영재교육기관별 초등과학영재와 일반학생의 회복탄력성 및 과제집착력 비교 = A Comparison of Resilience and Task Commit between Scientifically Gifted and Ordinary Elementary Students by Education Center

국문 초록 (Abstract)

본 연구의 목적은 영재교육기관별 초등과학영재와 일반학생의 회복탄력성 및 과제집착력을 비교하여 영재학생들의 교육에 적절한 방향을 제시하고자 하는 데에 있다. 연구대상은 초등과학 영재교육원학생 55명, 단위영재학급학생 77명, 일반학생 147명, 총 279명이며 6학년을 대상으로 하였다. 회복탄력성 및 과제집착력을 객관적으로 알아보기 위해 5점 리커르트 척도형 설문지를 사용하여 회복탄력성 및 과제집착력을 측정하였다. 집단간 회복탄력성의 차이, 과제집착력의 차이를 알아보기 위해 일원분산분석을 실시하여 Scheffé 검증을 하였다. 집단간 회복탄력성과 과제집착력의 관계를 알아보기 위해 Pearson 상관관계분석을 실시하였다. 연구를 통해 얻은 결과는 다음과 같다.
첫째, 집단간 회복탄력성의 차이는 초등과학 영재교육원 학생과 일반학생, 단위영재 학생과 일반학생 간에 유의한 차이가 나타났으나, 영재교육원 학생과 단위영재 학생 간에는 유의한 차이가 나타나지 않았다. 회복탄력성의 하위요인별로 살펴보자면 자기조절능력은 초등과학 영재교육원 학생 및 단위영재학생과 일반학생 간에 유의한 차이가 나타났으나, 영재교육원 학생과 단위영재 학생 간에는 유의한 차이가 나타나지 않았다. 대인관계능력은 초등과학 영재교육원 학생과 단위영재 학생 및 일반학생 간에 유의한 차이가 나타났으며, 단위영재 학생과 일반학생 간에는 유의한 차이가 나타나지 않았다. 긍정성은 초등과학 영재교육원 학생과 일반학생에서만 유의한 차이가 나타났다.
둘째, 집단간 과제집착력의 차이는 영재교육기관별 초등과학영재와 일반학생의 차이가 각각 유의하게 나타났다. 과제집착력의 하위요인별로 살펴보자면 성취목표와 책임감 항목에서는 초등과학 영재교육원 학생 및 단위영재 학생과 일반학생 간에 유의한 차이가 나타났으나 초등과학 영재교육원학생과 단위영재학생 간에는 유의한 차이가 나타나지 않았다. 학습몰입과 자기통제력 항목에서는 영재교육기관별 초등과학영재와 일반학생의 차이가 각각 유의하게 나타났다.
셋째, 전체집단의 회복탄력성과 과제집착력 간에는 .821(p<.01)의 상관이 나타나며 회복탄력성은 과제집착력 하위요인 중 책임감 항목과 가장 높은 상관을 보이는 것으로 나타났다. 과제집착력은 회복탄력성 하위요인 중 대인관계능력과 가장 높은 상관을 보이는 것으로 나타났다. 집단별로는 영재교육원학생은 .802(p<.01), 단위영재학급학생은 .792(p<.01), 일반학생은 .810(p<.01)의 상관이 나타났다.

다국어 초록 (Multilingual Abstract)

A Comparison of Resilience and Task Commitment between the Scientifically Gifted and Ordinary Elementary Students by Gifted Education Center
This study aims to compare resilience and task commitment between the scientifically gifted and elementary students by gifted education center and thereby propose right directions for the education of gifted students. Subjects of this study were 55 scientifically gifted elementary students belonged to gifted education centers, 77 students of gifted classes, and 147 ordinary elementary students, totaling 279, all of whom were in the 6th grade. In order to examine resilience and task commitment from an objective viewpoint, a 5-point Likert scale-style questionnaire survey was employed to measure resilience and task commitment. With the aim of identifying the difference between resilience and task commitment among groups, one-way ANOVA was conducted for Scheffé’s test. In order to investigate the relationship between resilience and task commitment among groups, Pearson correlation analysis was carried out. Findings from this study are as follows:
First, resilience was found to have a significant difference between scientifically gifted elementary students belonged to gifted education centers and ordinary elementary students, and between students of gifted classes and ordinary elementary students, with no significant difference between scientifically gifted elementary students belonged to gifted education centers and students of gifted classes. When it came to sub-factors of resilience, self-control was significant difference between scientifically gifted elementary students belonged to gifted education centers and students of gifted classes and ordinary elementary students, with no significant difference between scientifically gifted elementary students belonged to gifted education centers and students of gifted classes. As far as interpersonal relationship skills were concerned, there was a significant difference between scientifically gifted elementary students belonged to gifted education centers and students of gifted classes and ordinary elementary students, with no significant difference between students of gifted classes and ordinary elementary students. As to positivity, the study found a significant difference between scientifically gifted elementary students belonged to gifted education centers and ordinary elementary students only.
Second, task commitment was found to have a significant difference between scientifically gifted elementary students belonged to gifted education centers and ordinary elementary students. When it came to sub-factors of task commitment, goals and sense of responsibility were found to have a significant difference between scientifically gifted elementary students belonged to gifted education centers and students of gifted classes and ordinary elementary students, with no significant difference between scientifically gifted elementary students belonged to gifted education centers and students of gifted classes. In regards to learning flow and self control, there was a significant difference between scientifically gifted elementary students belonged to gifted education centers and ordinary elementary students.
Third, there was a .821(p<.01) correlation of resilience and task commitment among and between the groups, and resilience was found to have the highest level of correlation with a sense of responsibility among other sub-factors of task commitment. Task commitment was found to have the highest level of correlation with interpersonal relationship skills among other sub-factors of resilience. By group, scientifically gifted elementary students belonged to gifted education centers were found to have a correlation of .802(p<.01), students of gifted classes to have a correlation of .792(p<.01), and ordinary elementary students to have a correlation of .810(p<.01), respectively.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 4
• 3. 용어의 정의 4
• 4. 연구의 제한점 6
• Ⅱ. 이론적 배경 7
• 1. 영재의 개념 및 특성 7
• 2. 회복탄력성 11
• 3. 과제집착력 15
• Ⅲ. 연구의 내용 및 방법 17
• 1. 연구대상 17
• 2. 검사도구 18
• 3. 자료 수집 및 분석 23
• Ⅳ. 연구 결과 및 논의 24
• 1. 영재교육기관별 초등과학영재와 일반학생의 회복탄력성 차이 24
• 2. 영재교육기관별 초등과학영재와 일반학생의 과제집착력 차이 29
• 3. 영재교육기관별 초등과학영재와 일반학생의 회복탄력성 및 과제 집착력 비교 34
• Ⅴ. 결론 및 제언 63
• 1. 결론 63
• 2. 제언 64
• 참고문헌 65
• 부록 74
• ABSTRACT 86