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NTIS 바로가기英才敎育硏究 = Journal of gifted/talented education, v.21 no.1, 2011년, pp.83 - 105
Explicit & implicit self-esteems were measured with 132(23 elementary & 109 middle school students) gifted & 282(29 elementary & 253 middle school students) ordinary students. Additional measures on psychosomatic symptoms & aggression were obtained with gifted students. Gifted boys reported higher E...
핵심어 | 질문 | 논문에서 추출한 답변 |
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높은 자존감을 지니는 아동은 어떤 특징이 있는가? | 자존감의 수준에 따 라서 아동들의 사회정서적 특성과 적응이 다르게 나타나는데 높은 자존감을 지니는 아동은 긍정적인 특성을 나타내고 낮은 자존감을 지니는 아동들은 부정적인 특성을 나타내는 것으로 알려져 있다. 즉, 높은 자존감을 지니는 아동은 실패를 두려워하지 않고 높은 성취를 보이며, 자기확신, 잠재적인 지도력, 사회적 기술이 능숙하다고 하였다(Rosenberg, 1965). 반면 낮은 자존감을 지닌 아동은 불안한 정서를 지니고 있으며 실패를 두려워하고 낮은 성취를 보인다. | |
암묵적 자존감은 어떤 것보다 더 기본적이면서 더 일찍 형성되는가? | 특히 암묵적 자존감은 명시적 자존감보다 더 기본적이면서 더 일찍 형성된다(Hetts & Pelham, 2001). 세상에 태어나는 순간부터 우리는 우리자신을 대하는 사람의 태도에서 감 정을 느끼도록 되어 있어 이 순간부터 우리자신에 대한 암묵적 태도가 형성되는 것이다. | |
다양한 영역의 영재를 발굴하고 이들을 위한 교육기관의 확립 및 교육프로그램의 개발이 활발하게 된 배경은 무엇인가? | 국가적으로 인적 자원의 개발에 높은 관심을 기울이고 있어 2000년에 영재교육을 국가 가 적극 지원하기 위해 영재교육법을 재정하였고 2007년에는 그 개정을 통해 영재교육대 상의 확대에 많은 노력을 하고 있다(교육부, 2000; 교육인적자원부, 2008). 따라서 다양한 영역의 영재를 발굴하고 이들을 위한 교육기관의 확립 및 교육프로그램의 개발이 활발하다. |
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