과학, 수학영재들의 가정환경과 사회적 유능감에 대한 인식

국문 초록 (Abstract)

본 연구의 목적은 과학, 수학영재들이 자신의 가정환경과 사회적 유능감을 어떻게 인식하고, 가족관계 특히, 부모와의 정서적 친밀도가 자녀의 사회적 유능감과 어떤 관계가 있는지 밝히는데 있다. 연구에 참여한 학생들은 과학, 수학영재들을 위한 특수 고등학교에 재학 중이거나 과학, 수학 영재들을 대상으로 한 영재교육 프로그램에 참여한 과학, 수학 학습영재들이었다. 다섯 가지 검사도구들에 대한 740명의 학생들과 370명의 부모 응답을 통해서 밝혀진 주요 결과에 의하면, 부모들이 학생들보다 가정환경 및 가족 구성원들간의 관계를 긍정적으로 인식하고 만족해하고 있었으며 사회적 유능감이 높은 학생들이 낮은 학생들보다 가정환경을 보다 긍정적으로 평가하였다. 그러나 학생들의 가정환경 인식과 사회적 유능감간에 유의한 상관관계는 나타나지 않았다.

다국어 초록 (Multilingual Abstract)

This study involved 740 gifted science and math students from South Korea and the U.S., and their parents in order to examine their perceptions of home environment and the students` social competence. The students were identified as highly gifted, thereby attending a specialized gifted science school(KSA) or gifted program(CTD). Survey data revealed that gifted students and their parents rated their home environment positively and that perceived interpersonal abilities and peer relationships of the gifted were above average compared to the norming sample. On home environment, more positive ratings were given by parents than students, CTD than KSA students, and socially capable students than less socially capable students. Unlike the norming sample, both enmeshment and rigidity were not perceived as negative home factors. Specifically on rigidity, parents more than students were positive, and enmeshment was rated more highly by KSA than CTD groups. Other results suggested significant correlations between flexibility, cohesion, communication, and satisfaction in the family and perceived social competence though no causal relationships were revealed between these variables.

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