=99), economically disadvantaged gifted students(n=43), and non-gifted students(n=50) participated in intelligence and creativity tests, and took self assessments of meta-cognition, epistemological beliefs, learning style preferences, and personal time usage. Superior abstract reasoning ability of economically disadvantaged gifted students was found because their scores on Raven's Test had risen rapidly compared to the other groups. Economically disadvantaged gifted students showed similar high scores as the gifted student on the Torrance Tests of Creativity Thinking-Figural, but not on Verbal. They were found to have a perception of the positive relationships among effort, learning abilities, and values of learning integrated knowledge with a general plan. However, they showed lower meta-cognitive control abilities than the gifted students in learning management and strategies, epistemological beliefs in value of rational operations, and time usage for learning. It is necessary to assign economically disadvantaged gifted students a task with various step by step methods of approach because these students prefer a new and creative task to difficult ones. Instruction plans such as developing language and meta-cognitive abilities and practical application of learning content was proposed.