본 연구는 부모의 교육수준과 가치관 및 지원이 어떤 경로를 거쳐 유아의 영재성 발달에 영향을 미치는 지를 분석하고자 하였다. 연구대상은 서울과 광주에 소재한 영재교육기관에 다니는 유아 150명이었다. 본 연구결과는 다음과 같다. 첫째, 아버지와 어머니의 교육수준은 부모의 지원과 유아의 영재성과 유의미한 상관이 있었다. 부모의 과정지향 가치관은 부모의 지원과 유아의 영재성과 유의미한 상관이 있었으나, 부모의 성취지향 가치관은 부모의 지원과만 유의미한 상관이 있었다. 또한 부모의 지원은 유아의 영재성과 유미한 상관이 있는 것으로 나타났다. 둘째, 경로분석 결과, 어머니의 교육수준은 유아의 영재성에 직접적인 영향을 미침과 동시에 부모의 지원을 매개변인으로 하여 유아의 영재성에 간접적인 영향을 미쳤다. 과정지향 가치관 또한 유아의 영재성에 직접적인 영향을 미침과 동시에 부모의 지원을 매개로 한 간접적인 영향을 주고 있는 것으로 나타났다. 부모의 지원은 매개변인으로서의 중요한 역할을 하고 있으며 유아의 영재성에 긍정적인 영향을 미치는 것으로 나타났다. 한편, 유아의 영재성에 미치는 총 효과가 가장 큰 변인은 과정지향 가치관이었으며, 성취지향 가치관의 총 효과는 가장 낮았다. 따라서 유아의 영재성을 증진시키기 위해서는 교육의 결과나 성취를 중시하는 가치관보다는 교육의 과정과 활동 그 자체를 중시하는 가치관을 부모가 가져함을 알 수 있다.

This study investigates the effects of parents' education levels, their sense of values and their educational support on their children's giftedness. Subjects were 150 gifted young children and their parents in Seoul and Gwangju, Korea. The children's average age was 60.09 months (SD=10.21). Pearson's Correlation and path analysis were used for statistical analysis. The results of the study are as follows: First, a father's education level and a mother's education level had statistically significant correlations with their child's giftedness. Parents' process-oriented values had significant correlations with their support of young children's giftedness, while parents' achievement-oriented values showed only a significant correlation with parents' support. In addition, parents' support also had a significant correlation with young children's giftedness. Second, the results of path analysis showed that mother's education level directly had a positive effect on parents' support and indirectly had a positive effect on young children's giftedness through the mediation of parental support. A process-oriented sense of values also directly exercised a positive effect on young children's giftedness and indirectly exercised a positive effect on young children's giftedness through the mediation of parents' support. Parents' support had an important role as a mediator. In sum, the results show that parents' process-oriented values had the greatest effect on their young children's giftedness. On the other hand, the parents' achievement-oriented values had the least effect on their young children's giftedness.

This study investigates the effects of parents' education levels, their sense of values and their educational support on their children's giftedness. Subjects were 150 gifted young children and their parents in Seoul and Gwangju, Korea. The children's average age was 60.09 months (SD=10.21). Pearson's Correlation and path analysis were used for statistical analysis. The results of the study are as follows: First, a father's education level and a mother's education level had statistically significant correlations with their child's giftedness. Parents' process-oriented values had significant correlations with their support of young children's giftedness, while parents' achievement-oriented values showed only a significant correlation with parents' support. In addition, parents' support also had a significant correlation with young children's giftedness. Second, the results of path analysis showed that mother's education level directly had a positive effect on parents' support and indirectly had a positive effect on young children's giftedness through the mediation of parental support. A process-oriented sense of values also directly exercised a positive effect on young children's giftedness and indirectly exercised a positive effect on young children's giftedness through the mediation of parents' support. Parents' support had an important role as a mediator. In sum, the results show that parents' process-oriented values had the greatest effect on their young children's giftedness. On the other hand, the parents' achievement-oriented values had the least effect on their young children's giftedness.

(parents' education level) (parents' sense of values) (parents' support) (young children's giftedness)