Seon-Young Lee’s research while affiliated with Seoul National University and other places

... Olszewski-Kubilius et al. (2017) advocated for opportunities for gifted children to work with other advanced learners at their own pace, completing extracurricular activities to explore and develop their passions and interests or receiving accelerated instruction to fulfill their educational needs. Gifted and talented learners need to develop their potential across their lifespan and schools often cannot provide education for all disciplines of study with specialized curricula, and professionals capable of preparing students eager for deeper knowledge (Olszewski-Kubilius, Subotnik, Worrell, Wardman, et al., 2021). However, examples of successful implementation of enrichment in school settings exist, including the Schoolwide Enrichment Model (SEM; Reis et al., 2021;Renzulli & Reis, 1985). ...

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A Multitiered Approach to Computer Science Talent Development

... It is also linked to the tasks that enable them to demonstrate their high leadership potential (Little & Kearney, 2021). Students work to exercise leadership abilities in a targeted manner by engaging in community-serving projects that address associated issues (Choi & Kaufman, 2021;Desmet, 2022;Lee et al., 2021). It is agreed agree that leadership, including its abilities for gifted students, such as the technical, human, cognitive and administrative abilities, are significant owing to their importance in formulating students' cognitive, psychological, and emotional personalities. ...

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The Role of Teachers and Coordinators of Gifted Students' in Developing their Students' Leadership Abilities in High Schools

... The researchers also found that intelligence had no significant effect on thoughts compared to openness to experience. Woo and Lee's (2024) study revealed the relationship between risk-taking, creative metacognition, and creative performance in the school environment. They empirically investigated the relationship between creative metacognitive knowledge and creative metacognitive regulation on two kinds of risk-taking (daily and content-specific risk-taking) and various aspects of creative performance (general creativity and original usefulness) for junior high school students. ...

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A Systematic Literature Review of Creative Metacognition (CMC) and Its Impact on Students' Creative Performance

... Academic skills involve memory, analysis, evaluation, and the capability to handle low-pressure situations. In situations where decisions have moderate consequences, academic intelligence proves to be somewhat advantageous (Lee et al., 2023;Massoud et al., 2023;Ruiz, Sanz, & Muñoz, 2023). Practical skills involve resolving everyday issues based on past experiences and effectively managing oneself, others, and tasks. ...

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PERFECTIONISM AMONG YOUNG ADULTS: A PATH ANALYTIC APPROACH EXAMINING THE IMPACT OF PERFECTIONISM ON STUDENTS' LEADERSHIP GIFTEDNESS

... Such creative personality traits can help in breaking away from conventional thinking, broadening the scope of thought, activating the association of disparate ideas, and positively influencing creativity manifestation [4,5]. Generally, creative personality shows a declining pattern from the upper grades of elementary to middle school, with the decline being particularly prominent in middle school compared to elementary school [6]. Therefore, it is imperative to explore the factors influencing creative personalities, which can decrease during middle school. ...

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Effects of Perceived Parent–Child Relationships and Self-Concept on Creative Personality among Middle School Students

... Our findings also showcase the perceived benefit of a well-designed and intentional leadership development program to enhance the leadership and group skills of students with gifts and talents. The finding is critical to gifted education given the strong association between typical traits of giftedness (e.g., high intellectual functioning, advanced emotional and social interests, civic awareness, and civic engagement) and leadership functions (Bruce-Davis et al., 2017;Lee et al., 2021;Lee & Olszewski-Kubilius, 2016;Matthews, 2015). Researchers (Feldhusen & Kennedy, 1988;Lee et al., 2021) have suggested that leadership training may be a useful addition in summer programs-and programs, in general-involving youth with gifts and talents; however, leadership development has not received much attention in the field (Matthews, 2015). ...

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Affective Outcomes of a Summer Talent Development Program: What Do Students Say?

... (H. Park & Lee, 2020). ...

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The Effect of Self-Regulated Learning Behavior on Online Academic Procrastination and the Moderating Role of Parental Academic Involvement Latent Profiles Among Middle School Students

... La evidencia muestra que las mujeres suelen puntuar más alto en extraversión y neuroticismo (Costa et al., 2001), mientras que los estudiantes talentosos tienden hacia la introversión, con las mujeres más propensas a la extraversión (Lee et al., 2020). Las niñas con ACI son menos identificadas (Bianco et al., 2011), lo que resulta en una menor participación en programas específicos (Petersen, 2013). ...

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DIFERENCIAS DE PERSONALIDAD EN FUNCIÓN DEL GÉNERO Y LAS ALTAS CAPACIDADES INTELECTUALES

... In the case of the cognitive component, several studies highlighted the involvement of cognitive abilities in moral development (Derryberry and Barger 2008;Hoffman 1977;Lee and Olszewski-Kubilius 2006;Lee et al. 2020;Simmons and Zumpf 1986;and Tirri and Nokelainen 2007). Many complex cognitive processes, such as considering, selecting, processing, and interpreting multiple intrinsic and extrinsic factors, various contexts, and perspectives as a whole, but also anticipating the consequences of actions and applying social norms accordingly, are essential for moral development (Beißert and Hasselhorn 2016;Derryberry et al. 2005). ...

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Non-Cognitive Specificities of Intellectually Gifted Children and Adolescents: A Systematic Review of the Literature

... Traditionally, Korean students are educated to comply with social rules and regulations ; particularly, those selected to attend gifted schools also typically have strong ethics and prosocial demeanors. Because academic excellence and teacher recommendation are two of the decisive criteria for giftedness selections in South Korea (Kim, Moon, Park, & Seo, 2016;Lee et al., 2017), and because Korean teachers place a high value on ethical manners and conformity in recommending students for gifted programs (Lee et al., 2017), it is perhaps not surprising that this sample of Korean gifted students tended to express prosocial attitudes and behaviors. Gifted high schools in South Korea also operate a variety of leadership and volunteering activities as part of their gifted curricula, and exposure to these may have increased these students' interest in social issues and maneuvered them into moral behaviors. ...

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Academically gifted adolescents’ social purpose