영재의 학업성취도와 사회적 성숙도에 따른 지적, 정의적 및 가정의 심리적 환경 특성 분석

초록

This study analyzed IQ, affective traits and family processes of the gifted adolescents in relation with their academic and social achievements. Forty eight gifted adolescents of ages in 16-23 and 43 parents of the gifted participated in this study. The gifted adolescents were either identified by the Ministry of Education or by an educational institutions when they were 3-5 years old in 1985 to 1990. Based on their scores on national scholastic aptitude test and social competency test by Lotz (1984), the gifted adolescents were grouped into 4. To measure affective traits, tests on self-concept, belief in intellectual competency, achievement motivation, and self-efficacy were administered to the gifted adolescents. Parents responded to the questionnaires on family processes. IQ scores recorded in student record were used for analyses. Data were analyzed by One-way ANOVA and Scheffé test. It was found that the four groups were not significantly different in their intellectual abilities. In terms of affective traits, there were significant differences among four groups in one's perceptions on creative problem-solving skill, a subscale of self-concept, and understanding of one's intellectual competence, a subscale of belief in intellectual abilities. Meanwhile, they were not significantly different in the rest of affective traits; There were no significant differences in family processes among the 4 groups. However, there were common characteristics in family processes. In general, parents of the gifted did not exert stress, did not help homeworks, and did not control or supervise children's TV watching. Instead they emphasized reading since young for children, provided intellectual stimuli and discipline in collaboration with other family members.

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