지적으로 우수한 초등 영재아의 심리사회적 적응 = Intellectually Gifted Elementary School Children's Psychosocial Adjustment

다국어 초록 (Multilingual Abstract)

The purpose of the study was to investigate intellectually gifted elementary school children's psychosocial adjustment, employing self-concept, self-esteem, perfectionism and behavior problems as the indicators of psychosocial well-being. The participants of the study were gifted 4th and 6th graders who were categorized in two different gifted groups, highly gifted and moderately gifted, according to their IQ scores, and nongifted 4th and 6th graders whose IQs were ranged from 90 to 109. Each gifted group was subcategorized into two different groups, the gifted from gifted classes and the gifted from regular classes. To summarize the results, although different patterns emerged based on the grade level and sex, gifted children at all grade levels were consistently higher on academic self-concept, self-esteem and perfectionism, and had less emotional and behavioral problems compared to their nongifted counterparts. Regarding social self-concept, while gifted 6th graders had the lowest score, gifted 4th graders had the highest score. Also, giftedness was related more clearly to social self-concept in girls than boys. With regard to the difference by the educational placement, the gifted from gifted classes were higher on self-concept and self-esteem and had less emotional and behavior problems than the gifted from regular classes. Overall, the results are consistent with the view that giftedness enhances children's overall self-concept and decreases psychosocial maladjustment while the effect of the educational placement on psychosocial well-being still warrants further testing in future studies. Only by controlling confounding factors, further research will be able to identify the effect on gifted children's psychosocial well-being of congruence between gifted children's needs and traits and the educational environment which nurtures those needs.

국문 초록 (Abstract)

본 연구의 목적은 지적으로 우수한 영재아의 심리사회적 적응에 관한 기존의 상충되는 두 가지 견해를 검증하는 것으로, 초등 영재아와 보통아를 대상으로 하여 자아개념, 자아존중감, 완벽주의, 정서 및 행동문제 등의 심리사회적 적응 지표에서 차이가 있는지를 분석하였다. 연구대상으로 서울 근교의 광역시 및 지방 중소도시의 일반 초등학교와 지역공동 영재학급에서 총 355명의 4, 6학년 학생을 표집하였다. 표집된 학생은 KEDI 집단 지능검사 결과를 토대로, 지능 150 이상의 우수한 영재아(highly gifted), 125∼145 사이의 영재아(moderately gifted), 90∼109 사이의 보통아 집단으로 구분되었으며, 영재아들은 다시 현재 영재교육을 받고 있는지의 여부에 따라 영재교육을 받는 영재아와 받지 않는 영재아 집단으로 분류되었다. 연구결과를 요약하면, 전반적으로 영재아는 보통아보다 학문적 자아개념, 자아존중감, 완벽주의 성향이 높으며, 정서 및 행동 문제는 낮게 나타났다. 특히, 영재성이 증가할수록 학문적 자아개념이 증가하며 정서 및 행동문제는 낮게 나타났다. 영재성과 사회적 자아개념의 관계는 학년과 성별에 따라 다르게 나타났는데, 세 집단 중 영재아 집단의 사회적 자아가 가장 높게 나타난 4학년과 달리 6학년은 영재아 집단의 사회적 자아가 가장 낮았으며, 집단간 차이를 보이지 않은 남학생의 경우와 달리 여학생은 영재성이 높아질수록 사회적 자아도 증가하는 것으로 나타났다. 영재교육 유무에 따른 차이의 비교 분석에서는 영재교육을 받는 영재아가 받지 않는 영재아보다 학문적 자아 및 사회적 자아개념과 자아존중감이 높게 나타났으며, 정서 및 행동 문제는 낮게 나타났다.

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