본문 바로가기
KERD
논문KCI 등재

영재와 일반 남아의 자존감 비교 및 영재 남아의 자존감 유형별 신체증상 및 공격성 분석

Comparison of Self-Esteem in the Gifted & Ordinary Boys and Analyses of Psychosomatic Symptoms and Aggression according to Self-Esteem Patterns in the Gifted

문지혜|하정연|박혜원
한국영재학회 (The Korean Society For The Gifted)|2011.03|영재교육연구 (Journal of Gifted/Talented Education)|제21권 제1호|pp. 83-105

0

조회

0

다운로드

8

인용

0

참고문헌

키워드

공격성신체증상Aggression암묵적 자존감명시적 자존감Explicit self-esteemBoys영재 아동Self-esteem discrepancyImplicit self-esteemThe giftedPsychosomatic symptoms
주제분류교육학

초록

영재 남아 132명(초등학생 23명, 중학생 109명)과 일반 남아 282명(초등학생 29명, 중학생 253명)을 대상으로 명시적 자존감과 암묵적 자존감에서의 차이를 살펴보고, 영재 남아의 자존감 유형에 따라 신체증상과 공격성에서의 차이를 분석하였다. 명시적 자존감의 경우 영재 아동이 일반 아동에 비해 전반적으로 높게 나타나, 운동 능력을 제외한 학업능력, 사회적 수용, 외모, 품행, 전반적 자기가치감에서 유의한 차이를 보였다. 암묵적 자존감에서는 영재 아동과 일반 아동 간 차이가 유의하지 않았다. 영재 남아의 두 자존감의 수준에 따라 4개의 집단으로 나누어 문제행동을 살펴본 결과, 두 자존감 수준이 일치할 때보다 불일치할 때 신체증상과 공격성이 더 높았다. 아동기부터 두 자존감이 일치하는 것이 중요함을 확인하였고 영재 아동을 위해 자존감일치를 중재할 수 있는 방안에 대한 후속연구가 필요함을 제안하였다.

Abstract

Explicit & implicit self-esteems were measured with 132(23 elementary & 109 middle school students) gifted & 282(29 elementary & 253 middle school students) ordinary students. Additional measures on psychosomatic symptoms & aggression were obtained with gifted students. Gifted boys reported higher ESE on most of subscales except the athletic self-esteem. However there was no difference in ISE between two groups. Self esteem types significantly predicted psychosomatic symptoms & aggression in the gifted. Especially the discrepancy between ESE & ISE was the most important predictor for both internalized & externalized behavior problems. The behavior problem ratings were higher in the self-esteem discrepant groups compared to the congruent groups. This study showed that the congruency between ESE & ISE is important from childhood and later studies need to find intervention strategies against the self-esteem discrepancy.

참고문헌 (60)

  1. 강명희, "문제행동에 대한 부모,아동,교사 평가간의 관계", 석사, pp.2000
  2. 교육인적자원부, "영재교육진흥법" (2000), 교육부
  3. 교육인적자원부, "영재교육진흥법(개정)" (2008), 교육인적자원부
  4. 김혜숙, "청소년기 영재가 지각한 어머니의 양육태도와 청소년기 영재의 자아존중감과의 관계", 석사, pp.2001
  5. 문지혜, "암묵적 자존감에 대한 정서적 글쓰기의 효과", 박사, pp.2009
  6. 박민정, "청소년의 공격성에 영향을 미치는 생태학적 변인", 박사, pp.2002
  7. 박승진, "성취 지향적‧관계 지향적 우울성향자의 암묵적‧명시적 자존감", 석사, pp.2008
  8. 안도희, "대학부설 과학영재교육 프로그램 참여 경험이 과학영재의 과학문제발견력과 정의적 인지적 특성에 미치는 중 장기적 효과", 영재교육연구, 19(2), pp.279~302 (2009), 한국영재학회
  9. 오경자, "K-CBCL.아동청소년 행동평가척도" (1997), 앙적성연구소
  10. 윤여홍, "영재아 판별에서 한국판 영재아 행동특성 체크리스트의 유용성에 관한 연구", 영재교육연구, 8(2), pp.1~30 (1998)
  11. 전경원, "영재교육학" (2000), 학문사
  12. 정수자, "기관영재, 일반영재, 평재집단 간의 성격차이 비교분석", 성결대학교 논문집, 4(1), pp.12~24 (1997)
  13. Ablard,K.E, "Self-perceptions and needs as a function of type of academic ability andgender", Roeper Review, 20(2), pp.110~115 (1997)
  14. Altman, R, "Social-emotional development of gifted children and adolescents: A researchmodel", Roeper Review, 6(2), pp.65~68 (1983)
  15. Baumeister, R. F, "Relation of threatened egotism to violenceand aggression: The dark side of high self-esteem", Psychological Review, 103, pp.5~33 (1996)
  16. Blaine, B, "Self-esteem and self-serving biases in reactions to positive andnegative effects: An integrative review. In Self-esteem: Thepuzzle of low self-regard", pp.55~85 (1993), Erlbaum
  17. Bosson, J. K, "Self-enhancementtendencies among people with high explicit self-esteem: The moderating role of implicitself-esteem", Self and Identity, 2, pp.169~187 (2003)
  18. Bushman, B. J, "Threatened egotism, narcissism, self-esteem, anddirect and displaced aggression: Dose self-love or self-hate led to violence", Journal of Personality and Social Psychology, 75, pp.219~229 (1998)
  19. Buss,A.H., "The aggression questionnaire", Journal of Personality andSocial Psychology, 62, pp.452~460 (1992)
  20. Chan,D, "Learning styles of gifted and nongifted secondary students in Hong Kong", Gifted Child Quarterly, 45(1), pp.35~44 (2001)
  21. Cornell,D.G, "Gifted children: the impact of positive labelling on the family system", American Journal of Orthopsychiatry, 53, pp.322~335 (1983)
  22. Dauber, S. L, "Aspects of personality and peer relations of extremelytalented adolescents", Gifted Child Quarterly, 34, pp.10~15 (1990)
  23. Dodge, K. A, "Social-information processing factors in reactive andproactive aggression in children's peer groups", Journal of Personality and SocialPsychology, 53, pp.1146~1158 (1987)
  24. orverify itself? In Efficacy, agency, and self-esteem, "Is the self motivation to do more than enhance and", pp.1995, Epstein, S
  25. Ehrlich, V. Z, "Gifted children: A guide for parents and teachers" (1982), Prentice-Hall
  26. Forsyth, P, "A study of self-concept, anxiety, and security of children in gifted: Frenchimmersion, and regular classes", Canadian Journal of Counseling, 21, pp.153~156 (1987)
  27. Frank, E, "Implicit but not explicit self-esteem predictsfuture depressive symptomatology", Behaviour Research and Therapy, 45, pp.2448~2455 (2007)
  28. Greenwald, A. G., "Implicit social cognition: Attitudes, self-esteem, andstereotypes", Psychological Review, 102, pp.4~27 (1995)
  29. Hart, C. H, "Russian parenting styles and family processes: Linkageswith subtypes of victimization and aggression. In Family and peers: Linking two social worlds" (2000), Praeger
  30. Harter, S, "Developmental perspectives on self-esteem. In Handbookof child psychology", pp.275~385 (1982), John Wiley & Sons
  31. Harter, S, "Manual for the self-perception profile for children" (1985), University of Denver
  32. Hetts, J. J, "A case of non-conscious aspects of the self-concept. In Cognitive social psychology: The princeton symposium on thelegacy and future of social cognition", pp.105~123 (2001), Erlbaum
  33. Jordan. G. H., "Secureand defensive self esteem", Journal of Personality and Social Psychology, 85, pp.969~978 (2003)
  34. Kaplan,H.B, "Self-attitudes and deviant behavior: new directions for theory andresearch", Youth and Society, 14(2), pp.185~211 (1982)
  35. Kelly, K. R, "Academic and social self-concepts of gifted, general, andspecial students", Exceptional Children, 50, pp.551~554 (1984)
  36. Kernis, M. H, "Toward a conceptualization of optimal self-esteem", Psychological Inquiry, 14, pp.1~26 (2003)
  37. Kernis, M. H, "Self-perceptions of reactions to doing well or poorly: The roles of stability and level ofself-esteem", Personality and Individual Differences, 22, pp.845~854 (1997)
  38. Kernis, M. H, "Stability and level of self-esteemas predictors of anger arousal and hostility", Journal of Personality and SocialPsychology, 56, pp.1013~1023 (1989)
  39. Khoury, T. J, "Gifted children: Current trends and issues", Journal ofClinical Child Psychology, 6, pp.49~55 (1977)
  40. Kitayama, S, "Implicit self-esteem in Japan: Name letters and birthdaynumbers", Personality and Social Psychological Bulletin, 23, pp.736~742 (1997)
  41. Knepper, W, "Emotional and social problem solvingthinking in gifted and average elementary school children", Journal of GeneticPsychology, 142, pp.25~30 (1983)
  42. Lahey, B. B, "Age andgender differences in oppositional behavior and conduct problem: A cross-sectionalhousehold study of middle childhood and adolescent", Journal of Abnormal Psychology, 109, pp.488~503 (2000)
  43. Lea-Wood, S. S., "Self-esteem of gifted adolescent girls in Australianschools", Roeper Review, 17(3), pp.195~97 (1995)
  44. Ludwig, G., "Behavior problems of gifted and nongifted elementaryschool girls and boys", Gifted Child Quarterly, 28(1), pp.37~40 (1984)
  45. McCoach, D. B, "The structure and function of academic self-concept ingifted and general education students", Roeper Review, 25(2), pp.61~67 (2003)
  46. Nuttin, M. J, "Narcissism beyond Gestalt and awareness: The name letter effect", European Journal of Social Psychology, 15, pp.353~361 (1985)
  47. Pelham, D. L., "Implicit and explicit personal and social identity: Towarda more complete understanding of social self. In Thepsychology of the social self", pp.115~143 (1999), Erlbaum
  48. Rigby, K, "Peer victimization at school", Australian Journal of EarlyChildhood, 19(1), pp.3~10 (1994)
  49. Robinson, N, "The social world of gifted children & youth. In Handbook of Giftedness in Children", pp.33~52 (2008), Springer
  50. Roedell, W. C, "Vulnerabilities highly gifted children", Roeper Review, 6, pp.127~130 (1984)
  51. Rosenberg, M, "Society and adolescent self-images. Princeton" (1965), Princeton UniversityPress
  52. Salmivali, C, "Feeling good about oneself, being bad to others? Remarks on self-esteem,hostility, and aggressive behavior", Aggressive and Violent Behavior, 6, pp.375~393 (2001)
  53. Schröder-Abë, M, "High implicit self-esteem is notnecessarily advantageous: Discrepancies between explicit and implicit self esteem andtheir relationship with anger expression and psychological health", European Journal ofPersonality, 21, pp.319~339 (2007)
  54. Spalding, L. R, "Unconscious unease and self-handicapping: Behavioralconsequences of individual differences in implicit and explicit self-esteem", Psychological Science, 10, pp.535~539 (1999)
  55. Terman, L. M, "Mental and physical traits of gifted children. Genetic studies of genius,Vol. 1" (1925), Stanford University Press
  56. Terman, L. M, "The gifted child grows up: Twenty five years' follow-upa superior group. Genetic studies of genius: Vol. 4" (1947), Stanford UniversityPress
  57. Webb, J. T, "Nurturing social-emotional development of gifted children. In International Handbook for Research onGiftedness and Talent", pp.525~538 (1993), Pergamon Press
  58. Whitemore, J. R, "Giftedness, conflict and underachievement" (1980), Allan & Bacom
  59. Zajonc, R. B, "Feeling and thinking: Preference need no interferences", AmericanPsychologist, 35, pp.171~175 (1980)
  60. Zeigler-Hill, V, "Discrepancies between implicit and explicit self-esteem: Implications fornarcissism and self-esteem instability", Journal of Personality, 74, pp.119~143 (2006)

관련 논문AI추천

소외계층 영재, 일반영재, 일반학생들의 자아존중감과 삶의 만족도 비교김미진, 류지영교육연구소 · 교육문화연구2019 · 제25권 제5호초등학생의 신체상, 자아존중감 및 문제행동김미예, 서지영한국모자보건학회 · 한국모자보건학회지2010 · 제14권 제1호부모 양육태도가 영재교육대상자와 일반 학생의 자아존중감에 미치는 영향권치순, 이초록대한지구과학교육학회 · 대한지구과학교육학회지2011 · 제4권 제3호지적으로 우수한 초등 영재아의 심리사회적 적응김홍원, 윤여홍, 윤초희한국심리학회 산하 한국발달심리학회 · 한국심리학회지: 발달2004 · 제17권 제2호영재판별 검사 여부에 따른 일반유아와 영재유아 간의 자아개념 차이 분석박송현, 배희라, 이경화, 정영희한국영재교육학회 · 영재와 영재교육2022 · 제21권 제2호성별, 학교적응, 학업수행능력이 초등학생의 자아존중감에 미치는 영향 :잠재성장모형을 활용한 종단분석김시현교육연구소 · 교육문화연구2020 · 제26권 제6호

이 간행물의 다른 논문 (12건)

영재아와 일반아의 독서성향과 진로태도성숙 및 자기주도적학습 특성의 관계박경빈, 권혁민pp. 1-17영재학생의 프로젝트학습에서 UCC 활용 교수·학습 모형의 적용과 성별에 따른 효과 분석손정우, 조선옥pp. 19-38무지개를 활용한 과학영재활동에 나타난 과학영재의 특징 분석이봉우, 김희경pp. 39-56경험표집법(ESM)을 통해 본 음악영재의 삶의 질이현주, 최인수pp. 57-81영재교사들이 지각하는 관찰-추천 영재판별 시스템의 방향, 중요도, 실행수준 분석: 개념도 연구법을 활용하여한기순, 이정용pp. 107-122
원문 보기