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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 6, Issue 1 - Jun 1996
Selecting the target year
Journal of Gifted/Talented Education, volume 6, issue 1, 1996, Pages 1~12
초.중등학교의 영재판별체제 구안을 위한 기초적 연구
Journal of Gifted/Talented Education, volume 6, issue 1, 1996, Pages 13~30
"일반학교에서의 영재교육 방법: 속진과 심화"
Journal of Gifted/Talented Education, volume 6, issue 1, 1996, Pages 31~52
The emotional characeristics of gifted children: Suggestions for guidance of the gifted children's mental health
Journal of Gifted/Talented Education, volume 6, issue 1, 1996, Pages 53~72
The present study dealt with the emotional characteristics, emotional development of gifted children and emphasized the emotional intelligence as the meta-ability for the development of creativity and intellectual abilities. The emotional vulnerability of gifted children was also hscussed with endogenous and exogeneous problems, internal dyssynchrony, and social context. To find out the real chief problems the gifted children have, the contents of individual counselling with mothers of the gifted in KAGE were categorized based on the Lazarus' BASIC ID and DSM-IV dagnosis. Total 128 cases were analyzed. Among them, 61 cases were from elementary schoolers, however, percentile data showed the most, 34% of infant class aged 30 months - 48 months. Usually, the number of counselling in each person was 1, but 17 cases were done more than 3 times. And, 8 cases had experiences to visit the other counseling center or neuropsychiatric clinic. The categories of chief problems were 10: information about gifted program, behavior, affect, sensation, school and cognitive functions, imagery and self concept, interpersonal relationship, personality, mental illness, and others. Many problems in each category were listed. Finally, the present study suggested the several guidance plan possibly useful in the gifted education center for the purpose of prevention of emotional difficulties and support for the mental health, including professional personnel, child counselling, emotional education, and parent counseling & education.
The Relationship between Learning Strategies and Congnitive Learning Abilities
Journal of Gifted/Talented Education, volume 6, issue 1, 1996, Pages 93~109
The purpose of this study was to investigate the relationship between learning strategies and cognitive learning abilities with achievement scores of elementary school children. To achieve this purpose, 109 sixth grade children were sampled in Seoul-City, and the 'Questionnaire on the Learning Strategies and Learning Abilities Test' were administered to them. The collected data were analyzed by Pearson's Product Moment Correlation and Multiple Regression Analysis. The major findings of this study were as follows: Firstly, there appeared to be statistically significant correlations between learning strategies and achievement scores. The process of thinking variable of learning strategies were most significantly correlated with achievement scores(r=.251- .458, p<.01). The calculated R2 indicated that the combined effects of process of thinhng and affective domain on the achievement scores were about 21.5%. Secondly, there appeared to be statistically significant correlations between cognitive learning abilities and achievement scores. The verbal reasoning and verbal comprehension variable of cognitive learning abilities were most significantly correlated with achievement scores(r=.215-,493, p<.01). The calculated R2 indicated that the verbal reasoning and verbal comprehension variable of cognitive learning abilities explained about 27.6% of the variance of achievement scores. Thirdly, there appeared to be no statistically significant correlations between learning strategies and cognitive learning abilities. The results of this study shows that the development of learning strategies and cognitive learning abilities could improve the achievement scores in school learning.