ISSN : 1229-0718
The purpose of the study was to investigate intellectually gifted elementary school children's psychosocial adjustment, employing self-concept, self-esteem, perfectionism and behavior problems as the indicators of psychosocial well-being. The participants of the study were gifted 4th and 6th graders who were categorized in two different gifted groups, highly gifted and moderately gifted, according to their IQ scores, and nongifted 4th and 6th graders whose IQs were ranged from 90 to 109. Each gifted group was subcategorized into two different groups, the gifted from gifted classes and the gifted from regular classes. To summarize the results, although different patterns emerged based on the grade level and sex, gifted children at all grade levels were consistently higher on academic self-concept, self-esteem and perfectionism, and had less emotional and behavioral problems compared to their nongifted counterparts. Regarding social self-concept, while gifted 6th graders had the lowest score, gifted 4th graders had the highest score. Also, giftedness was related more clearly to social self-concept in girls than boys. With regard to the difference by the educational placement, the gifted from gifted classes were higher on self-concept and self-esteem and had less emotional and behavior problems than the gifted from regular classes. Overall, the results are consistent with the view that giftedness enhances children's overall self-concept and decreases psychosocial maladjustment while the effect of the educational placement on psychosocial well-being still warrants further testing in future studies. Only by controlling confounding factors, further research will be able to identify the effect on gifted children's psychosocial well-being of congruence between gifted children's needs and traits and the educational environment which nurtures those needs.
(1994) 부모훈련을 통한 주의력 결핍-과잉활동아의 치료효과 연구,
(1992) Methylphenidate 치료가 주의력 결핍 과잉활동아의 인지행동 및 사회 정서적 적응에 미치는 효과,
(2001) 중학교 과학영재의 완벽주의 성향과 스트레스와의 관계 ,
(1996) 영재아동의 정서적 특성에 관한 임상연구 정신건강을 위한 지도 ,
(1993) 측정 및 부적응과의 관련성,
(1992) 아동의 자아개념과 가족체계의 기능유형 Circumplex Model을 중심으로,
(1987) What's so bad about being good? Minneapolis, Free Spirit Publishing Inc
(1998) Gifted students with attention deficits: Fact and/or fiction? ,
(1980) The perfectionist's script for self-defeat,
(2002) Perceptions of giftedness and self-concepts among junior secondary students in Hong Kong ,
(1988) The perceived competence of intellectually talented students,
(2002) Growing up gifted, MerrillPrentice Hall
(1983) A study of student and teacher attitudes toward gifted programs and gifted students,
(1987) A comparison of gifted general and special learning needs students on academic and social self-concept Journal of Counseling and Development,
(1982) The role of social comparison,
(1972) Psychoneurosis is not an illness, Grey
(1998) Achievement motivation and gifted students: A social cognitive perspective. ,
(1985) Emotional aspects of giftedness The psychology of gifted children,
(1999194-203) The independence of creative potential and behavioral disorders in gifted children,
(199918-24) Intellectually superior children and behavioral problems and competence.,
(1999) Emotional and behavioral problems among highly intellectually gifted youth,
(1942) Children above 180 IQ Stanford-Binet,
(1985) Psychosocial development in intellectually gifted children,
(1990) Effects of academic achievement and gender on academic and social self-concept Journal of Counseling and Development,
(1995195-197) Self-esteem of gifted adolescent girls in Australian schools,
(2000182-187) Multidimensional perfectionism in middle school age gifted students A comparison to peers from the general cohort,
(1987) Self-concept in gifted children Differential impact in boys and girls,
(2003) The structure and function of academic self-concept in gifted and general education students,
(1999) The impact of giftedness on psychological well-being: What does the empirical literature say? ,
(2002) The social and emotional development of gifted children, Prufrock Press
(1999) Relationship between levels of giftedness and psychosocial adjustment,
(1995) Relations between academic aptitude and psychosocial adjustment in gifted program students,
(1991) Handbook of gifted education,
(1995) Why bright kids get poor grades: And what you can do about it., Crown Publishers Inc
(1980) Academic and social self-concepts of the academically gifted,
(1986) Who says perfect is best? Growing Up Magazine,
(1989) Social relations of gifted children as a function of age and school program Journal of Educational Psychology,
(2000) Perfectionism and gifted adolescents,
(2001) Heterogeneity within the gifted higher IQ boys exhibit behaviors resembling boys with learning disabilities,
(1995) An empirical investigation of the social coping strategies used by gifted adolescents,
(1925) The mental and physical traits of a thousand gifted children, Stanford University Press
(1947) Twenty-five years' follow-up of a superior group Genetic studies of genius, Stanford University Press
(1996) Self-concept and sex-role orientation in gifted high school students, Gifted Child Quarterly
(1993) Nurturing social-emotional development of gifted children International handbook of research and development of giftedness and talent, Pergamon Press
(1982) A Practical source for parents and teachers,