A Study on the measurement and discrimination of the mathematical giftedness

학위논문(박사)--서울대학교 대학원 :수학교육과,1998.Docto

Characteristics of atmospheric dielectric barrier discharge plasma for photo-resistor etching

Thesis(master`s)--서울대학교 대학원 :원자핵공학과,2005.Maste

사각단면 박판보의 유한요소 개발

학위논문(석사)--서울대학교 대학원 :기계설계학과,1996.Maste

Constructional aspects of history episteme and implications for history teaching

학위논문(박사)--서울대학교 대학원 :사회교육과 역사전공,2002.Docto

A Study on the Relationship of Personality Types with Learning Motivation, Self-Efficacy and Learning Strategies of the Gifted Children

논문 요약본 연구는 영재교육진흥법에 따라 과학재단의 지원을 받고 있는 경기도 지역의 한 대학부설 과학영재교육원에서 교육받고 있는 초등영재들의 성격유형과 학습동기, 자기효능감, 학습전략 등과의 관계에 대해 살펴보고, 이를 통해 영재아동에 대한 차별적이고 구체적인 교육적 개입 방안에 대한 시사점을 얻고자 하였다. 연구에 참여한 영재아동은 일반아동에 비해 외향성, 직관형, 사고형, 인식형의 비율이 더 높았으며, 학습동기, 자기효능감이 더 높고, 인지초인지전략의 사용빈도가 더 높은 것으로 나타났다. 성격유형에 따른 학습동기, 자아효능감, 학습전략과의 관계를 살펴본 결과, 내향성-외향성의 성격유형별 차이는 없었지만, 감각형-직관형에서는 학습 동기, 사고형-감정형에서는 자아효능감, 계획형-인식형에서는 인지초인지전략면에서 특별하게 통계적으로 유의미한 차이가 있는 것으로 나타났다. 이와 더불어 연구 결과의 교육에 대한 논의 및 시사점 등을 함께 제시하였다. The purpose of this study is to find the relationship of personality types with learning motivation, self-efficacy and learning strategies of the gifted children in elementary schools. The gifted children who participated in this study were 156 students from AJOU Science Education for Gifted Student in Gyeonggi-do, KOREA. All participants responded to MMTIC(Murphy-Meisgeir Type Indicator for Children) which is the inventory consisting of 70 items on 4 subscales(E-I, S-N, T-F and J-P). ALSA(Assessment of Learning Strategy for Adolescent) was used to examine the gifted children's learning motivation, self-efficacy and learning strategies by personality types. 67 participants responded to ALSA. The gifted children who participated in this study prefer the extroversions(E), intuition(N), thinking(T), perceiving(P) types. And concerning learning motivation and self-efficacy between the gifted and the average, the gifted showed much higher motivation and self-efficacy than average children. As for the use of learning strategies between the gifted and average children, the gifted used much higher cognitive and metacognitive strategy. There were relations of personality types with learning motivation, self-efficacy and learning strategies of the gifted. According to MMTIC, intuition(N) type-gifted children showed higher learning motivation than sensing(S) type-gifted children. Feeling(F) type showed higher self-efficacy than thinking(T) type. In addition, judging(J) type used higher conitive and meta-cognitive strategies than perceiving(P) type. These results indicate that we need to provide the different curriculum and intervention to the gifted, according to personality types