영재의 후기 학업성취에 영향을 미치는 아동기 특성 및 환경요인

초록

Purpose of this study was to find out factors which may affect later achievements among their intellectual and affective characteristics and family processes during their childhood. Sixty undergraduates or graduates students identified as gifted at the age of 3-5 years old and 56 of their parents responded to questionnaires and interviews. Correlation coefficients among Korean scholastic aptitude test score as an index of academic achievement; IQ, and childhood affective characteristics such as self-concept, achievement motivation, belief in their intellectual abilities, and general self-efficacy and family processes responded by parents were analyzed. Stepwise regression analyses were carried out with factors of significant correlation coefficients with academic achievement. It was found that the correlation between academic achievement and IQ was not significant. Preference for challenging tasks was found to be the only factor highly correlated with academic achievement. The result implies that providing children with positive experiences of working with challenging tasks are necessary to have children to achieve more in their later years.

키워드