소외계층 영재, 일반영재, 일반학생들의 자아존중감과 삶의 만족도 비교
Self-esteem and life satisfaction among underrepresented gifted students, regular gifted students, and regular students
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본 연구는 소외계층 영재와 일반영재학생, 일반학생들의 자아존중감과 삶의 만족도가 어떻게 나타나는지를 알아보고, 이에 대한 효과적인 교육적 방안에 대해 제언하고자 한다. 소외계층 영재학생 265명, 일반영재 157명과 일반학생300명을 대상으로 연구를 실시하였다. 자아존중감 검사에서 소외계층 영재학생들의 자아존중감은 일반영재 학생들보다는 낮고, 일반학생들보다는 높게 나타났다. 세 집단의 성별에 의한 자아존중감 차이에서 일반 남학생의 자아존중감만일반 여학생보다 의미있는 차이를 보이며 높게 나타났다. 세 집단의 삶의 만족도를 분석한 결과, 일반 영재학생들이가장 높게 나타났고, 소외계층 영재학생이 그 다음으로 높았고, 일반학생들이 가장 낮게 나타났다. 소외계층 영재학생과일반학생들에서는 남학생이 여학생보다 높은 삶의 만족도를 보여 주었다. 자아존중감과 삶의 만족도 간에는 정적인상관관계가 있었으며, 특히 소외계층 영재들의 삶의 만족도와 자아존중감이 가장 높은 상관관계를 보여 주었다. 결과를 바탕으로 소외계층 영재학생들의 자아존중감과 삶의 만족도를 높일 수 있는 제언들을 제시하였다.
Abstract
The purpose of this study is to examine self-esteem and life satisfaction among underrepresented gifted students, regular gifted students and regular students. The participants in this study are 333 underrepresented gifted students, 157 regular gifted students, and 300 regular students, and all are in grade 7 to grade 11. Regular gifted students show the highest self-esteem score, followed by underrepresented gifted students and regular students. There are no gender differences in self-esteem of regular gifted students and underrepresented gifted students, except regular students. Regular gifted students also show the highest life satisfaction score, followed by underrepresented gifted students and regular students. Boys of underrepresented gifted students and regular students score higher than girls of underrepresented gifted students and regular students in life satisfaction. We find there are positive correlation between self-esteem and life satisfaction. We suggest several educational intervention to increase self-esteem and life satisfaction of underrepresented gifted students.
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