영재와 평재간의 학업적 자기조절의 차이 = A Difference of Academic Self - Regulation Between Gifted and Nongifted Children

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate a difference of academic self-regulation between gifted and nongifted children The subjects were sampled in 40 sixth grade elementary school. Based on I.Q academic achievement, and teacher`s recommendation, the gifted children 40 were selected by above of IQ 130 and 2 percentile, the nongifted children 40 were selected by IQ 90-110 and 50 percentile. An academic self-regulation abilities was measured by the academic self-regulation inventory. This instrument was composed of motivation, method, behavior, time, physical environment and social environment dimensions. A motivation dimension was composed of self-efficacy, intrinsic motive, and goal setting. A method dimension was composed of task strategy, imagery, self-instruction. A behavior dimension was composed of self-monitoring, self-evaluation, and self-reinforcement. A time dimension was composed of time management. A physical environment dimension was composed of environment structuring. A social environment dimension was composed of helping seeking. To test the hypotheses of this study were applied to MANOVA. Main findings of this study were as follows: 1. The gifted children did have more academic self-regulation abilities about motivation, method, behavior, time, physical environment and social environment dimensions than the nongifted children. 2. The gifted children did use more self-efficacy, intrinsic motive, goal setting, task strategy, imagery, self-instruction, self-monitoring, self-evaluation, self-reinforcement, time management, environment structuring and helping seeking than the nongifted children. It was suggested that academic self-regulation training program should be applied to teach a gifted and nongifted children effectively.