• Journal of Gifted/Talented Education
• /
• v.23 no.6
• /
• pp.965-979
• /
• 2013

In this paper, we explore how the concepts of fatigue society and self exploitation are related with the gifted and gifted education. Gifted students' burnout are the result of an excess of positivity. The violence of positivity stems from over-producing, over-achieving or over-communicating. Especially, this paper tries to warn gifted students' maladaptive perfectionism, high expectations of themselves and their surroundings, high task commitment, and excessive self criticism could make the gifted the high risk group who burnout themselves in this fatigue society. In addition, it is discussed how the gifted students' suicides are closely related to the issues of fatigue society and self exploitation structurally. Most importantly, we examine that why and how the concept of fatigue society results in ultimate decline of creativity. Finally, we discuss some ways to overcome this over-achieving fatigue society and their implications in the aspects of gifted students' creative lives and products.

• Journal of vocational education research
• /
• v.30 no.4
• /
• pp.143-159
• /
• 2011

The purpose of this study is to develop and validate Inventory of Peer Relation for middle and high school students. First of all, in Study 1, 113 preliminary test questions were developed after reviewing of precedent studies in order to develop the Inventory of Peer Relation for Middle and High School Students. In Study 2, for the factor analysis, the survey was conducted for 600 students in three middle schools and three high schools in Busan to develop a final test, and finally 42 questions of them were selected. In Study 3, correlation analysis with another two inventories of peer relation was conducted to validate the developed Inventory of Peer Relation. The Inventory of Peer Relation developed through this study can be said reliable and valid. We made some suggestions for future studies.

• Journal of the Korea Convergence Society
• /
• v.10 no.6
• /
• pp.219-225
• /
• 2019

This study explored the mediating effects of positive psychological capital on the relationship between academic grit and academic burnout perceived by high school students. This study was conducted through questionnaires of 573 second graders of high school in Daegu and analyzed by descriptive statistics, correlation analysis, structural equation modelling. The results of this study were as follows. First, academic grit had a negative effect on academic burnout. Second, positive psychological capital mediated the relationship between academic grit and academic burnout. This result implies that it is necessary to provide positive psychological capital to enhance or maintain academical grit in the context of academic burnout. In the subsequent study, it is needed to explore the mediating effects of positive psychological capital on sub-variables, the moderating effect of positive psychological capital profiles, the analysis of variance according to individual backgrounds such as gender and grade for academic grit and academic burnout, and the mediating or moderating effects of positive psychological capital on independent variables such as perfectionism, ego-resilience, and self-efficacy.

• Journal of Korean Elementary Science Education
• /
• v.38 no.4
• /
• pp.439-452
• /
• 2019

This study aims to compare self- and peer-assessments of science-gifted elementary students' scientific creativity. A science-gifted program on the Pascal's principle was implemented to 40 fifth-graders in the Science-Gifted Education Center for two weeks. After that, students presented their results from a scientific creativity task using the principle in class. The task was to devise a new and useful tool using the principle, and it included the students' self-assessment about their idea. During presentation, students were asked to assess the works of peers and write down the reasons that they gave the scores they gave. Shortly, student self- and peer-assessments about students' scientific creativity outcomes were compared. Based on two essential components of creativity, ideas that satisfy both originality and usefulness can be counted as scientifically creative. The main results of this study are as follows: First, the average scores of student self- and peer-assessments were 71.5 and 61.9. Second, the standard deviations of student self- and peer-assessments were 14.47 and 5.79. Third, among scientific creativity, originality, usefulness scores, only originality had a significant correlation between student self- and peer-assessment (r=.42). Fourth, the students were categorized into four groups according to the levels of their scores by student self- and peer-assessment. And the frequencies of peer-assessment group had a significant difference at p<0.05 level, according to self-assessment group (Chi Square=4.0000, df=1, p=0.0455). Fifth, through a case study by group, the results suggesting that self-assessment could be affected by the students' self-efficacy and perfectionism and such effect could also influence peer-assessment have been found. The result showed that how the student self- and peer-assessment of scientific creativity are different and what the students' thoughts on the evaluation of scientific creativity are. The findings suggested that there are several things to consider for the educators to make efforts to construct consistent assessment methods for scientific creativity.

• Journal of Digital Convergence
• /
• v.17 no.12
• /
• pp.509-521
• /
• 2019

The purpose of this study is to examine the patterns of the keywords in journals in the field of Cognitive Behavioral Therapy (CBT) to identify the knowledge structure of CBT studies in Korea. To compare CBT studies from Korea and abroad, 234 articles (2008-2019) published on "Cognitive Behavior Therapy in Korea" and 2,316 articles (1977-2019) published on "Cognitive Therapy and Research" were collected. The data were analyzed using NetMiner 4.3. The co-word analysis was done by calculating the cosine similarity matrix of major keywords, followed by visualizing the network. The results of this study identified the main interests of Korean CBT scholars, and categorized the knowledge structure of CBT in Korea into 9 research areas: "scale validation"; "perfectionism and entrapment"; "cognitive, emotional, and relationship characteristics of schizophrenic patients"; "cognitive characteristics and treatment of borderline personality disorder and depression/bipolar disorder patients"; "adaptation and psychological health"; "cognitive characteristics and treatment of patients with social anxiety disorder"; "causes and co-morbidities of depression"; "acceptance and commitment therapy"; and "understanding and the treatment of binge eating disorder patients." This study is meaningful in that it has reviewed the accumulated knowledge in the CBT field in Korea for the past 11 years, and suggests future tasks for development to improve the standards of CBT practice.

• Journal of Gifted/Talented Education
• /
• v.25 no.6
• /
• pp.817-836
• /
• 2015

This research focuses on the development of gifted child behavior checklist which feasibly has application on the nation-wide gifted children observation-recommendation method. Corresponding measure has significance as it reflects actual observations of teachers teaching gifted children first-hand and involves measure of importance regarding each characteristic. An open survey on gifted children behavior characteristics lists and specific behavior patterns has been acquired from teachers in gifted education, and the checklist was developed through expert group review, pre-test, and confirmatory factor analysis process. The former checklists have shown several difficulties on application of observation-recommendation on the field due to behaviors that can't be observed in school, less important behaviors, and collide and duplicate behaviors etc. With regard to such problems, problematic clauses were removed based on the observation probability and importance of the behaviors. Ultimately, total of 32 behavior characteristic checklist consisting of ten sub factors(logical thinking, high achievement, originality, perfectionism, creative problem solving, curiosity, task commitment, conversation ability, creativity, passion) and two to three questions on each factor had been drawn. Through internal consistency test and item-total score correlation, each item of the measure has been analyzed to be consistently evaluating corresponding variables. In addition, the result of confirmatory factor analysis showed every item to be weighed appropriately on its sub-factor, strongly suggesting its feasibility on observation-recommendation of elementary gifted children as an appropriate checklist.

• Journal of Korean Elementary Science Education
• /
• v.37 no.4
• /
• pp.440-454
• /
• 2018

This study aims to compare student self-, teacher-, and objective assessments of elementary science-gifted students' scientific creativity. A science-gifted program on the topic of Hydraulic Machine was implemented to 40 fifth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea for four weeks. The products of the students' activities were assessed by three types of 'Student Self-Assesment', 'Teacher-Assesment', and 'Objective Assessment using Formula'. Based on two essential components of creativity, the scientific creativity is divided into two parts of originality and usefulness. Ideas that satisfy both components can be counted as scientifically creative. The main results of this study are as follows: First, the scores of each week and the average of the overall four-week scores on scientific creativity were significantly correlated. Student self-assessment (r=.687), teacher-assessment (r=.715), and objective assessment (r=.724) appeared consistently over instructional periods. Second, the average scores of student self-, objective, and teacher-assessments were 73.15, 35.72, and 26.60, respectively. The result of student self-assessment on scientific creativity tended to be higher than those of formula and teacher. Third, among the three types of assessment on scientific creativity, a strong correlation appeared between teacher- and objective assessment (r=.974), but neither between student self- and objective (r=.161) nor between student self- and teacher- (r=.213). Fourth, the scores on originality component had a positive correlation between teacher- and objective assessment (r=.713). The scores of student self- and teacher-assessments had a significant correlation too (r=.315), but not between student self- and objective assessment (r=.279). Fifth, the scores on usefulness component did not have a significant correlation between student self- and teacher-assessment (r=.155). Sixth, there was no significant difference on scientific creativity between student self- and objective assessment [${\chi}^2$(1, n=40)=1.667, p<.197]. Not between student self- and teacher-assessment either [${\chi}^2$(1, n=40)=1.616, p<.204]. On the contrary, there was a significant difference between teacher- and objective assessment [${\chi}^2$(1, n=40)=32.593, p<.000]. Seventh, the students were categorized into four groups according to the levels of their scores by student self- and teacher-assessment. The result showed that factors influencing student self-assessment are inherent in the personality traits of gifted individuals, such as self-esteem and perfectionism. The findings suggested that there are challenges for the educators to make efforts to construct consistent assessment methods for scientific creativity.

• Industry Promotion Research
• /
• v.7 no.3
• /
• pp.77-83
• /
• 2022

This study was conducted with the purpose of helping middle-aged women who experienced insecure attachment during personal growth experience positive changes by re-illuminating their own growth process. During this study period, 14 in-depth interviews were conducted from August 2020 to September 2021, and the interview contents were based on the narrative research methodology to examine the meaning of participants' experiences regarding unstable attachment and post-traumatic growth in existential contexts. The text was described in terms of, relational context, life context, etc. As a result of the study, three participants who experienced unstable attachment and post-traumatic growth were selected and the following conclusions were drawn. First, the meaning in the existential context is the desire for recognition, perfectionism, unstable family environment, how to cope with stress, the courage to face the wounds, self-acceptance and affirmation, gratitude to the people around you, and the hope of life is the meaning in the participant experience. was interpreted as Second, the meaning in the relational context was interpreted as experiences with parents, husbands, children, interpersonal relationships, and religion. Third, the meaning in the life context is the lack of care, the reproduction of control, the responsibility as the eldest daughter, the precious family, and the meaning and value of life is the present experience in which the various experiences with the parents in the past affect the lives of the current participants. interpreted in Through the above research results, this study aims to describe the experiences of insecure attachment during childhood and the post-traumatic growth process of participants using a narrative technique, and to suggest positive alternatives to their lives.

• Journal of Yeungnam Medical Science
• /
• v.4 no.2
• /
• pp.39-50
• /
• 1987

The authors studied paranoid ideation and obsession, using Derogatis s' SCL-90, in the subjects of 2,564 male and 1,252 female college freshmen of Yeungnam University. The authors collected the reports of Self-Rating Paranoid ideation and Obsession Scale during the periods from January to February, 1987, and applied ANOVA and t-test on paranoid ideation and obsession scores in order to compare them between various psychosocial factors, and sexes. The results are as follows: 1. There was not significant difference in the mean averages of total paranoid ideation scores between male and female students : male students scored $4.16{\pm}3.09$, female students scored $4.16{\pm}2.91$. 2. High scored items were delusion and suspiciousness. 3. Fifty-nine male students (2.3%) showed high paranoid ideation scores of 12 or higher, while twenty-six female students(2.1%) showed the same scores. 4. There was strong tendency toward higher paranoid ideation scores in the students who were dissatisfied with their home atmosphere, college, department and familiarity of parents and those who had pessimistic view of self in the past, present or future in both group(respectively P<0.001). The male students who believed protestantism showed higher level of paranoid ideation scores (P<0.01). The male students who attened the department of fine art showed higher level of paranoid ideation scores (P<0.05). 5. There was significant difference in the mean averages of total obsession scores between male and female students (P<0.05) : male students scored $10.40{\pm}5.43$, female students scored $10.75{\pm}5.02$. 6. High scored Items were perfectionism, indecisiveness, inattention & obsessive thoughts. 7. Thirty-eight male students(1.6%) showed high obsession scores of 25 or higher, while fifteen female students(1.2%) showed the same scores. 8. There was strong tendency toward higher obsession scores in the students who were dissatisfied with their home atmosphere, college, department and familiarity of parents and those who had pessimistic view of self in the past, present, or future in both group(respectively P<0.001). The female students who attended the department of home economics & whose educational fees were paid by her brothers & sister, showed higher level of obsession scores(respectively P<0.01).