중학 영재학생과 일반학생의 리더쉽기술, 사회성숙도 및 행위통제 분석 = (An) Analysis of leadership skills, social maturity and action control between gifted and average middle school students

다국어 초록 (Multilingual Abstract)

The purpose of this study was to analyze leadership skills, social maturity and action control of gifted middle school students compare to average middle school students. The impetus for this study was the paucity of research concerning the leadership skills of gifted students.
Four this purpose, three research questions were investigated:
(1) Do relationships between leadership skills, social maturity and action control exist among the gifted and average students? (2) Are there any differences of leadership skills, social maturity and action control among the gifted and average students? (3) Is it possible to discriminate among the groups based on differences of leadership skills, social maturity and action control?
The subjects for this study were 536 middle school students (mathematically gifted, scientifically gifted, liberal arts gifted and average students) in 1th or 2th grade in Pusan, Korea.
First of all, the reliability of measurement instrument was verified through a pre-study. The instruments used in this study were leadership skill questionnaire, social maturity and action control test. For the first research question canonical correlation analysis was used. Two-way ANOVA and MANOVA were used to investigate the second research question. Discriminative Analysis was used to investigate the third research question. The results of this study were as follows:
First, according to the results of canonical correlation analysis, leadership skills were significantly associated with social maturity of gifted and average students. Also leadership skills were significantly associated with action control of gifted and average students.
Second, according to the result of two-way ANOVA and MANOVA analysis, there were significant differences in leadership skills between gifted and average students. Gifted students scored significantly higher than did average stuents in all subscale of leadership skills measure. Also, there were statistical differences in leadership skills by sex. But there were not differences in leadership skills interaction between school quality and sex. There were significant differences in social maturity between gifted and average students. Gifted students scored significantly higher than did average students on the social maturity. Also, there were statistical differences in social maturity by sex. But there were not differences in leadership skills interaction between school quality and sex. There were differences in action control measure between gifted and average students. There were especially significant differences in one subscale of action control measure - hesitation - between gifted and average students by student quality only.
Third, the result of the discriminative analysis, it shows that leadership skills, social maturity and action control were useful variables for discriminating between the gifted and average groups. Also, it shows that leadership skills were important variables for discriminating between gifted and average students.
In conclusion, leadership skills, social maturity and action control of students are very important factors in youth leadership education. Therefore, we need the cognition of those three factors for the ideal gifted identification and leadership program development. Research suggestions and implications for youth leadership development by student quality are discussed.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 의의 = 1
• 2. 연구 문제 = 6
• 3. 용어의 정의 = 7
• Ⅱ. 이론적 배경 = 10
• 1. 영재의 정의와 특성 = 10
• 1) 영재의 정의 = 10
• 2) 영재의 특성 = 17
• 2. 리더쉽의 이론적 고찰 = 20
• 1) 리더쉽 정의 = 20
• 2) 대표적 리더쉽 이론 = 22
• 3) 청소년 리더쉽 특성과 기술 = 27
• 3. 청소년의 사회성숙도와 행위통제 = 35
• 1) 청소년의 사회성숙도 = 35
• 2) 청소년의 행위통제 = 37
• 4. 관련 선행연구 = 42
• 1) 리더쉽기술과 사회성숙도 및 행위통제 관련 선행연구 = 42
• 2) 영재의 리더쉽기술, 사회성숙도 및 행위통제 관련 선행연구 = 44
• Ⅲ. 연구방법 = 48
• 1. 연구 대상 = 48
• 2. 측정 도구 = 50
• 3. 자료수집 방법 및 절차 = 55
• 4. 자료 처리 = 56
• Ⅳ. 연구 결과 = 58
• 1. 영재학생과 일반학생의 리더쉽기술과 사회성숙도 및 행위통제 간의 관계 = 58
• 2. 영재학생과 일반학생의 리더쉽기술, 사회성숙도, 행위통제의 차이 = 68
• 3. 리더쉽기술과 사회성숙도 및 행위통제에 의한 영재학생과 일반학생의 판별 = 81
• Ⅴ. 논의 = 87
• 1. 영재학생과 일반학생의 리더쉽기술과 사회성숙도 및 행위통제간의 관계 = 87
• 2. 영재학생과 일반학생의 리더쉽기술, 사회성숙도, 행위통제의 차이 = 89
• 3. 리더쉽기술과 사회성숙도 및 행위통제에 의한 영재학생과 일반학생의 판별 = 93
• Ⅵ. 요약 및 결론 = 95
• 1. 요약 = 95
• 2. 결론 및 제언 = 97
• 참고문헌 = 100
• 부록 = 117
• Abstract = 131

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