초등 영재아가 지각하는 부모의 성취압력 및 교사로부터 받는 스트레스의 정도와 대처행동 = Achievement Pressure from their Parents and Stress Degree from their Teacher Perceived by Gifted Children and their Coping Behaviors

다국어 초록 (Multilingual Abstract)

The purpose of this study is to offer basic data that establishes a plan or a measure, which can alleviate the stress due to parents and teachers, by examining the degree of achievement pressure related to school work, which the gifted elementary school children receive from parents, and the perceptual degree in the stress against teachers, and by analyzing the realities of the coping behavior according to that.
In terms of research subjects, it conducted the questionnaire survey targeting 127 persons among 62 mathematically gifted children and 78 scientifically gifted children for elementary school, who attend the Education Institutes for the Gifted for the Offices of Education in Changwon, Gimhae, and Masan, and the results are as follows.
First, the degree of achievement pressure by parents, which the gifted elementary school children perceived, was indicated to be ordinary or to be a little low. It was shown that the achievement pressure related to school work was more received from a mother than a father, and male children receive the achievement pressure more from parents, compared to female children.
Second, it was indicated that the stress degree, which the gifted elementary school children receive from a teacher, tends to be mostly low, and among sub-items, the stress against achievement pressure was received most from a teacher.
Third, the coping behavior, for which the gifted elementary school children seek most, is the recreational action, and the next is in order of the problem-facing behavior, the positive re-evaluation, and the emotional aggression. It was indicated that the children whose mothers' academic career is college graduate, more use the coping behavior called the spiritual support, than the children whose mothers' academic career is more than graduate school, and more use the coping behavior called avoidance, than the children whose mothers' academic career is high-school graduate.
Fourth, in the relationship between the achievement pressure from parents, and the coping behavior against stress, the stronger the achievement pressure from a mother, it is tended to take the coping behavior called the pursuit for problem-solving information. In the stress that is received from a teacher, and the coping behavior, it was indicated that the more the stress is negative, children also take the negatively coping behavior.
Given arranging conclusions based on these results, those are as follows.
First, as the gifted elementary school children were indicated to receive a little more achievement pressure from a mother, this seems to be the reason why a mother intervenes in children's education at our country's traditional home more deeply than a father. The gifted elementary school male children were represented to have higher stress degree from parents.
Second, the stress degree, which the gifted elementary school children perceived against a teacher, tends to be mostly low. Male children were indicated to receive more stress in the achievement-pressure section, but in the wholly stress level, there is no difference in gender, thereby being required a follow-up study on the teacher's expectation for the gifted elementary school children, and on the achievement pressure.
Third, the coping behavior, for which the gifted elementary school children seek most, is the recreational behavior, and the next was clarified to be in order of the positive re-evaluation, the emotional aggression, and the problem-facing behavior, thereby being required an effort to change the negatively coping behavior like emotional aggression, into the positively coping behavior.
Fourth, the stress, which was received from a mother, is very suggestive in a sense that comes to take the positively coping behavior rather than requiring the emotionally coping behavior. The more the stress received from a teacher is negative, children also take the negatively coping behavior, thus it needs to be restrained the negative words, or behavior in instructing the gifted children.

목차 (Table of Contents)

• 차례
• Ⅰ. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구 문제 = 3
• Ⅱ. 이론적 배경 = 5
• 1. 영재의 개념과 특성 = 5
• 2. 영재아동의 스트레스 = 13
• 3. 스트레스 대처행동 = 25
• 4. 선행 연구의 고찰 = 30
• Ⅲ. 연구 방법 = 34
• 1. 조사 대상 = 34
• 2. 조사 실시 및 기간 = 34
• 3. 측정 도구 = 35
• 4. 자료의 처리 = 38
• Ⅳ. 연구 결과 및 논의 = 39
• 1. 부모에 의한 초등영재아의 성취압력의 정도 = 39
• 2. 교사에 의한 초등영재아의 스트레스 정도 = 43
• 3. 초등영재아가 사용한 스트레스 대처행동의 경향 = 50
• 4. 초등영재아가 지각한 부모의 성취압력 및 교사에 의한 스트레스와 대처행동의 상관관계 = 59
• 5. 논의 = 61
• Ⅴ. 요약 및 결론 = 68
• 참고 문헌 = 72
• Abstract = 76
• 부록 = 79