영재 미성취에 영향을 미치는 정의 및 사회적 특성 탐색
Affective and Social Variables Influencing on Gifted Underachievers
2
조회
0
다운로드
6
인용
0
참고문헌
키워드
초록
본 연구는 영재의 미성취와 성취에 영향을 미치는 정의 및 사회적 특성을 학업관련태도와 성취목표 및 또래지지 요인을 중심으로 살펴보았다. 연구대상은 서울과 인천지역의 4개 중학교에서 한국심리검사연구소(2008)의 지적능력검사를 실시하고 검사점수가 우수한 216명을 우선 선정한 후 이들 가운데 지적능력검사와 학업성취도검사 점수의 차이를 토대로 미성취영재(35명)와 성취영재(56명)를 선별하였다. 수집한 자료는 상관분석, t검증, 이항 로지스틱 회귀분석을 실시하여 분석하였다. 본 연구결과, 첫째, 상관분석에서 학업관련태도 3개요인(학문적 자기지각, 목적가치, 동기/자기조절)과 성취목표 2개요인(숙달목표, 수행접근목표)은 상호간 정적상관을 나타냈고 학업관련태도의 교사태도와 학교태도 및 또래의 학문적지지 요인 역시 상호간 정적상관을 보였다. 또한 분석에 투입된 학업관련태도, 성취목표 및 또래지지 요인 대다수는 유의미한 정적 상관이 있는 것으로 나타났다. 둘째, t검증 결과, 미성취영재는 성취영재 보다 낮은 목적가치를 지니고 수행회피성향이 강한 것으로 나타났다. 셋째, 이항 로지스틱 회귀분석 결과, 영재의 미성취와 성취를 예측할 확률은 71.9%이며 목적가치와 수행회피목표 요인이 유의미한 영향을 미치는 것으로 나타났다. 본 연구결과는 일선 학교현장에서 미성취영재를 성취영재로 전환시키는데 필요한 가이드를 제공해 줄 수 있으며, 미성취영재를 위한 체계적인 교육프로그램을 개발하는데 유의미한 기초 자료로 활용될 수 있을 것이다.
Abstract
This purpose of this study was to examine affective and social characteristics of gifted underachievers in junior high school and which variables influence them on as academic self-perceptions, goal valuation, motivation/self-regulation, achievement goal (mastery, performance-approach and performance-avoidance), attitudes toward school, attitudes towards teachers and peer academic support and peer personal support. Subjects over IQ 125 were 216 in Seoul and Incheon, Korea. Subjects were classified into two groups: gifted underachievers(N=33) and Gifted achievers(N=56) according to the gap between their IQ and achievement score. Gifted underachievers and gifted achievers showed statistically significant differences in goal valuation and performance- avoidance goal using the independent sample t-test. Results of the logistic regression analysis indicated that 71.9% of the gifted were classified as either underachievers or achievers using the variables in this study. Especially, goal valuation and performance- avoidance goal factors affected underachievement of the gifted significantly.
참고문헌 (69)
- 김명숙, "자기효능감, 성취목표지향성, 지각된 교사의 성취목표 강조가 수학불안에 미치는 영향", 아시아교육연구, 10(2), pp.103~133 (2009), 교육연구소
- 김혜진, "초등 영재교육 경험의 의미 탐색", 초등교육연구, 21(2), pp.107~127 (2008), 한국초등교육학회
- 남민정, "초등학교 미성취 영재의 사회․정서적 자아개념 향상을 위한 집단상담 프로그램 개발", 학습자중심교과교육연구, 9(3), pp.207~230 (2009), 학습자중심교과교육학회
- 백중열, "미성취 영재의 특성과 지도방안 모색", 미술교육논총, 24(3), pp.373~388 (2010), 한국미술교육학회
- 송수지, "미성취 영재와 성취 영재 간의 개인적 특성 비교", 아동학회지, 28(5), pp.175~191 (2007), 한국아동학회
- 송수지, "영재가 지각한 학교환경이 영재의 미성취에 미치는 영향", 열린교육연구, 15(2), pp.145~164 (2007), 한국열린교육학회
- 안도희, "학문적 미성취 중학생들의 학업관련 특성: 학업성적, 학업관련 태도, 지적능력에 대한 신념, 학습전략을 중심으로", 교육심리연구, 21(3), pp.723~745 (2007), 한국교육심리학회
- 이경란, "미성취영재와 성취 영재의 자기조절 학습전략 차이 비교", 석사, pp.2005
- 이명자, "미성취 영재에 대한 고찰", 중등교육연구, 55(1), pp.159~179 (2007), 중등교육연구소
- 이은진, "사회적 지지와 자기효능감이 아동의 성취동기에 미치는 영향", 석사, pp.2007
- 이용애, "초등학교 아동의 시각예술영재성 판별 준거 개발", 초등교육연구, 16(2), pp.397~414 (2003), 한국초등교육학회
- 윤경미, "과학영재, 인문사회영재, 일반 중학생의 다중지능 특성 비교", 청소년학연구, 15(5), pp.287~313 (2008), 한국청소년학회
- 정윤희, "기하영역에서 미성취를 보이는 수학 영재아에 관한 사례 연구", 석사, pp.2005
- 정은이, "미성취 영재(Gifted Underachiever)에 대한 또래 상담의 전략적 개입", 교육방법연구, 14(1), pp.35~63 (2002), 한국교육방법학회
- 조미경, "자기조절 학습전략 프로그램이 미성취 영재의 자기조절 학습능력과 학업성취에 미치는 효과", 초등교육학연구, 15(2), pp.105~122 (2008)
- 진석언, "K-CBCL을 통한 성취 영재와 미성취 영재의 문제행동 비교", 특수교육연구, 13(2), pp.231~246 (2006), 국립특수교육원
- 최병연, "미성취 영재를 위한 교육적 중재에 관한 연구", 영재와 영재교육, 6(1), pp.23~48 (2007), 한국영재교육학회
- 최효순, "초등학교 영재의 미성취에 영향을 미치는 요인에 관한 연구", 초등교육학연구, 8(2), pp.143~162 (2001)
- 한국심리검사연구소, "학습 능력검사" (2008), 한국심리검사연구소
- 한기순, "성취영재와 미성취영재는 어떻게 다른가?: 학습전략, 동기, 능력신념, 그리고 문제해결성향의 차이 분석", 영재교육연구, 17(1), pp.27~50 (2007), 한국영재학회
- 한상철, "교사의 칭찬과 꾸중이 아동의 학업성취 목표와 자아존중감에 미치는 영향", 석사, pp.2003
- Albaili, M. A, "Motivational goal orientations of intellectually gifted achieving and underachieving students in the United Arab Emirates", Social Behavior and Personality, 31(2), pp.107~120 (2003)
- Baker, J. A, "Models of underachievement among gifted preadolescents: The role of personal, family, and school factors", Gifted Child Quarterly, 42(1), pp.5~15 (1998)
- Balduf, M, "Underachievement among college students", Journal of Advanced Academics, 20(2), pp.274~294 (2009)
- Baslanti, U, "Factors related to the underachievement of university students in turkey", Roeper Review, 28(4), pp.210~215 (2006)
- Baker, T. R, "The effects of G.I.S. on students' attitudes, self-efficacy and achievement in middle school science classrooms", The Journal of Geography, 102(6), pp.243~254 (2003)
- Berube, B. N, "What educators need to know about underachievement and gifted students", ~ (1995)
- Bulter-Por, N, "Underachievers in school: Issues and intervention" (1987), John Wiley and Sons
- Carr, M, "Motivational components of underachievement", Developmental Psychology, 27(1), pp.108~118 (1991)
- Cross, T. L, "Social coping among academically gifted adolescents in a residential setting: A longitudinal study", Gifted Child Quarterly, 53(1), pp.25~33 (2009)
- Davis, G, "Education of the gifted and talented(5th ed)" (2004), Pearson Education
- Elliot, A. J, "Achievement goals, study strategies, and exam performance: A mediational analysis", Journal of Educational Psychology, 91(3), pp.549~563 (1999)
- Fenzel, L. M, "Prospective study of changes in global self-worth and strain during the transition to middle school", Journal of Early Adolescence, 20(1), pp.93~116 (2000)
- Ford, D. Y, "Determinants of underachievement as perceived by gifted, above average, and average black students", Roeper Review, 14(3), pp.130~136 (1992)
- Ford, D. Y, "A study of achievement and underachievement among gifted, potentially gifted, and regular education black students" (1995), The University of Connecticut, National Research Center on the Gifted and Talented
- Freedman, J, "Personal and school factors influencing academic success or underachievement of intellectually gifted students in middle childhood", 박사, pp.2000
- Gallagher, J, "Personal patterns of underachievement", Journal for the Education of the Gifted, 14(3), pp.221~233 (1991)
- Garber, S. H, "“Hearing their voices”: Perceptions of high school students who evidence resistance to schooling", Paper presented at the annual meeting of the American Educational Research Association (2002)
- Greene, L. J, "Kids who underachieve" (1986), Simmon and Schuster
- Harackiewicz, J. M, "Short-term and long-term consequences of achievement goals: Predicting interest and performance over time", Journal of Educational Psychology, 92(2), pp.316~330 (2000)
- Harris, H. L, "Helping students cope with test anxiety", ~ (2003)
- Johnson, D. W, "Meaningful and manageable assessment through cooperative learning" (1996), Interaction Book Co
- Kanevsky, L, "To produce or not to produce? Understanding boredom and the honor in underachievement", Roeper Review, 26(1), pp.20~28 (2003)
- Kitano, M. K, "Gifted Latin women", Journal for the Education of the Gifted, 21(2), pp.131~159 (1998)
- Lau, K, "Motivational characteristics of under-achievers in Hong Kong", Educational Psychology, 21(4), pp.417~430 (2001)
- Long, J. F, "Academic motivation and achievement among urban adolescents", Urban Education, 42(3), pp.196~222 (2007)
- Lupart, J. L, "“Hidden gifted” students: Underachiever prevalence and profile", Journal for the Education of the Gifted, 20(1), pp.36~53 (1996)
- Matthews, M. S, "School factors and the underachievement of gifted students in a talent search summer program", Gifted Child Quarterly, 51(2), pp.157~181 (2007)
- McCall, R. B, "The nature and correlates of underachievement among elementary schoolchildren in Hong Kong", Child Development, 71(3), pp.785~801 (2000)
- McCall, R. B, "High school underachievers: What do they achieve as adults" (1992), Sage Publications
- Midgley, C, "Manual for the patterns of adaptive learning scales" (2000), University of Michigan
- McCoach, D. B, "A validation study of the school attitude assessment survey", Measurement and Evaluation in Counseling and Development, 35(2), pp.66~77 (2002)
- McCoach, D. B, "Why try? Factors that differentiate underachieving gifted student", ~ (2001)
- McCoach, D. B, "The school attitude assessment survey-revised: A new instrument to identify academically able students who underachieve", Educational and Psychological Measurement, 63(3), pp.414~429 (2003)
- Mufson, L, "Factors associated with underachievement in seventh-grade children", Journal of Educational Research, 83(1), pp.5~10 (1989)
- Neumeister, K. L. S, "Underachievement versus selective achievement: Delving deeper and discovering the difference", Journal for the Education of the Gifted, 26(3), pp.221~238 (2003)
- Preckel, F, "Academic underachievement: Relationship with cognitive motivation, achievement motivation, and conscientiousness", Psychology in the Schools, 43(3), pp.401~411 (2006)
- Reis, S. M, "The underachievement of gifted students: What do we know and where do we go", Gifted child Quarterly, 44(3), pp.152~170 (2000)
- Rimm, S, "When gifted students underachieve: What you can about it" (2006), Prufrock Press
- Schultz, R. A, "Illuminating realities: A phenomenological view from two underachieving gifted learners", Roeper Review, 24(4), pp.203~213 (2002)
- Smith, E, "understanding underachievement: An investigation into the differential attainment of secondary school pupils", British Journal of Sociology of Education, 24(5), pp.575~586 (2003)
- Singh, K, "Mathematics and science achievement: Effects of motivation, interest and academic engagement", The Journal of Educational Research, 95(6), pp.323~332 (2002)
- Suldo, S. M, "A social cognitive behavioral model of academic predictors of adolescents' life satisfaction", School Psychology Quarterly, 23(1), pp.56~69 (2008)
- Thorkildsen, T. A, "Fifth graders' achievement orientations and beliefs: Individual and classroom difference", Journal of Educational Psychology, 90(2), pp.179~201 (1998)
- Van De Gaer, E, "Effects of singe-sex versus co-educational classes and schools on gender differences in progress in language and mathematics achievement", British Journal of Sociology of Education, 25(3), pp.307~322 (2004)
- Vlahovic-Stetic, V, "Motivational characteristic in mathematical achievement: A study of gifted high-achieving, gifted underachieving and non-gifted pupils", High Ability Studies, 10(1), pp.37~49 (1999)
- Wong, E. H, "Perceptions of autonomy support, parent attachment, competence and self-worth as predictors of motivational orientation and academic achievement: An examination of sixth-and ninth- grade regular education students", Adolescence, 37(146), pp.255~266 (2002)
- Wolters, C. A, "Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation. cognition, and achievement", Journal of Education Psychology, 96(2), pp.236~250 (2004)
- Zusho, A, "Skill and will: The role of motivation and cognition in the learning of college chemistry", International Journal of Science Education, 25(9), pp.1081~1094 (2003)
