초등정보 영재학생과 일반학생의 성취동기, 자기효능감, 스트레스 비교 = (A) compatative study on the achievement motivation, self-efficacy, and stress between information-gifted and normal students in the elementary school

다국어 초록 (Multilingual Abstract)

This study intended to make it clear whether there is any difference in the achievement motivation, self-efficacy, and stress between information-gifted and normal students in the elementary school. With this purpose, research questions were set up as follows.
First, is there any difference in the achievement motivation between information-gifted and normal students in the elementary school?
Second, is there any difference in the self-efficacy between information-gifted and normal students in the elementary school?
Third, is there any difference in the stress between information-gifted and normal students in the elementary school?
The sample of this survey study consisted of 60 elementary school students living in Daeduk research town in Daejon and it was divided into two groups. One was the information-gifted group, and the other was the normal group. Each group consisted of 30. The achievement motivation was measured by the Achievement Motivation Scale(Sung, 2003), the self-efficacy by the Self-Efficacy Scale(Han et al., 1992), and the stress by the Stress Scale(Heo, 1996).
The statistical method to analyze these surveyed data was two independent samples t-test and it showed mean differences between two groups.
The conclusions of this study based on the results are as follows.
First, there were significant differences in the achievement motivation between the information-gifted and normal students. The information-gifted students were significantly more task-oriented and adventurous compared to normal students in all measures of the achievement motivation used in the study.
Second, there were significant differences in the self-efficacy between two groups. Especially, the big difference was found in the achievement-efficacy among the self-efficacy.
Third, there were big differences in the stress between two groups. The information-gifted students were much more stressed compared to normal students especially in the family relationship, recreation, and normal times.

목차 (Table of Contents)

• 목차 =ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 목적 = 1
• 2. 연구의 문제 = 3
• 3. 용어의 정의 = 4
• Ⅱ. 이론적 배경 = 6
• 1. 영재성 = 6
• 2. 성취동기 = 10
• 3. 자기효능감 = 18
• 4. 스트레스 = 21
• Ⅲ. 연구방법 = 26
• 1. 연구대상 = 26
• 2. 연구절차 = 27
• 3. 측정도구 = 27
• 4. 자료 분석방법 = 30
• Ⅳ. 결과 = 31
• 1. 성취동기 차이 = 31
• 2. 자기효능감 차이 = 34
• 3. 스트레스 차이 = 36
• Ⅴ. 논의 = 39
• 참고문헌 = 44
• ABSTRACT = 47
• 부록1 : 성취동기 설문지 = 49
• 부록2 : 자기효능감 설문지 = 51
• 부록3 : 스트레스 설문지 = 54