본 연구는 초등학교 영재학생들의 학교와 가정, 그리고 기타 부적응 유형에 대한 탐색적 연구의 목적으로 실시되었다. 이를 위하여 초등학교 4~6학년의 영재학생과 일반학생을 비교분석하여 학교, 가정, 기타 상황에서의 부적응 유형을 조사하였다. 연구결과에 의하면 영재학생과 일반학생 사이에 학교, 가정, 기타의 부적응 유형에 공통점과 차이점이 존재하고 있으며, 영재학생만의 독특함을 반영한 부적응 유형이 존재함을 알 수 있었다. 영재학생들은 모든 분야에서 뛰어난 적응 양태를 지닐 것이며, 특히나 공부에 대한 부적응은 없을 것으로 가정할 수 있다. 그러나 연구 결과에 의하면 집단역동에 필요한 친구문제 뿐만 아니라, 가정에서는 공부 문제를 가지고 있음을 확인 할 수 있었다. 따라서 영재들을 위한 문제 행동의 개입은 이러한 영재들의 특성을 고려하여 세워져야 할 것이다.

Mentally deficient students need special help, no one denies. But many people forget entirely those students on the opposite end of the intelligence spectrum. Gifted students suffer unnecssarily in their life at school, home and others having trouble with intrapersonal conflicts, interpersonal relationships, schoolwork and forming appropriate social role modles. Although some things are being done to remedy this situation, more needs to be done to prevent the waste of fine young minds. The study address crucial topics in the field, including maladjust for gifted students, considerations in school, home and others. As a results, maladjust problem are differ between gifed student and general students. So, if plan for educational intervention on gifted students then needs for characteristic of the gifted students. Thus any attempt to help a troubled gifted student must address characteristic of the gifted students or it is doomed to fail.

Mentally deficient students need special help, no one denies. But many people forget entirely those students on the opposite end of the intelligence spectrum. Gifted students suffer unnecssarily in their life at school, home and others having trouble with intrapersonal conflicts, interpersonal relationships, schoolwork and forming appropriate social role modles. Although some things are being done to remedy this situation, more needs to be done to prevent the waste of fine young minds. The study address crucial topics in the field, including maladjust for gifted students, considerations in school, home and others. As a results, maladjust problem are differ between gifed student and general students. So, if plan for educational intervention on gifted students then needs for characteristic of the gifted students. Thus any attempt to help a troubled gifted student must address characteristic of the gifted students or it is doomed to fail.

maladjust problem, gifted students, school, home