Comparison of Character Strengths, Emotional Intelligence, and Learning Flow between Elementary Gifted Students and General Students and Analysis of the Relationships

Park, Mun-Sook; Yoo, Mihyun

doi:10.9722/jgte.2014.24.5.829

Cited by 1 publication

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“…이와 같이 진로 교육에서 학생의 진로 성숙에 관 여하는 변인 연구로서 정서지능과 성취목표지향성 과 관련된 연구를 살펴보면, Jung & Kim(2010)의 연구에서는 정서가 인지적 과정을 통해 진로 관련 행동에 영향력을 미치는 변인임을 언급하였고, Kim & Sohn(2014) 이와 같은 결과는 정서지능의 대부분 하위요소 에서 영재학생과 일반학생이 유의한 차이를 보인 다는 선행 연구 (Park & Yu, 2014;Yeo & Paek, 2007;Lee, 2012b;Lee & Ryu, 2014)와 유사하다. 이 연구 에서는 초등과학 영재학생이 일반학생에 비해 감 정이입 영역에서 통계적으로 유의미한 차이로 높 은 점수를 보였으나, Kim et al(2012) (Kang, 2013;Kim, 2014;An, 2012;Yoo et al, 2006;Lee, 2012b;Im, 2014 …”

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The Effects of Emotional Intelligence and Achievement Goal Orientation on Career Maturity of the Elementary Scientific Gifted Students

Lim¹,

Choi²

2016

Journal of Korean Elementary Science Education

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The purpose of this study was to identify the influence of emotional intelligence and achievement goal orientation on career maturity for elementary scientific gifted students. For this purpose, emotional intelligence test, achievement goal orientation measure and career maturity test were used. Sample of the study was consisted of 107 science gifted students and 98 general students in Y City, Gyeonggi Province. The results of this study were as follows. First, scientific gifted students showed higher score than general students, whereas general students had highest score in type of avoidance goal orientation of achievement goal orientation. Also, scientific gifted students showed highest score in mastery goal orientation of those. Second, the correlation between emotional intelligence and career maturity of scientific gifted students showed significantly positive score in almost all the subelements. As a result of conducting a regression analysis on the influence of emotional intelligence on career maturity of scientific gifted students, job planning and self-understanding of career maturity were impacted by emotional intelligence, whereas independence was low influence by emotional intelligence. Third, for the correlation between achievement goal orientation and career maturity of scientific gifted students, mastery goal orientation of achievement goal orientation had positive relationship in almost all the subelements, whereas mastery avoidance goal orientation and performance-avoidance goal orientation had negative correlation. Also, as a result of conducting a regression analysis on the influence of achievement goal orientation on career maturity of scientific gifted students, achievement goal orientation had influence on all the subelements of career maturity.

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The Effects of Emotional Intelligence and Achievement Goal Orientation on Career Maturity of the Elementary Scientific Gifted Students

Lim¹,

Choi²

2016

Journal of Korean Elementary Science Education

View full text Add to dashboard Cite

show abstract

Comparison of Character Strengths, Emotional Intelligence, and Learning Flow between Elementary Gifted Students and General Students and Analysis of the Relationships

Cited by 1 publication

References 5 publications

The Effects of Emotional Intelligence and Achievement Goal Orientation on Career Maturity of the Elementary Scientific Gifted Students

The Effects of Emotional Intelligence and Achievement Goal Orientation on Career Maturity of the Elementary Scientific Gifted Students

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