영재아동과 학업우수아동의 사고양식, 귀인성향, 목표지향성의 관계비교 = A Comparative Study on Relationship of Thinking Style, Attribution Style, Goal Orientation between Elementary School Gifted Children and High Achievers

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate a relationship of thinking style, attribution style, goal orientation between elementary school gifted children and high achievers.
The subjects were 80 fourth elementary school students who participated in gifted education program of Ulsan 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 analysis were performed to investigate group differences and relationship among variables using SPSS/ PC+ 12.0.
The result of this study were as follows.
First, in the category of thinking, formal, tendency style, they were appeared for gifted children to have judicial thinking style, monarchic style, liberal style, for high achievers to have a administration thinking style, hierarchic style, conservative style in sequence. In case of attribution style, gifted children had stronger internal style than high achievers and in case of goal orientation, there was a significant difference between the mastery-approach of gifted children and the performance-approach of high achievers.
Second, it was appeared to gifted children to have high correlation among judicial, monarchic, global, liberal, internal style and mastery-approach, while there was high correlation among administration, hierarchic, conservative, external style and performance-approach to high achievers.
Third, as result of multiple analysis about influences of thinking style and attribution style on goal orientation, for gifted children, judicial thinking style were significant variables to predict mastery-approach, external and judicial thinking style were significant variables to predict performance-approach. Also, local, external, internal style were significant factors predicting performance-avoid, mastery-avoid. But, for high achievers, external style and conservative, administration style were useful factors to predict mastery-approach and performance-approach. In addition, mastery-avoid and performance-avoid were highly influenced by global, external style and conservative style,
Therefore, it was supposed to make effort understanding thinking style, attribution style, goal orientation between gifted children and high achievers, supporting them proper program developing cognitive characteristic and latent ability. In addition, it needed to develop test device evaluating gifted children's ability, achieving the maximum benefit from gifted education program continuously.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 목적 및 필요성 1
• 2. 연구문제 5
• 3. 용어의 정의 6
• 4. 연구의 제한점 8
• Ⅱ. 이론적 배경 9
• 1. 영재와 영재성 9
• 2. 학업우수아 13
• 3. 사고양식 14
• 4. 귀인성향 19
• 5. 목표지향성 22
• 6. 사고양식, 목표지향성, 귀인성향의 관계성에 관한 선행연구 26
• Ⅲ. 연구 방법 30
• 1. 연구대상 30
• 2. 측정도구 31
• 3. 자료처리 34
• Ⅳ. 결과 및 해석 35
• 1. 초등영재와 학업우수아의 사고양식, 귀인성향, 목표지향성의 차이비교 35
• 2. 초등영재와 학업우수아의 사고양식, 귀인성향, 목표지향성의 상관관계 차이 분석 37
• 3. 초등영재와 학업우수아의 사고양식, 귀인성향이 목표지향성에 미치는 영향의 양상 비교 분석 52
• Ⅴ. 논의 57
• Ⅵ. 요약 및 결론 62
• 1. 요 약 62
• 2. 결 론 63
• 참고문헌 65
• Abstract 74
• 부 록 76