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REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
Journal of Gifted/Talented Education
Journal Basic Information
Journal DOI :
The Korean Society for the Gifted
Editor in Chief :
Volume & Issues
Volume 22, Issue 4 - Dec 2012
Volume 22, Issue 3 - Sep 2012
Volume 22, Issue 2 - Jun 2012
Volume 22, Issue 1 - Mar 2012
Selecting the target year
The Relationship between Epistemic Beliefs and Creativity of Mathematics & Science Gifted Students
Song, Young Myung ; Jeong, Mi Seon ;
Journal of Gifted/Talented Education, volume 22, issue 4, 2012, Pages 805~821
DOI : 10.9722/JGTE.2012.22.4.805
The purpose of this study was to investigate the relationship between epistemic beliefs and creativity of gifted students. To resolve the above research questions, this study used epistemic beliefs inventory and Torrance`s TTCT to 87 1st grade gifted middle school students enrolled in Daegu metropolitan city. The results of this study are as follows. Firstly, sophistical epistemic beliefs of the gifted students were higher than their naive epistemic beliefs. Secondly, Pearson`s correlation analysis showed significant relations between fixed ability and verbal creativity, and between provisional knowledge and verbal creativity, and showed significant relations between variables of sophistical epistemic beliefs and figural creativity. Lastly, this study revealed that fixed ability, expert authority and provisional knowledge explain considerable amount verbal creativity of the gifted students. And authority of the acceptance and provisional knowledge affect considerably their figural creativity.
Analysis of Research Trends on Gifted Education in Korea
Park, Kyungbin ;
Journal of Gifted/Talented Education, volume 22, issue 4, 2012, Pages 823~840
DOI : 10.9722/JGTE.2012.22.4.823
The purpose of this study is to investigate trends of research in the area of gifted education in Korea. Research articles published in the Journal of Gifted/Talented Education from 2006 to the present, which totalled 422 articles, were analyzed. Also, articles in the area of gifted education published in other academic journals registered in Korea Research Foundation totalling 228 were analyzed. In addition, 131 doctoral dissertations on gifted education areas were investigated. The articles were analyzed in terms of their subjects, topics and research methods. The results show that most of the studies looked into elementary and high school students as subjects, and the most researched topics of the articles were program development and curriculum, identification, affective characteristics and cognition. The methodology of majority of the articles were quantitative methods. Implications and future research areas are discussed.
The Interaction Effects on Academic stress of Gifted Student and Normal Student by Academic Self-efficacy and Stress Coping Styles
Yang, Yeonsuk ;
Journal of Gifted/Talented Education, volume 22, issue 4, 2012, Pages 841~853
DOI : 10.9722/JGTE.2012.22.4.841
The purpose of this study was to examine the interaction effects on academic stress of gifted student and normal student by academic self-efficacy and stress coping styles. We conducted a questionnaire survey with 100 sixth grade gifted student and 100 normal student who showed academic achievement of the same level. According to the results of this study, gifted student showed higher problem-focused coping than normal student. Both elementary gifted student and normal student, the lower academic self-efficacy and problem-focused coping, the more increased academic stress increased. In the gifted student case where the level of problem-focused coping was high, academic stress was lower when academic self-efficacy was high. Normal student`s academic stress was lower when the level of problem-focused coping and academic self-efficacy was higher.
Comparison of Science Gifted and Ordinary Elementary School Students with Regard to the Concept of Groundwater
Lee, Hyong-Jae ; Park, Sang-Tae ;
Journal of Gifted/Talented Education, volume 22, issue 4, 2012, Pages 855~874
DOI : 10.9722/JGTE.2012.22.4.855
This research aimed to obtain basic data for elementary school students to form proper concepts by comparing the science gifted students and the ordinary students of elementary school with regard to the groundwater concept, formation process, existence forms, and movement. The research subjects were 65 fifth and sixth graders of the elementary school students and the spatial ability test was conducted on the subjects, and 4 science gifted students and 8 ordinary students chosen from the subjects were analyzed using half-structured interview data and ground water drawing drawn by the students. The conclusion derived in accordance with the research purpose is summarized as follows. It was found that there were no great differences in the answers to the question asking what groundwater is between the science gifted elementary school students with high spatial ability and the ordinary elementary school students with moderate spatial ability. The ordinary students with low spatial ability tended to regard groundwater as the concept of water and sewage. In the concept of the formation process of groundwater, the science gifted elementary school students with high spatial ability explained it by citing diverse surface water such as rainfall, river water, lake, and waterfall, and the ordinary elementary school students with moderate spatial ability all mentioned only rainfall and river water and could not explain diverse spatial factors. The ordinary elementary school students with low spatial ability mentioned rainfall and river water and perceived that groundwater was formed artificially. In the concept regarding the existence form of groundwater, the ordinary elementary school students with low spatial ability could not think of space perception that small pore space exists in earth or soil in the ground. The science gifted elementary school students with high spatial ability knew that groundwater exists in pore space with regarding groundwater movement, the ordinary elementary school students with low spatial ability thought that there was no groundwater movement and that it could be moved only by artificial facilities. There were differences in the perception of pore space and in the perception of existence and non-existence of groundwater movement accordingly, but for most of the elementary school students, the concept of groundwater was formed differently from the scientific concept. It is considered that most of the elementary school students formed erroneous concept about groundwater and could not connect ground water under the surface of the earth with the substances forming its surroundings with regard to the concept of groundwater.
The Relationship Among Peer Relation Disposition, Relationship Maintenance effort and School Adjustment of Gifted students and Non-Gifted students
Chun, Yu-Ri ; Han, Ki-Soon ;
Journal of Gifted/Talented Education, volume 22, issue 4, 2012, Pages 875~892
DOI : 10.9722/JGTE.2012.22.4.875
The purpose of this study was to investigate the relationship among peer relation disposition, relationship maintenance effort and school adjustment of gifted students and non-gifted students. And then the final purpose of the study is to give suggestions to help improving gifted students` peer relationship and their school adjustment. For the study, 175 gifted students and 179 non-gifted students in grades 4 and 6 of 5 elementary schools in urban areas were assessed on their peer relation disposition, relationship maintenance effort and school adjustment. The results are summarized as follows. First, gifted students were significantly higher than that of the non-gifted students as a whole. Second, in the correlation among peer relation disposition, relationship maintenance effort and school adjustment, peer relation disposition and relationship maintenance effort showed a significantly positive correlation with all the subvariables of school adjustment. Third, Sympathy-Acceptance disposition was the most influential factor for gifted students, and Independence-Responsibility disposition was the most influential factor for non-gifted students. Finally, the cluster analysis results based on the peer relation type of the gifted and the non-gifted suggested four meaningful clusters. And the four clusters showed significantly differences with all the subvariables of school adjustment. Implications of the study were discussed in depth related to the gifted education practices.
What Kinds of Rearing Stress Do the Mothers of the Gifted Have?: Using a Concept Mapping Approach
Han, Ki-Soon ; Lee, Young-Mi ;
Journal of Gifted/Talented Education, volume 22, issue 4, 2012, Pages 893~916
DOI : 10.9722/JGTE.2012.22.4.893
This research investigates gifted students` mothers` rearing stress based on the concept mapping method. For this, 12 gifted students` mothers solicited, gathered and analyzed related statements, and then did multidimensional scaling and hierarchical cluster analysis. The stress value was .273 which was appropriate for the two level concept mapping study. In addition 101 mothers of gifted students rated for the rearing stresses they experience. Results were as follows. First, 79 concrete statements were solicited and as a result of concept mapping were categorized as `burden and conflict as mothers of the gifted`, `possible negative characteristics due to the giftedness`, and `self-esteem and pressure by the title of the gifted`. Especially following items showed relatively high average: worrying about how to give the child a specific help for his/her career(M
The Comparison of the Science Gifted and Mathematics Gifted in Attitude Toward Science and Learning Motivations in Science of Elementary School Students
Park, Byoung-Tai ; Ko, Min-Seok ; Kim, O-Beom ;
Journal of Gifted/Talented Education, volume 22, issue 4, 2012, Pages 917~928
DOI : 10.9722/JGTE.2012.22.4.917
The purpose of this study is to survey and compare of the science gifted and the mathematics gifted students at elementary school`s 171 students who live in the Seoul city, using Attitude Assessment Tool and Learning Motivation in Science. The analytical results of the collected data are presented as follow; Firstly, there was no difference between science gifted and mathematics gifted in the attitude, value, social meaning, and attitude toward science subject and learners mostly have a positive attitude toward science but, there was difference in the preference of the science gifted and mathematics gifted. Science gifted`s preference toward science subject is higher than mathematics gifted students. Secondly, there was no difference in the attention, self-efficacy, and contentment in learning motivation in the science but, there was difference between science gifted and mathematics gifted in the relevance.
Analysis of the Reliability and Validity of Selection Results of the Gifted Student by Observation and Nomination System
Yun, Eunjeong ; Park, Yunebae ;
Journal of Gifted/Talented Education, volume 22, issue 4, 2012, Pages 929~942
DOI : 10.9722/JGTE.2012.22.4.929
The purpose of this study was to propose for efficient selection with observation and nomination system and efficient operation of Convergence Science class in a Science Institute for Gifted Youth attached in university. For this purpose, we analyzed the result of entrance exam with observation and nomination system, and the correlation between enterance exam score and achievement to perform at the Convergence Science class. As a result, despite observation and nomination system is highly dependent on observers and recommenders, they have very different perspectives each other. In addition it was founded that selection and education process after admission is inconsistent.
Comparative Analysis of Leadership Characteristics and Emotional Intelligence Between Scientifically Gifted Students and General Students in Middle School Age and Emotional Intelligence`s Effects on Leadership Characteristics
Lee, Young-Han ; Yoo, Mi-Hyun ;
Journal of Gifted/Talented Education, volume 22, issue 4, 2012, Pages 943~966
DOI : 10.9722/JGTE.2012.22.4.943
The purpose of this research was to compare the leadership characteristics and emotional intelligence between scientifically gifted middle school students and general students and to investigate the emotional intelligence`s effects on leadership characteristics. For this study, 150 scientifically gifted middle school students and 130 general students were participated. The results obtained from this study were as follows. First, the total score of leadership characteristic and sub-domains of leadership characteristic showed significant difference. The leadership characteristic of the gifted students turned out to be significantly higher than that of general students. Investigating gender difference, it showed that the score of girls significantly higher than that of boys in some sub-domain both gifted and general students. Second, the total score of emotional intelligence and sub-domains of emotional intelligence showed significant difference. There were significant differences between the two groups in `thinking-acceleration ability by emotion` and `ability of utilizing emotional knowledge`. Investigating gender difference, it showed that the score of girls significantly higher than that of boys in some sub-domain both gifted and general students. Third, it proved to be significantly positive correlation between leadership characteristic and emotional intelligence of gifted middle school students. Forth, the gifted students` emotional intelligence affected leadership characteristic significantly by multiple regression analysis.
The Effects of The Science Camp Program on Science Process Skills and Scientific Attitudes for The Elementary Scientific Gifted Students
Shin, Myeung-Ryeul ; Lee, Yong-Seob ;
Journal of Gifted/Talented Education, volume 22, issue 4, 2012, Pages 967~983
DOI : 10.9722/JGTE.2012.22.4.967
The purpose of this study was to find the effects of the science camp program on Science Process Skills and Scientific Attitudes for the Scientific Gifted Students. For this purpose, this research developed the science camp program. This program was totally consisted 30 lessens. there was 2 part in this program. It contained Astronomic Space Science(14 class), Aerospace Science(16 class). To find the effects of the science camp program on Science Process Skills and Scientific Attitudes for the Scientific Gifted Students. 20 participants was selected. these students were attended at a scientific gifted class(5th grade) of an elementary school located in Ulsan. First, Science Process Skills was used to find the effect of the science camp program And the results were analyzed by SPSSWIN 18.0. The results of this study were as follows. the science camp program was a positive effects on Science Process Skills of the Scientific Gifted Students(t
The Relationship Between Achievement Motivations of Science Gifted Students and their Perfectionism, Self-Concept, Parenting Behaviors
Lim, Jin-Hyun ; Chun, Miran ; Choe, Seung-Urn ;
Journal of Gifted/Talented Education, volume 22, issue 4, 2012, Pages 985~1007
DOI : 10.9722/JGTE.2012.22.4.985
The achievement motivations of science gifted students are very important in becoming experts who achieve high level. In this study, 77 8th graders of Science Gifted Education Center were divided into highly motivated and low motivated groups. Multidimensional Perfectionism, Self-Concept, Parenting Behaviors Scale were compared between these 2 groups, and predicting variables were verified through regression analysis. As a result, highly motivated students received higher scores on Perfectionism, self-directed Perfectionism, and other-directed Perfectionism. Self-concept scores were higher on factors of body, moral, personalities, social, and abilities as well. In Parenting Behaviors Scale, only the father`s affection factor was influenced. The result of regression analysis revealed that self-directed Perfectionism, social self-concept, and moral self-concept had meaningful predictions. In parameter verification, partially mediated effect of self-directed Perfectionism and social self-concept was verified in the relationship between father`s affection factor and achievement motivation. This study confirmed that self-directed Perfectionism of science gifted students has positive effects on adaptation. The importance of social and moral education and the father`s affection were found as well.