초등 과학영재와 일반학생의 성취동기와 과제집착력 비교
A Comparison of Achievement Motivation and Task Commitment between Science Gifted Students and General Students in Elementary School
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The purpose of this study was to compare of achievement motivation and task commitment between science gifted students and general students in elementary school. Samples of this study were 94 science gifted students and 93 general students in elementary school. The questionnaires were composed of 36 items for achievement motivation, 83 items for task commitment. The results of this study were as follows: First, it was showed that science gifted students were higher than general students in achievement motivation and task commitment, there was a statistically significant difference. Second, it was found that both of science gifted students and general students were high as positive correlation with the results of analysis of correlation between achievement motivation and task commitment. As the results of regression of these, in the case of science gifted students, it was found that independence and confidence factor of achievement motivation had significant impact to task commitment, and responsibility, confidence and future-oriented thinking in the general students.
Abstract
The purpose of this study was to compare of achievement motivation and task commitment between science gifted students and general students in elementary school. Samples of this study were 94 science gifted students and 93 general students in elementary school. The questionnaires were composed of 36 items for achievement motivation, 83 items for task commitment. The results of this study were as follows: First, it was showed that science gifted students were higher than general students in achievement motivation and task commitment, there was a statistically significant difference. Second, it was found that both of science gifted students and general students were high as positive correlation with the results of analysis of correlation between achievement motivation and task commitment. As the results of regression of these, in the case of science gifted students, it was found that independence and confidence factor of achievement motivation had significant impact to task commitment, and responsibility, confidence and future-oriented thinking in the general students.
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