영재가 지각한 학교환경이 영재의 미성취에 미치는 영향

The effect of school factors on underachievement of the gifted children

  본 연구에서는 17개 초등학교에서 미성취 영재 113명과 성취영재 128명을 선발하여 영재의 미성취에 영향을 미치는 학교변인을 살펴보았다. 이를 위해 성취 영재와 미성취 영재의 학교에 대한 태도검사를 실시하였는바, 그 결과는 다음과 같다. 첫째, 미성취 영재와 성취 영재 간에는 학교에 대한 태도 전반에 걸쳐 차이가 나타났다. 미성취 영재는 성취 영재보다 학업, 교사, 교우에 대해 부정적인 태도를 가지고 있었다. 둘째, 통계적으로 유의한 차이가 나타난 학교요인을 변수로 하여 판별분석을 실시한 결과 학업, 교사, 교우에 대한 태도 중 학업에 대한 태도가 영재의 미성취에 가장 크게 영향을 미치는 요인임이 밝혀졌다.

&nbsp;&nbsp;The purpose of this study is to understand school factors of gifted underachievers at primary school levels.<BR>&nbsp;&nbsp;A total of 241 children were included in this study. They were fourth to sixth grades from 17 primary schools. 113 gifted underachievers were selected who showed 9 stanine or more on the intelligence test and 2 stanine or more of difference between intelligence quotient and standard academic achievement test. As the control group 128 gifted achievers were selected who showed 9 stanine or more in intelligence quotient as well as in standard academic achievement test.<BR>&nbsp;&nbsp;This study selected 113 gifted underachievers and 128 gifted achievers from 17 elementary schools to examine school variables that have effect on gifted children&quot;s underachievement. In a bid to determine gifted achievers&quot; and gifted underachievers&quot; attitude toward school, their attitude toward schoolwork (learning, teachers, and peers) was examined.<BR>&nbsp;&nbsp;For statistical analysis a commercially available software (SPSS version 12.0) was used. To test reliability of measurement tools factor analysis was performed and internal fitness was calculated. Frequency and percentage was attained to measure characteristics of cases. ANOVA and discriminant analysis were performed to analyze characteristics of gifted underachievers.<BR>&nbsp;&nbsp;As a result, first, there was a difference in their overall attitude toward learning between gifted underachievers and gifted achievers. Gifted underachievers held a negative attitude toward learning, teachers and peers, compared with gifted achievers. Second, discrimination analysis was conducted using school variables with a statistically significant difference, indicating that of their attitude toward learning, teachers and peers, their attitude toward learning had the greatest effect on the underachievement of gifted children.