초등학교 영재아동의 사고양식, 목표지향성, 귀인성향 간의 관계 = Relationship among Elementary School Gifted Children's Thinking Style, Goal Orientation, and Attribution Style

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate a relationship among elementary school gifted children's thinking style, goal orientation, and attribution style. The subjects were 147 fifth, sixth grade elementary school students who participated in gifted education program(mathematics, science) of Daegu city and Gyungpook province. This research was surveyed using Thinking Style Questionnaire, Goal orientation Scale of 2×2 achievement goal orientation theory, and 3 dimension attribution style. Descriptive statistics, independent samples t-tests and multiple regression were performed to investigate group differences and relationship among variables using SPSS/ PC+ 12.0.
The result of this study were as follows.
First, there was no significant difference between mathematics gifted child and science gifted child on thinking style, goal orientation, and attribution style. But, fifth grade had more luck attribution style than sixth grade.
Second, as result of correlation analysis about factor of thinking style, goal orientation, and attribution style, it was appeared to have a significant positive correlation among legislative, judicial, monarchic, hierarchic, global, local, and internal style. Also, there was a significant positive correlation between these thinking style and internal attribution style. Regardless of master and performance, approach and avoid, there was high correlation on goal orientation, but have not a significant correlation between thinking style and attribution style.
Third, as result of multiple analysis about influences of thinking style and attribution style on mastery-approach goal orientation, judicial and external thinking style were a significant variable to predict mastery-approach goal orientation if they were interacted with non-self orientation and internal attribution style.
Therefore, this study was to know a reciprocal relationship among thinking style of cognitive characteristics, goal orientation and attribution style of affective characteristics. It was supposed to make effort adding gifted education program developing cognitive ability to affective characteristics of attribution feedback and goal orientation. Then, gifted child's latent ability would be developed continuously.

목차 (Table of Contents)

• Ⅰ.서론 = 1
• 1.연구의 목적 및 필요성 = 1
• 2.연구문제 = 5
• 3.용어의 정의 = 6
• 4.연구의 제한점 = 7
• Ⅱ.이론적 배경 = 8
• 1.영재와 영재성 = 8
• 2.사고 양식 = 12
• 3.목표지향성 = 17
• 4.귀인 성향 = 20
• 5.사고양식, 목표지향성, 귀인성향의 관계성에 관한 선행연구 = 24
• Ⅲ.연구 방법 = 28
• 1.연구 대상 = 28
• 2.측정 도구 = 29
• 3.자료 처리 = 31
• Ⅳ.결과 및 해석 = 32
• Ⅴ.논의 = 45
• Ⅵ.요약 및 결론 = 54
• 1.요약 = 54
• 2.결론 = 55
• 참고문헌 = 57
• Abstract = 66
• 부록 = 68