Analysis of Scientifically Gifted Students’ Affective Characterization in Rural Area

The purpose of this research is on investigating the relationship between affective domain and academic achievement of gifted students form rural area, and furthermore through this investigation, analyzing the study habits of these students. For the research, 105 science gifted students from rural area and 131 general science gifted students who were provided with cyber-class education. Throughout the class, conviction, accomplishment motivation, task commitment, and achievement of learning about emotional intelligence, self-regulated learning ability, and intellectual capacity were analyzed. As a result, students from the rural area showed a similar correlation between academic achievement and active problem-solving driven by motive control and internal motive. Also, rural area students showed the tendency of lower self-regulated learning ability and achievement motivation compare to general gifted students, and furthermore were analyzed as having lower behavior control (one of the self-regulated learning abilities). When an educational program for rural area students is designed, measures for enhancing self-regulated learning ability and inner motivation should be considered.