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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 25, Issue 6 - Dec 2015
Volume 25, Issue 5 - Oct 2015
Volume 25, Issue 4 - Aug 2015
Volume 25, Issue 3 - Jun 2015
Volume 25, Issue 2 - Apr 2015
Volume 25, Issue 1 - Feb 2015
Selecting the target year
Cognitive and Emotional Inhibition Processes of Gifted Children: Word-color and Emotional Stroop Effects
Nam, Sooleen ; Nam, Kichun ; Baik, Yeonji ;
Journal of Gifted/Talented Education, volume 25, issue 4, 2015, Pages 469~491
DOI : 10.9722/JGTE.2015.25.4.469
The present study investigated the inhibition mechanisms of gifted children, which is one of the main executive functions in human cognitive system. The inhibition process was subdivided into cognitive and emotion aspects in order to examine the interplay between these two aspects with respect to inhibition processing. In Experiment 1, word-color Stroop task was used to study the cognitive inhibition process of 100 gifted children(Gender: 62 males, 38 females; Academic grade: 46 Elementary school students, 54 Secondary school students). In addition, emotional Stroop task was utilized in Experiment 2 to examine the effect of emotional component during cognitive inhibition process. Results revealed a significant cognitive cost (i.e., word-color Stroop effect) when participants had to withhold automatic response during cognitive inhibition task in Experiment 1. Such cognitive cost was reduced as the chronological age of the participants increased, with no difference in gender. The results in Experiment 2 showed no significant emotional inhibition cost (i.e., emotional Stroop effect) during cognitive inhibition task, and there was no effect of gender nor age. This suggests that the emotional component conveyed in words did not lead to cognitive bias effects. This study proposes that the cognitive and emotional inhibition processes are seemingly independent mechanisms that engage in complex interactions during inhibition processing of behavioral response.
Effects of University-based Science Gifted Education Programs on the Science Career Orientation of Gifted
Noh, Hyeonah ; Choi, Jaehyeok ;
Journal of Gifted/Talented Education, volume 25, issue 4, 2015, Pages 493~509
DOI : 10.9722/JGTE.2015.25.4.493
This study analyzed the effects of university-based science education programs on the gifted`s science career orientation. The subject of this study was 74 students who had university-based science gifted education programs on 2014. They took `Science Career Orientation` tests and questionnaires before and after the program. We had a cluster analysis about pre scores on `Science Career Orientation` as a variable. We analyzed the satisfaction level and effect of science career decision by groups after the program. As results, they were divided into four groups by cluster analysis. University-based science education program helped the increase of science career orientation in the categories indicating the low scores of the groups. They showed high satisfaction level and positive effects of science career decision, and the programs affecting their science career decision and satisfaction about that were different by groups. Satisfaction level and effects of science career decision are highly correlated.
Development and Validity of Creativity Path Inventory (CPI)
Lee, Hyunjoo ; Lee, Mina ; Park, Eunji ;
Journal of Gifted/Talented Education, volume 25, issue 4, 2015, Pages 511~528
DOI : 10.9722/JGTE.2015.25.4.511
The development process from creative potential to realized talent is complex and non-linear. This feature of the process stands out more in the process of living a creative life in the long-term rather than in a situation to solve certain problems in the short-term. The purpose of this study is to develop Creativity Path Inventory (CPI) for undergraduate students based on Sawyer`s Zigzag Model which is one of creative process theories and to verify reliability and validity of the inventory. Thus, reflecting the characteristics of each stage of the model, this study developed 88 items in 8 factors and finally confirmed 38 items in 7 factors through item analysis and verification process on construct validity. Internal consistency of a total of 38 items in CPI turned out to be .835, confirming the reliability of the inventory and goodness-of-fit index of the final model also demonstrated an appropriate result. CPI with verified reliability and validity will help enable people who want to manifest creativity in view of everyday creativity to realize self-improvement by self-reporting their strengths and weaknesses on their own.
The Structural Relationship among Task Commitment, Self Regulation Learning Ability, Parent Support, Satisfaction and Achievement in Gifted Education
Joo, Youngju ; Kim, Dongsim ; Lim, Eugene ;
Journal of Gifted/Talented Education, volume 25, issue 4, 2015, Pages 529~546
DOI : 10.9722/JGTE.2015.25.4.529
The purpose of the present study was to verify the structural relationship among task commitment, self regulation learning ability, parent support, satisfaction and achievement in gifted education. In this study, factors affecting the performance of gifted education are based on Differentiated Model of Gifted and Talent(
, 2004). Participants attended a 182 student in institutes for the gifted education in the city office of education in Korea. A hypothetical model was proposed, which was composed of task commitment, self regulation learning ability and parent support as exogenous variables; and satisfaction and achievement as endogenous variables. The results of this study are as follows: First, task commitment, self regulation learning ability and parent support had significant effects on gifted education`s satisfaction. Second, task commitment and parent support had significant effects on gifted education`s achievement.
A Study on Relation between Attribution Style of Elementary Gifted and Talented in Information and Their Attitude to Information Science
Lee, Jaeho ; Jung, Nu Ri ;
Journal of Gifted/Talented Education, volume 25, issue 4, 2015, Pages 547~563
DOI : 10.9722/JGTE.2015.25.4.547
This paper aims at figuring out specific characteristics of affective attitude of gifted and talented in information, predicting follow-up activities and desirable direction of learning. Based on the analysis of this paper as educational directions and suggestions for elementary gifted and talented students in information are as follows: First, in gender ratio of gifted and talented in information, including the fact that ratio of boys is high, there remain the previous prejudice of higher information capability and it seems that girls who depend on external factors, parents and teachers should make more efforts to help girls trust their own capability in information science and lead them to give more value to attribution of efforts for achievement in information science. Second, as grade is higher, motivation to learn information science and attitude for success in information science among sub-elements of attitude to information science, motivation to seed positive recognition to higher graders is required. Third, in screening and selecting gifted and talented students in information, attitude to information science should be considered as main cause and the existing gifted and talented students in information should be prompted to improve their attitude to information science with value on effort for information science.
The Survey of Gifted Students` Scientific Integrity and Perception of Scientific Misconduct in R&E Program
Lee, Jiwon ; Kim, Jung Bog ;
Journal of Gifted/Talented Education, volume 25, issue 4, 2015, Pages 565~580
DOI : 10.9722/JGTE.2015.25.4.565
We investigated gifted students` scientific integrity, perception of scientific misconduct and needs for research ethics education. For this study, 267 science academy students who have participated in R&E program responded to questionnaire of those three parts. The major findings are as follows: First, 45.31% of gifted students answered that they had one or more experiences in five categories; fabrication, falsification, plagiarism, unfair authorship, and connivance of scientific misconduct. Second, almost 90% of gifted students responded that statements of questions are scientific misconduct except the self plagiarism. Third, 28.83% of gifted students needed to study research ethics and all of them were 1st graders. Fourth, they wanted to know specifically the limit of apt citation, writing skills of research notes, specific examples of scientific misconduct, and concrete acting method for scientific integrity, etc. In order to get gifted students to conduct their research responsibly, educators have to consider and reflect the voice of gifted students.
Exploring the Process of Change in 5-year-olds` Mathematical Thinking through Mathematical Process-focused Instruction
Kim, Eunyoung ; Chung, Kayoun ;
Journal of Gifted/Talented Education, volume 25, issue 4, 2015, Pages 581~605
DOI : 10.9722/JGTE.2015.25.4.581
The purpose of this study is to build an instruction method focused on the mathematical process and apply it to 12, 5-year-olds from Kindergarten located in Seoul with a view to explore the changes in their mathematical thinking. In addition, surveys with parents and teachers, as well as those conducted in the field of early childhood education, were conducted to analyze the current situation. The effects focused on the five mathematical processes, namely problem solving, reasoning and proof, connecting, representing and communication was found to help the interactions between teacher-child and child-child stimulate the mathematical thinking of the children and induce changes. The mathematical process-focused instruction aimed to advance mathematical thinking internalized mathematical knowledge, presented an integrated problematic situation, and empathized the mathematical process, which enabled the children to solve the problem by working together with peers. As such, the mathematical thinking of the children was integrated and developed within the process of a positive change in the mathematical attitude in which mathematical knowledge is internalized through mathematical process.
Comparisons of Perceptions of Success, Grit, Aspirations, and Achievement Goal Orientation between Gifted and Non-gifted High School Students
Shi, Min ; Ahn, Doehee ;
Journal of Gifted/Talented Education, volume 25, issue 4, 2015, Pages 607~628
DOI : 10.9722/JGTE.2015.25.4.607
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.
Validation of the Psychological Capital Scale for Technical High School Students specialized in Invention and Patent Education
Ahn, Byungkuk ; Ahn, Doehee ;
Journal of Gifted/Talented Education, volume 25, issue 4, 2015, Pages 629~648
DOI : 10.9722/JGTE.2015.25.4.629
This study was to develop new psychological capital scale for high school students attending a technical high school specialized in invention and patent education, and to examine validity and reliability of the new psychological capital scale. Of the 400 high school students attending a technical a technical high school specialized in invention and patent education in a Province, Korea, 388 completed and returned the questionnaires. PCQ (Psychological Capital Questionnaire)-24 items version was modified to measure psychological capital of them. By conducting confirmatory factor analysis, the final 19 items were selected. The Cronbach`s alphas of the final version were ranged from .723 to .871. Convergent validity was supported through correlations among the sub-scales of the final version of PCQ, creative intelligence, creativity, and academic efficacy. Criterion-related validity was supported by mean differences on 4 sub-scales of psychological capital (i.e., self-efficacy, hope, resilience, and optimism) between two groups (i.e., prize-winning experiences for invention or academic achievement).
Development of Reading Comprehensive Strategy Program for Underachieving Gifted Students
Choi, Sun Ill ; Jin, Sukun ;
Journal of Gifted/Talented Education, volume 25, issue 4, 2015, Pages 649~667
DOI : 10.9722/JGTE.2015.25.4.649
This study handled underachievement issue of gifted students by developing and validating educational programs as a solution, or relief, of their academic underachievement problems. The proposed educational program was designed to enhancing reading comprehension ability of gifted students with underachievement. Based on comprehensive literature review, this study found that key issues of underachievement have to do with learning strategy, and also that learning strategy was established as `reading comprehension strategy.` Considering diverse reading comprehension models and strategies suggested by preceding studies, the reading comprehension strategy program in Korean was customized for underachieving gifted students on the middle school level. The effectiveness of the reading comprehension strategy program as a solution to underachievement of gifted students was explored by applying the developed program to 36 identified students after school twice a week for 6 weeks, conducting pre- and post-tests that were selected to measure their reading comprehension abilities, collecting their academic achievement data before and after the intervention by this study, and interviewing students. As the results of this study, reading metacognition ability, reading comprehension skills, and school grades of gifted students with underachievement were meaningfully improved as a group. On the individual level, 12 identified students, exactly one third of the whole group of underachieving gifted students, showed so improved academic achievement as we can say they overcame underachievement based on the Supplee`s definition.