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Jeon, Kyung-Won; Jeon, Kyung-Nam – Gifted Education International, 2001
A qualitative study of 5 highly creative kindergartners and 5 low creative kindergartners in Korea, found that the mothers and fathers of highly creative children had consistent child rearing styles. The mothers of highly creative cases provided rich home environments to foster creativity and encouragement compared to low creative cases. (Contains…
Descriptors: Case Studies, Child Rearing, Creative Thinking, Creativity
Jeon, Kyung-Won – Gifted Education International, 2000
A study investigated the effects of a creative thinking program on Korean gifted and typical preschoolers. Compared to a control group (n=40), the 40 program participants (both gifted and typical) performed significantly higher on tests of cognitive ability and creative abilities of originality, imagination, and fluency. (Contains six references.)…
Descriptors: Cognitive Ability, Creative Thinking, Creativity, Foreign Countries
Jeon, Kyung-Won; And Others – Gifted Education International, 1992
A survey of 98 educators of the gifted in South Dakota indicated that respondents viewed gifted females as self-confident, having nontraditional career plans, experiencing deeper satisfaction from their talents, having a greater interest in science and math, worrying about success and failure equally, and being more global in their problem solving…
Descriptors: Academically Gifted, Females, Problem Solving, Rural Education
Jeon, Kyung-Won – Gifted Education International, 1993
This study of 68 scientifically gifted Korean high school students indicated that males and females are more similar than different on mental health profiles. Both sexes were relatively free of maladjustment, with males scoring higher on self-criticism than females. Self-concept was correlated with intelligence but not with achievement.…
Descriptors: Academic Achievement, Academically Gifted, Foreign Countries, High Achievement
Jeon, Kyung-Won; Feldhusen, John F. – Gifted Education International, 1993
A survey of 215 American and Korean teachers and parents of gifted children found that American respondents perceived such factors as low self-concept, hostile behavior toward authority, peer acceptance, and lack of discipline to be more important in fostering underachievement than did Korean respondents. Important factors to both groups were…
Descriptors: Comparative Education, Elementary Secondary Education, Foreign Countries, Gifted