• International Journal of Advanced Culture Technology
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• v.6 no.3
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• pp.22-26
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• 2018

The goal of this study was to find out whether early maladaptive schemas (EMS) can be differentiated between the gifted adolescents and delinquent adolescents. Two groups of adolescents were recruited as participants to be surveyed. 144 gifted adolescents were taken from a gifted science and math education center, and 115 delinquent adolescents who had committed crime were taken from 4 police stations in the area of Gyungnam province in Korea. The Korean version of the Schema Inventory for Children was used to measure the level of the early maladaptive schemas (EMS). Stepwise discriminant function analysis yielded a function containing 5 maladaptive schemas (failure, unrelenting standards, vulnerability to harm and illness, loneness/mistrust/abuse, and subjugation), classifying 75.29 accurately into either gifted adolescents or delinquent adolescents. These results suggested that the types of adolescents (gifted adolescents, and delinquent adolescents) can be predicted based on early maladaptive schemas. The findings are discussed from the perspective of Schema Therapy and school counseling.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.1-17
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• 2018

The purpose of this study is to identify gifted adolescents' self-concept, core competencies and positive psychological capital correlations, and to investigate the mediating effect of positive psychological capital on the relationship between self-concept and core competencies of gifted youths. Therefore we surveyed gifted youths in Jeonbuk regions concerning self-concept, core competencies, and positive psychological capital. 221 samples were statistically analyzed. To understand a mediating effect of positive psychological capital in the relationship between self-concept and core competencies, the hierarchical regression analysis was conducted with SPSS 21.0. The findings of the study indicated as follows. First, when a correlation analysis was carried out to explore the relationship of gifted youth's self-concept, core competencies, and positive psychological capital. Second. the results revealed that positive psychological capital of gifted youths had a significant mediation effect on the relationship between their self-concept and core competencies Finally, based on the study findings, suggestions of desirable education and counseling for gifted adolescents.

• Journal of Science Education
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• v.32 no.2
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• pp.33-50
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• 2008

This study was designed to raise the quality of education programs for those gifted students in science education. The authors suggest the importance of autonomous inquiries amongst various activities for those gifted in this study. For this purpose, we identified the meaning of autonomous inquiry by comparison with the open inquiry and presented the importance of the autonomous inquiries with the aim of the gifted in science education. From this, we emphasized the necessity of program development to cultivate the gifted adolescents' independence, creativity, and autonomy beyond previous programs.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.947-966
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• 2010

This study was to examine whether musically talented adolescents' passion and achievement goals influence their deliberate practice. Of the musically talented adolescents surveyed from two arts high schools in Seoul, Korea, 597 completed and returned the questionnaires. Their average age was 17.4 years. Paired t-test on musically talented adolescents' passion(i.e., harmonious passion, and obsessive passion) and achievement goals(i.e., mastery goals, performance-approach goals, and performance-avoidance goals) indicated that harmonious passion were higher than obsessive passion. Mastery goals were higher than performance-approach goals. And performance-approach goals were higher than performance-avoidance goals. Independent t-tests were measured between high and low deliberate practice(DP) groups. High DP group showed higher harmonious and obsessive passion, and mastery and performance goals than low DP group. It was also found that two types of passion(i.e., harmonious and obsessive) positively influenced on deliberate practice via mastery goals.

• Journal of Gifted/Talented Education
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• v.26 no.4
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• pp.565-585
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• 2016

This study purpose was to explore whether career maturity and parents-children relationship related factors were differentiated by giftedness, gender and secondary school level (research question 1). In addition, this study focused on the effects of parents-children relationship related factors on career maturity with a comparison on gifted and regular students (research question 2). The sample included 213 gifted middle school and high school students who participated in the Korean gifted education center and 243 regular students. Multivariate analysis of variance was conducted for research question 1, and hierarchical regression analysis was conducted for research question 2. The results of this study showed that (1) gifted students showed a higher level of career maturity, achievement expectation (parents-children relationship), respect (parents-children relationship), discussion and leisure (activity with parents), sharing ordinary life and communication (activity with parents), career support of parents compared to regular students ; (2) Girls showed higher level only in sharing ordinary life and communication compared to boys ; (3) middle school students more highly perceived the parents' achievement expectation and control, respect for parents, activities with parents (discussion and leisure, sharing ordinary life and communication) compared to high school students ; (4) the career support of parents was the strongest predictor of career maturity, and discussion and leisure was also a significant factor predictor of career maturity. Based on these results, it was suggested for parents to support their children's career maturity of both gifted and regular students by increasing frequencies of various activities shared with their children such as discussion and leasure.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.779-800
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• 2012

This study is to understand gifted students' suicidal ideation and its related variables among gifted students. For this, this study explores the relationship between maladaptive perfectionism of gifted students and suicidal ideation, confirming mediating effects of depression and academic stress. For the study 320 middle school students who were identified as the gifted at a gifted education center affiliated with the university. The results are summarized as follows. First, the fit of measurement model was found to be ${\chi}^2$=228.571(df=110, p=.000), CFI=.972, TLI=.966, RMSEA=.058, indicating most of fit indexes were acceptable. Second, suicidal ideation was found a significant positive relationship with maladaptive perfectionism, depression, academic stress. Third, as a result of examining path coefficient, it was found to be influenced significantly by all of the path from maladaptive perfectionism to depression and academic stress, the path from depression to suicidal ideation, the path from academic stress to suicidal ideation. However, the path from maladaptive perfectionism to suicidal ideation was found to be statistically insignificant. Fourth, the result showed that depression and academic stress worked as complete mediators between maladaptive perfectionism and suicidal ideation. These findings give useful information about affective aspects of gifted adolescents in hard circumstances. The results of the study will be helpful in devising consultation and educational programs for the gifted who are in danger of suicide.

• Journal of Gifted/Talented Education
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• v.23 no.3
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• pp.421-434
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• 2013

The brains of adolescents experience rapid changes, which has been studied to prove relatedness between neuroanatomical properties and IQ. But, most previous studies infer the relatedness from purely cross-sectional data. This study not only measured the thickness of the cerebral cortex once, but traced its variability and the relatedness between IQ and this variability, which was presumed to be 75. Healthy adolescents (M=16yr. and 4month) were divided into 5-stage categories based on their intellectual ability and MRI scan was made twice every 6 months to measure the variablity of their cerebral cortex. As a result, a big difference in the variability of the cerebral cortex was shown based on their IQ. Three groups with an IQ of more than 120 showed a decrease in the thickness of the cerebral cortex in 11 brain regions, while two groups with an IQ lower than 120 showed an increase in the cerebral cortex thickness in 5 to 8 regions. It is presumed that the lower the IQ, the slower the maturation of the cerebral cortex.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.637-648
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• 2013

The relationship between the cerebral cortex and human intelligence has been studied using various methods, and related brain areas involved in intellectual manifestation have been discovered individually. Such studies have also shown the cerebellum is closely involved in various cognitive functions such as language, memory, and information processing. However, studies showing an activity difference between the cerebral cortex and cerebellum when performing specific tasks are hard to find. This study searched and analyzed the active regions of the cerebral cortex and cerebellum seen while performing the inference of geometrical figures. A WAIS intelligence test was conducted using 81 healthy boys (16.3 years of age on average), and five categories were classified. While performing the inference of shapes, their brain images were taken using functional magnetic resonance imaging (fMRI). As a result, the activity in 12 brain regions was observed, including in the cerebral cortex, the bilateral inferior parietal, the visual cortex, bilateral superior parietal, frontal-Inf-Tri-R, and bilateral caudate, while activities in 5 discrete areas were seen in the cerebellum. In particular, the higher the intelligence (IQ) of the subject, the stronger their activity. Among those with the most superior intelligence, subjects with an IQ of 140-147 showed significantly higher activity compared to the other groups. Such results seem to represent a very high utilization of intelligence in a highly gifted group, and we can expect to use this to determine the super gifted.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.3
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• pp.603-610
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• 2021

The purpose of this study was to develop a Youth Future Career Program for adolescents and to look into the effects of the program on the future efficacy. Through the program, adolescents would predict the future, explore alternative futures to solve future problems, find the shape of the future society they want and desire. In addition, they will discover or create future jobs. In this study, the Youth Future Career Program was developed into four modules: Future Understanding, Future Participation, Future-self, and Future Management. Ninety-three students in K University's Gifted Education Center participated in the Future Career Program (62 males and 31 females, 62 middle school students, and 31 high school students). The students responded to 14 questions about the future efficacy of the Youth before and after the program. Statistically significant differences were observed in 8 out of 14 questions (p<.05). In particular, the abilities of the participants were improved as follows: to apply newly learned things to society, to evaluate the current problems, to develop critical thinking to solve the problem, and to communicate with members of society.

• Journal of Gifted/Talented Education
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• v.27 no.1
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• pp.81-96
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• 2017

This study was to examine the passion profiles and direct, indirect, and total effects of music valuation(MV), passion for music (i.e., harmonious passion, obsessive passion), and satisfaction in music(SM) on music accomplishment(MA) of musically talented high school students in Korea. Of the 599 musically talented high school students surveyed from Gyonggi, Chungnam, and Busan in South Korea, 524 completed and returned the questionnaires yielding a total response rate of 87.48%. Students with high harmonious passion(HP) and high obsessive passion(OP) were classified as high passion students(Nhigh passion=228), where as those with low HP and low OP were classified as low passion students(Nlow passion=5). Students with high passion had higher MV and higher SM than those with high HP or low passion. Moreover, those with high passion had higher music accomplishment than those with high HP, high OP, or low passion. Students with high HP had higher MA and SM than those with low passion. MV affected MA through both HP and OP, and also SA. HP and OP also affected MA and SA. SM directly affected MA. Total effects of HP on MA were higher than those of OP, SM, and MV. The indirect effect of HP on MA were higher than those of OP. Findings indicated that the more students have a HP, the more they showed higher SM and MA when they engaged in music activity with higher MV. Future research is need to replicate these findings with professional musicians at higher levels of expertise.