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영재아를 중심으로 한 학문적 자아개념의 위계성에 대한 타당성 연구

A Hierarchical, Multifaceted Model of Academic Self-Concept of Gifted Children

송인섭
한국영재교육학회 (The Korean Society for Gifted and Talented)|2013.08|영재와 영재교육 (The Journal of the Korean Society for Gifted and Talented)|제12권 제2호|pp. 5-27|DOI 10.17839/jksgt.2013.12.2.5

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참고문헌

키워드

hierarchyforeign language위계성language자아개념영재아의 학문적 자아개념언어 자아개념외국어 자아개념수학자아개념gifted children self-concept

초록

학문적 자아개념의 위계성은 자아개념 연구자들의 중요한 관심사이다. 본 연구는 일반아동으로 국한된 연구의 한계를 넘어, 영재아동에 관심을 두어 영재아동 자아개념의 다양한 구인 중 학문적 자아개념의 고차원적이고 위계적 특성의 타당성을 경험적으로 검증하기 위하여 연구1과 연구2를 수행하였다. 본 주제는 반복연구의 특성을 갖는다. 외국의 다양한 표본에서의 결과가 한국에서도 같은 결과를 가져오는지를 보고자 한다. 연구1에서는 영재아동 중학생(N=256)을 대상으로 국어자아개념과 외국어의 말하기자아개념, 읽기자아개념, 쓰기자아개념을 대상으로 학문적 자아개념의 위계적 특성을 경험적으로 검증 확인하였다. 역사성에 근거를 두어 영재아동의 준거는 일반적으로 지능지수(IQ) 135이상에 속하는 아동으로 보았다. 연구2에서는 영재아동 고등학생(N=409)의 영어에서의 말하기자아개념, 읽기자아개념, 쓰기자아개념의 위계적 고차원성을 검증하였다. 이 두 연구를 통하여 영재아동 학문적 자아개념은 위계성의 특성을 갖고 있음을 재확인 할 수 있었다. 영재 연구의 일반적 판별 준거를 근거로 하여 역시 영재아동의 준거는 일반적으로 지능지수(IQ) 135이상에 속하는 아동으로 보았다. 본 연구는 학문적 특성의 차원성의 분석을 통하여 인간의 심리적 구인을 이해함으로써 교육적 상황에 적용하고자 한다.

Abstract

The hierarchy of academic self concept(SC) of gifted children was examined in 2 studies. In study 1, a higher order language SC factor represented middle school students'(N=256)SCs 4 areas. In study 2, high school student'(N=409) perceptions in speaking, reading, and writing in foreign language math SC formed 2 distinct higher order factors showing the domain specificity of their SCs in respective areas. In sum, in two studies it was found not only support for the multidimensionality of academic of self concepts demonstrated in previous research in terms of Song(1982), Shavelson & Stanton(2010)Shavelson, but also support for the hierarchy of academic self concept. Furthermore it was contended that seven features can be identified as critical to the construct definition of self-concept. Self-concept may be described as organized, multifaceted, hierarchical, stable, developmental, evaluative, and differentiable from other constructs. In general result for self-concept so far, at the apex of the hierarchy is general academic self-concept. general academic self-concept may be divided into two facets: academic and non-academic self-concepts. In turn, these second-order facets can be subdivided. Academic self-concept of gifted children may be divided into subject matter areas. Non-academic self-concepts may be divided into social, emotional and physical self-concepts, and these may be divided into more specific facets.

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