• Journal of Gifted/Talented Education
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• v.25 no.4
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• pp.607-628
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• 2015

The purpose of this study was to compare gifted and non-gifted high school students on their perceptions of success, grit, aspirations, and achievement goal orientation. Of the 550 high school students surveyed from 4 high schools (i.e., two schools for gifted, two school for non-gifted) in three metropolitan cities, Korea, 496 (i.e., 153 gifted and 343 non-gifted) completed and returned the questionnaire yielding a total response rate of 90.18%. Measures of students' grit (i.e., consistency of interest, and perseverance of effort), aspirations (i.e., intrinsic aspirations - physical fitness, self-growth, affiliation, community contribution, and extrinsic aspirations - financial success, image, fame), achievement goal orientation (i.e., mastery, performance approach and performance avoidance), and perceptions of success (i.e., Success in life is pretty much determined by forces outside our control.) were administered. It was found that the majority of gifted students and non-gifted students perceived that "success is outside our control.", and chose 'hard-working' as the most influential factor on their success. 60.4% of non-gifted students chose 'wealthy family background' as the other most influential factor, whereas only 48.2% of gifted did. Gifted students had higher 'consistency of interest' and 'mastery goals' than non-gifted students. Hierarchical multiple regression analyses showed that grit (i.e., perseverance of effort) was the crucial contributors for enhancing both gifted and non-gifted students' mastery goals and performance approach goals. Results are discussed in relation to theoretical implications and school settings.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.831-846
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• 2010

The Purposes of this study were to compare the level of study habits and test anxiety between gifted middle-school students and non-gifted and to find out the correlation between study habits and test anxiety in two groups. The total participants of this study were 437 middle school students. One hundred eighty three students (127 boys, 56 girls) belonged to gifted group who were enrolled in Cyber Education Center for Math & Science Gifted Students of KAIST in Daejeon. And two hundred fifty four (128 boys, 126 girls) were non-gifted group who were from the middle school in Seoul City and Gyeonggi province. The results revealed that the level of study habits of gifted middle school students was higher than that of non-gifted. And gifted group felt lower level of test anxiety than non-gifted group. Additionally gifted boys showed significantly higher level of study skills application behavior than gifted girls.

• Journal of the Korean earth science society
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• v.32 no.3
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• pp.294-305
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• 2011

This study was to examine the differences of behavioral characteristics between scientifically gifted students and ordinary students. The subjects were 40 scientifically gifted students (27 males and 13 females) and 38 ordinary students (21 males and 17 females). The study specifically analyzed the several characteristics including logical thinking, science process skills, creativity, earth science creativity, self-directed learning, and cognitive style. The results were as follows; First, while 94.74% of scientifically gifted students reached the formal stage, only 36.36% of ordinary students reached it in logical thinking. Second, scientifically gifted students gained higher scores than ordinary students did in science process skills (average 8.11), creativity (average 8.27), earth science creativity (average 6.73), scientific attitude (average 10.79), self-directed learning (average 21.60). Third, 70% of scientifically gifted students and 60.53% of ordinary students showed to have the characteristics of field independent thinking. These results implied that the behavioral characteristics of scientifically gifted students should be included in science gifted education for the pursuit of the essential gifted education and maximization of its efficiency.

• Journal of Gifted/Talented Education
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• v.15 no.1
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• pp.49-66
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• 2005

The purpose of this study is to compare the peer relations of the gifted students in science and ordinary students. To this study, the questionnaire to access students' satisfaction with their peer relations, students' feeling of loneliness, and the quality of peer relations was conducted to the subjects of 147 gifted students in science and 253 ordinary students in Korea. In the peer relations at the ordinary class, the significant difference between them was found in the students' feeling of loneliness, so the gifted students showed a little lower feeling of loneliness than the ordinary students. Also, the significant difference was found in the quality of peer relations. In the perception of the gifted students' peer relations at the gifted and ordinary class, satisfaction with their peer relations and the quality of peer relations were showed the significant differences. There was more mutual peer relations between the gifted than the ordinary students.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.757-777
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• 2012

Peer relationships in young students' communities are one of the important factors influencing the cognitive and affective domains of learning. Moreover, students who join the special program for gifted students possess differential peer relationships from the students in general classes. This study aims to explore the differences of 5th grade five science-gifted students' peer relationships between students in special classes for gifted students and general classes. Five students in the special program for gifted students, managed by the Office of Education in a southern city, participated in this study. Social network analyses were utilized to explore participants' peer relationships; the students' homeroom teacher was interviewed to explore the contextual and in-depth characteristics of gifted students' peer relationships. The results illustrated four cases of peer relationships: (1) smart loner (2) my study mate (3) I'm the best in my class, and (4) a good friend anywhere. This study identified that the gifted students possessed diverse peer relationships in both the special program and general classroom. In addition, this study suggests that the program for gifted students needs to be specially designed based on the gifted students' peer relationship.

• Journal of Gifted/Talented Education
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• v.12 no.1
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• pp.97-115
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• 2002

The purpose of this study were to examine:(l)gifted middle school students'perception about Support fr~mpe ople around them, (2)the types of social support, (3)the number of support, and (4)the relationships among the factors above and the students' adjustment to school life The results obtained were as follows. On the whole, gifted middle school students obtained social support and their adjustment to school of life was higher than that of average students'. The rriore the students perceived support and help around them, the more they adjusted to their schlml life. The better important relationship was that of teachers' support and the student.,' adjustment to shool life. Namely, when the students perceived their teacher(support, their adjustment to a new school was greater. This study brmrght to atterltion that the teachers' understanding of the gifted students' specific character. In addition, a close relationship between teachers and the students was to be encouraged.

• East Asian mathematical journal
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• v.37 no.4
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• pp.381-400
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• 2021

In this study, we compare the multiple intelligence of gifted students with the multiple intelligence of their children recognized by their parents. The subjects of the study are 118 students and their parents at the gifted education center affiliated with A University. First of all, there is a difference between the multiple intelligence of gifted students and the multiple intelligence recognized by their parents. Parents are highly regarded their children in all multiple intelligence components. Second, there are differences in multiple intelligence of gifted students' gender. The difference in multiple intelligence of children recognized by parents depending on the gender of the student was similar to the student's results. Third, there are not much difference in multiple intelligence between elementary and middle school students. However, there is a big difference between students and parents in the elementary school group compared to the middle school students. Therefore, since multi-intelligence can be developed by individual experience and environment throughout one's life, an educational environment that reflects objective evaluation and student needs rather than parental subjective judgment should be created.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.37-51
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• 2016

This study examined the friendship expectation that science-gifted and non-gifted elementary students perceived in gifted class and regular class. In 233 science-gifted elementary students and 329 non-gifted elementary students, we measured the friendship expectation that sub-domains were intimacy, ability similarity, and morality. The results of this study were as follows: First, according to the results of comparing the friendship expectations of science-gifted and non-gifted students at the regular class, there was statistically significant intergroup difference in the sub-domains of intimacy and morality, but there was no significant difference in the sub-domain of ability similarity. Second, according to the results of comparing the friendship expectations of science-gifted at the gifted class and at the regular class, there was statistically significant difference in the sub-domain of intimacy, but there was no significant difference in the sub-domains of morality and ability similarity. Based the results, the implications to understand the friendship of the science gifted elementary students were suggested in depth.

• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.316-325
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• 2016

The purpose of this study was to identify the influence of emotional intelligence and achievement goal orientation on career maturity for elementary scientific gifted students. For this purpose, emotional intelligence test, achievement goal orientation measure and career maturity test were used. Sample of the study was consisted of 107 science gifted students and 98 general students in Y City, Gyeonggi Province. The results of this study were as follows. First, scientific gifted students showed higher score than general students, whereas general students had highest score in type of avoidance goal orientation of achievement goal orientation. Also, scientific gifted students showed highest score in mastery goal orientation of those. Second, the correlation between emotional intelligence and career maturity of scientific gifted students showed significantly positive score in almost all the subelements. As a result of conducting a regression analysis on the influence of emotional intelligence on career maturity of scientific gifted students, job planning and self-understanding of career maturity were impacted by emotional intelligence, whereas independence was low influence by emotional intelligence. Third, for the correlation between achievement goal orientation and career maturity of scientific gifted students, mastery goal orientation of achievement goal orientation had positive relationship in almost all the subelements, whereas mastery avoidance goal orientation and performance-avoidance goal orientation had negative correlation. Also, as a result of conducting a regression analysis on the influence of achievement goal orientation on career maturity of scientific gifted students, achievement goal orientation had influence on all the subelements of career maturity.

• Journal of Gifted/Talented Education
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• v.24 no.5
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• pp.851-876
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• 2014

As an empirical test of a model of giftedness with learning disabilities (Song & Porath, 2011), this paper investigated domain thoughts of gifted students without learning disabilities and gifted students with learning disabilities (GLD) in reading, writing, and math. Gifted students in each group were interviewed and the data were analyzed for domain thoughts. The results showed that the former group of gifted students exhibited domain thoughts in a more balanced manner, whereas GLD students showed large discrepancies between domain thoughts; they showed weak specific domain thoughts in contrast to strong other domain thoughts. They also showed ambivalent attitudes even in a domain activity; they presented positive and negative thoughts at the same time. With a comprehensive explanation of the differences between the two groups of gifted students through a cognitive mechanism presented in the model of GLD model, this paper provides new approaches for identification and education of gifted students and GLD students.