• 제목/요약/키워드: Gifted child

검색결과 81건 처리시간 0.022초

가정환경요인이 영재아의 성취에 미치는 영향 (The Effect of Family Factors on Achievement of the Gifted Children)

  • 송수지
    • 대한가정학회지
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    • 제45권9호
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    • pp.1-13
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    • 2007
  • By targeting 113 gifted underachievers and 128 gifted achievers from 17 elementary schools, this study examines the home variables that affect gifted children's underachievement. In an effort to determine home variables of gifted achievers and underachievers, their homes' socio-economic status was analyzed and their parental child-rearing behavior was examined. First, the home environments of the gifted achievers and underachievers were compared, with the finding that their homes' socio-economic status, parental child-rearing behavior and other home factors differed. Parents of gifted achievers raised their children in a rational and democratic manner, while those of gifted underachievers tended to raise their children in an irrational and authoritarian manner. Second, discrimination analysis was conducted using home variables that showed a statistically significant difference, indicating that their homes' socio-economic status showed a low discrimination compared with their parental child-rearing behavior. Likewise, among the family factors, active involvement had the greatest effect on the underachievement of gifted children.

한 초등과학 영재의 외로움에 대한 내러티브 탐구 (Narrative Inquiry on a Scientifically Gifted Elementary School Student's Loneliness)

  • 김희경;권혁순
    • 한국초등과학교육학회지:초등과학교육
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    • 제35권3호
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    • pp.348-361
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    • 2016
  • This study was done by narrative inquiry, suggested by Clandinin and Conelly (2000), in order to gain an in-depth understanding of the loneliness experienced by a scientifically gifted elementary school student. The participant of this study was sixth grade student from the Institute for Science Gifted in C University. The data were gathered via in-depth interviews and observations on the participant and her teachers. Based on these research findings, this study can make the following four conclusions with regard to the loneliness experienced by a gifted elementary school student in science. First, some characteristics of the gifted child may make her feel loneliness in the relationships she has with peers, siblings, and parents. Second, parent's repression makes the gifted child feels lonely. Third, the gifted child who feels lonely get consolation from her own subjective world and wants to get recognition from others. Fourth, the educational institute for the gifted serves as a place of education that fosters the gifted child's cognitive development and simultaneously it is where she can form positive relationships with her peers, as well as being a place of emotional comfort.

한부모 가정의 정보영재아의 양육 경험에 대한 내러티브연구 (Narrative Inquiry on the Information Science Gifted Child Care Experience of a Single-parents Family)

  • 송용준
    • 창의정보문화연구
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    • 제5권3호
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    • pp.319-328
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    • 2019
  • 본 연구는 정보영재아를 둔 한부모 가정에 대한 사례를 바탕으로 한부모 가정에서 영재아를 양육하는데 있어 발생할 수 있는 어려움을 심층적으로 이해하고자 하는데 그 목적이 있다. 이를 위해 홀로 초등학교 영재 남자 아이를 양육하고 있는 어머니 1명을 대상으로 3차례의 인터뷰를 진행하였다. 그 결과 한부모 가정의 어머니는 정보영재아를 양육하면서 세 가지의 어려움, 즉 경제적 어려움으로 인한 교육적 지원의 부족, 한 쪽 성의 부재로 인한 결핍, 한부모 가정에 대한 사회적 편견을 겪고 있음을 알게 되었다. 이러한 세 가지 요인은 일반적인 한부모 가정의 부모가 아이를 양육하면서 겪게 되는 어려움과 비슷하였지만 정보 영재라는 아동의 특수성으로 인해 미묘한 차이를 보임을 알 수 있었다. 또한, 연구자와의 멘토링을 통해, 이들을 지원하기 위해서는 결손 요인에 따른 맞춤형 지원이 필요하다는 점을 확인할 수 있었다.

한 수학영재아의 수학적 사고 특성에 관한 사례연구 (A Case Study on Mathematical Thinking Characteristics of a Gifted Child)

  • 김지원;송상헌
    • 대한수학교육학회지:수학교육학연구
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    • 제14권1호
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    • pp.89-110
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    • 2004
  • 본 연구는 수학 영재에게서 나타나는 수학적 사고의 특성을 밝히기 위한 목적으로 초등학교 3학년에 재학 중인 한 수학 영재아(남학생)를 1년 6개월에 걸쳐 관찰 및 면접한 결과를 분석한 사례연구이다. 본 연구에서는 수학적 사고, 수학적 태도, 수학적 성향, 인지 발달, 수학적 의사소통 측면에서 보여준 주된 특징들을 기술하고 있다. 이 결과가 모든 학생들에게 일반화될 수는 없겠지만, 본 논문에서는 수학 영재 교육의 교육과정, 선발, 교수-학습 자료 개발, 교수법, 교사 양성의 각 부분에 주는 시사점도 제언하고 있다.

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미성취 영재와 성취 영재 간의 개인적 특성 비교 (Comparison of Personal Characteristics in Gifted Underachievers and Gifted Achievers)

  • 송수지
    • 아동학회지
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    • 제28권5호
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    • pp.175-191
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    • 2007
  • This study selected 113 gifted underachievers and 128 gifted achievers from 17 elementary schools to examine gifted children's personal characteristics(self-concept, locus of control, and learning habits) that have an effect on underachievement. Self-concept(general self-concept and academic self-concept), locus of control, and learning habits(endurance, learning strategy, and learning motivation) variables were analyzed to determine gifted underachievers' personal characteristics. (1) Comparison of personal characteristics of gifted achievers with gifted underachievers indicated gifted underachievers had low self-concept, external locus to control, and problems in learning habits. (2) The sub factors of habits of learning motivation and learning strategy had the greatest effect on underachievement of gifted children.

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영재아의 개인 및 부모 변인이 완벽주의 성향에 미치는 영향 (The Effect of Personal and Parental Variables on Perfectionism of the Gifted Children)

  • 최영은;최보가
    • 대한가정학회지
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    • 제43권10호
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    • pp.25-38
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    • 2005
  • The purpose of this study was to investigate the effects of personal and parental variables on perfectionism of gifted children. The study subjects were 113 gifted children who were taking a special educational program at D academy of Gifted Education, located in the city of Taegu. They were in the 5th and 6th grades at elementary school. The instruments of measurement were Perfectionism Scale, Achievement Goal Scale, and Parenting Behavior Scale. The major findings of this study are as follows 1) The gifted children's perfectionism didn't have any significant difference according to nx, grade, and parent's educational level. 2) There were significant correlations between the gifted children's perfectionism and achievement goal. 3) There were significant correlations between the gifted children's perfectionism and parent's perfectionism. 4) There were significant correlations between the gifted children's perfectionism and parenting behavior.5) Achievement goal affected perfectionism.

초등과학영재아동과 일반 아동 부모의 학습관여와 지적호기심 및 과학창의성의 관계 연구 (A Study on the Relationship between the Parents' Learning Involvement and Children's Intellectual Curiosity and Scientific Creativity of the Gifted Elementary Students of Science and General Students)

  • 오종석;이형철;유병길
    • 수산해양교육연구
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    • 제26권5호
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    • pp.1119-1128
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    • 2014
  • This study was aimed at analyzing the correlation among each factor after finding out the difference between the gifted elementary students of science and general students with their parents' learning involvement, the children's intellectual curiosity and scientific creativity. The results of the study were as in the followings. Firstly, there was a significant difference in the intellectual curiosity between the gifted students and general students. Secondly, there was a significant difference in the parents' learning involvement perceived by the gifted students and general students. Thirdly, there was a significant difference in scientific curiosity of the gifted students and the general students. Forth, as the results of the correlation analysis among the talented child's father's learning involvement, the child's intellectual curiosity and scientific creativity, there was a positive correlation between the father's pursuit for appropriateness and the talented child's special curiosity, and another positive correlation between the father's encouragement for academic improvement and the child's flexibility and originality.

어머니의 특성이 영재유아와 일반유아의 창의성에 미치는 영향 (The Influence of Mothers' Characteristics on the Creativity of Gifted and Non-gifted Preschool Children)

  • 이순복;전귀연
    • 아동학회지
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    • 제26권3호
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    • pp.77-96
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    • 2005
  • Maternal personality, creative personality, and parenting self-efficacy were included in mothers' characteristics. Participants were 89 gifted and 147 non-gifted preschool children and their mothers. Instruments were the Torrance Test of Creative Thinking(Torrance, 1984; 김영채, 2002), Revised NEO-Personality Inventory(Costa & MaCrae, 1992), What Kind of Person Are You Scale of the Khatena-Torrance Creative Perception Inventory(Khatena & Torrance, 1976; 김영채, 2004), and Parenting Self-Efficacy Scale(최형성 & 정옥분, 2001). Results showed Disciplined Imagination of gifted preschoolers' mothers influenced children's Abstractness of Creativity, General Parenting Ability influenced Originality of Creativity, and Learning Guidance Ability influenced Abstractness of Titles of Creativity. Regarding non-gifted children, the Neuroticism, Acceptance of Authority and General Parenting Ability of mothers selectively influenced children's Abstractness and Elaborativeness of Creativity.

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수학영재학생들과 일반학생들의 학습관련 인식과 정의적 특성 비교 (Comparison of Mathematically Gifted Students and Non-gifted Students in Perception of Learning Environments and Affective Characteristics)

  • 이세나;이승훈;한석실
    • 아동학회지
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    • 제30권5호
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    • pp.73-85
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    • 2009
  • The purpose of this research was to compare mathematically gifted students with non-gifted students in perception of learning environments, learning ability beliefs, and preference for problem-solving and task. Thirty-seven mathematically gifted students and 75 general students in middle school completed questionnaires about perceptions about mathematics. Data were analyzed by ${\chi}^2$ test and t-test. Compared with general students, mathematically gifted students estimated their talents for mathematics higher, studied mathematics more, expended more time and effort to solving difficult problems, put learning mathematics itself as their primary purpose for studying mathematics and regarded inappropriate environments as the major obstacle to mathematics study. Mathematically gifted students perceived their parents' support higher, solved problem creatively, and had higher preference for challenging tasks.

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언어영재의 문식성 환경, 독서태도, 지각된 언어능력 및 언어표현선호도가 쓰기수행에 미치는 영향 (The Effects of Home Literary Environment, Reading Attitude, Perceived Verbal Ability, and Preference for Verbal Expression on the Writing Performance of the Verbally Gifted)

  • 윤초희
    • 아동학회지
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    • 제27권6호
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    • pp.53-68
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    • 2006
  • For this study of the writing performance of verbally gifted elementary and middle school students and its relations to home literary environment, reading attitude, perceived verbal ability, and preference for verbal expression, a sample of 101 verbally gifted children was recruited from classes in a gifted education institute in P metropolitan area. Results of path analyses show that verbally gifted children's home literary environment affects reading attitude and perceived verbal ability; reading attitude and perceived verbal ability affects preference for verbal expression; and preference for verbal expression directly affects writing performance. Results imply that the indirect relations of home literary environment to verbally gifted children's writing performance are an important foundation for developing preference for verbal expression and writing skills.

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