• Journal of Fisheries and Marine Sciences Education
• /
• v.28 no.3
• /
• pp.780-789
• /
• 2016

This study was conducted to clarify a correlation among science-related attitude, overexcitability and parents' rearing attitude perceived by elementary school students. For this purpose, questionnaire surveys were carried out for 276 elementary school students consisted of 5th and 6th grades. The results were as follows. First, science-related attitude, overexcitability, and parents' rearing attitude perceived by elementary school students were meaningfully different on gender. boys'average was higher in science-related attitude than girls'. In the case of overexcitability, boys'average was higher in psychomotor and intellectual overexcitability than girls', while girls'average was higher in emotional and sensual overexcitability than boys'. According to the analysis for parents' rearing attitude perceived by elementary school students, girl students perceived that their parents more firmly controlled them as compared with boy students. Second, according to the results conducting t-test for types of parents' rearing attitude perceived by students, boy students' average was meaningfully higher in the types of love-autonomy than girl students'. There was no difference between the groups of love-autonomy type and hostility-autonomy type. Third, there showed a meaningful correlation between students' science-related attitude and parents' rearing attitude in order of love, hostility, autonomy, and control type. There showed a meaningful correlation between students' science-related attitude and intellectual, sensual, imaginational, psychomotor, and emotional overexcitability in order. Last, according to multiple regression analysis, factors effecting on science-related attitudes were intellectual overexcitability, love among the types of parents' rearing attitude perceived by students im order.

• Journal of Science Education
• /
• v.38 no.2
• /
• pp.401-414
• /
• 2014

Overexcitability (OE) and social self-concept are the integral affective characteristics of science-gifted students. Overexcitability refers to sensitivity as an internal disposition to give a more often, longer and more intensive reaction to a wide variety of stimuli, and social self-concept refers to the way of behaving in society, especially at school in the case of students. The purpose of this study was to examine the overexcitability and social self-concept of science-gifted and non-gifted elementary school students. The subjects in this study were 135 gifted elementary students belonged to gifted education centers or gifted classes and 91 ordinary elementary students. An overexcitability test and a social self-concept test were conducted to the subjects, and the collected data were analyzed by SPSS. The findings of the study were as follows: First, the score of the science-gifted was significantly higher than that of the ordinary students in all sub-domain of OE (psychomotor OE, sensual OE, emotional OE, intellectual OE, emotional OE) and social self-concept. Second, the science-gifted students who attended gifted education centers and community gifted classes scored significantly higher than the ordinary students in overexcitability. Based on conclusions, implications for teaching the science-gifted were discussed.

• Journal of Gifted/Talented Education
• /
• v.15 no.1
• /
• pp.1-10
• /
• 2005

Overexcitaility (OE) as a concept that is related to developmental potential, has been shown to differ by intelligence, gender, involvement in school programs and artistic interest in American populations of students. Overexitability, used to describe the five ways that people might experience developmental potential for emotional growth, are emotional, intellectual, imaginational, sensual, and psychomotor. Little is known about the profiles of groups of gifted learners outside of studies conducted in the United States. In order to better understand the emotional needs of Korean students, the purpose of this study was to determine the overexcitability profiles of students enrolled in four high schools, each with a different domain focus: math and sciences, visual and performing arts, and foreign languages. 341 subjects of this study completed the Overexcitability Questionnaire II. Multivariate Analysis of Variance (MANOVA) was conducted to determine statistical differences. The results showed that Mean scores of psychomotor, sensual and imaginational are highest in the Art High School, intellectual is highest in the Science High School and emotional is highest in the Foreign Language High School. There were significant differences among the schools. Each major also showed significant difference. The results showed that mean score of psychomotor is highest in the Dance major, sensual, imaginational and emotional are highest in the Drama majore and intellectual is highest in the Science major. The results showed that the mean scores of psychomotor, imaginational and intellectual are higher in the male students than female students. On the other hand the mean scores of sensual and emotional are higher in the female students than in the male students.

• Journal of Gifted/Talented Education
• /
• v.19 no.3
• /
• pp.585-602
• /
• 2009

The purpose of this study was to compare the 5 OEs of Korean gifted elementary students and non-gifted and to find out the gender difference in gifted and non-gifted to clarify the best predictor of giftedness in gender group. The total subjects of this study were 372 Korean third, fourth, and fifth grade elementary school children. One hundred sixty six children of them belonged to a gifted group, and 206 were non-gifted group. Two hundreds one out of 372 subjects were boys and 171 were girls. The Overexcitability Questionnaire II(OEQII) used in this study was developed by Falk, Lind, Miller, Piechowski, & Silverman in 1999. The OEQ II is consisted of 50 Likert-type items, classified into five subscale: psychomotor, sensual, imaginational, intellectual, and emotional. And it was translated into Korean. It was administered in group sessions during the winter of 2008. Data were analyzed with SPSSWin 12.0. MANOVA was conducted to determine statistical differences by giftedness and by gender. The results revealed that the level of 5 OEs of gifted elementary children was higher than non-gifted(normal) children. The intellectual OE showed the most powerful explanation among the 5 forms of OEs. This study also found the gender difference within the gifted group as well as with the whole subjects. The mean scores of sensual, imaginational and emotional OEs were higher in girls than in boys. Based on the gender difference within the gifted group and the whole group, it is assumed that imaginational OE may be the best predictor of gifted girls among school-age children.

• Journal of Korean Elementary Science Education
• /
• v.33 no.3
• /
• pp.536-548
• /
• 2014

The purpose of this study was to develop a science gifted education program as a strategy for modulating gifted children's overexcitabilities and to examine the effect of such program on task commitment and creative personality. The results of this study were as follows. First, science gifted education program which modulated gifted children's overexcitabilities showed significant effect on the improvement of task commitment. Looking at sub domains, significant results were obtained at self-regulation. Second, science gifted education program which modulated gifted children's overexcitabilities showed significant effect on the improvement of creative personality. Looking at sub domains, significant results were obtained at the self-conviction and humors. Third, students who experienced the classes showed affirmative responses that the new teaching method was interesting and helpful. Looking at the above results, science gifted education program which modulated gifted children's overexcitabilities can be considered as effective for improving task commitment and creative personality of elementary scientific gifted students.

• Journal of Gifted/Talented Education
• /
• v.21 no.3
• /
• pp.741-760
• /
• 2011

The purpose of this study was to compare the 5 OEs of Korean gifted elementary and middle school students and non-gifted, and to find out the gender differences and level of school differences to clarify the possibility of identification instrument of giftedness based on the 5 OEs as the affective factor of giftedness. Total subjects were 270 in this study. Among them, gifted group were 74, and non-gifted group were 196. Boys were 202, and girls were 168. Elementary students were 34, middle school students were 40 within the gifted group. OEQII (Kim, 2008) were modified and used for elementary students. The result of this study were as follows. First, the level of 5 OEs of gifted students was significantly higher than non-gifted students. Second, gender differences were found. Total OEs and sensory OE and emotional OE of girls were significantly higher than boys'. Third, there were significant interaction effects among gifted and non-gifted and gender factor in total OEs and psychomotor OE and sensory OE. Fourth, there was no significantly differences of 5 OEs between elementary and middle school gifted students, which may be interpreted that OEs were consistent affective factors of giftedness. OEs were discussed as the possibility of identification instrument of giftedness.