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      참고문헌 (Reference)

      1 한순미, "중다목표관점에서의 성취목표와 자기조절 학습전략 사용간의 관계" 한국교육심리학회 17 (17): 291-312, 2003

      2 성미송, "조직 장면에서 2×2 성취 목표 모형의 타당화 연구" 한국산업및조직심리학회 18 (18): 97-117, 2005

      3 Ryan, A., "Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' socialemotional role, and the classroom goal structure" 90 : 528-535, 1998

      4 Deemer, S., "Using achievement goal theory to translate evidence- based principles into practice in educational psychology" 78 (78): 197-201, 2004

      5 Maehr, M. L., "Transforming school cultures" WEstview Press 1996

      6 Kaplan, A., "The relationship between perceptions of the classroom environment and early adolescents' affect in school: The role of coping strategies" 11 : 187-212, 1999

      7 Meece, J. L., "The classroom context and students motivational goals, In Goals and self-regulatory processes, (Vol. 7, Advances in motivation and achievement)" JAI Press 261-285, 1991

      8 Urdan, T., "The Role of Classroom Goal Structure in Students' Use of Self-Handicapping Strategies" 35 (35): 101-122, 1998

      9 Tshannen-Moran, M., "Teacher efficacy: capturing an elusive construct" 17 : 783-805, 2001

      10 Covington, M. V., "Task- oriented versus competitive learning structures: Motivational and performance consequences" 76 : 159-168, 1984

      1 한순미, "중다목표관점에서의 성취목표와 자기조절 학습전략 사용간의 관계" 한국교육심리학회 17 (17): 291-312, 2003

      2 성미송, "조직 장면에서 2×2 성취 목표 모형의 타당화 연구" 한국산업및조직심리학회 18 (18): 97-117, 2005

      3 Ryan, A., "Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' socialemotional role, and the classroom goal structure" 90 : 528-535, 1998

      4 Deemer, S., "Using achievement goal theory to translate evidence- based principles into practice in educational psychology" 78 (78): 197-201, 2004

      5 Maehr, M. L., "Transforming school cultures" WEstview Press 1996

      6 Kaplan, A., "The relationship between perceptions of the classroom environment and early adolescents' affect in school: The role of coping strategies" 11 : 187-212, 1999

      7 Meece, J. L., "The classroom context and students motivational goals, In Goals and self-regulatory processes, (Vol. 7, Advances in motivation and achievement)" JAI Press 261-285, 1991

      8 Urdan, T., "The Role of Classroom Goal Structure in Students' Use of Self-Handicapping Strategies" 35 (35): 101-122, 1998

      9 Tshannen-Moran, M., "Teacher efficacy: capturing an elusive construct" 17 : 783-805, 2001

      10 Covington, M. V., "Task- oriented versus competitive learning structures: Motivational and performance consequences" 76 : 159-168, 1984

      11 Ames, C., "Systems of student and teacher motivation: Toward a qualitative definition" 76 : 535-556, 1984

      12 Urdan, T., "Special issues in reforming middle level schools" 15 : 9-37, 1995

      13 Epstein, J. L., "School and family partnerships, In Encyclopedia of educational research" Macmillan 1139-1151, 1989

      14 Cuban, L., "Reforming again, again, and again" 19 : 3-13, 1990

      15 Urdan, T., "Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture" 96 (96): 251-264, 2004

      16 Roeaser, R. W., "Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging" 88 : 408-422, 1996

      17 Church, M., "Perceptions of classroom environment, achievement goals, and achievement outcomes" 93 : 43-54, 2001

      18 Midgley, C., "Motivation and middle level schools, In Advances in motivation and achievement, Vol. 8" JAI Press 217-274, 1993

      19 Midgley, C., "Manual for the Patterns of Adaptive Learning Scales (PALS)" University of Michigan 2000

      20 Young, A., "I think, therefore I'm motivated: The relations among cognitive strategy use, motivational orientation and classroom perceptions over time" 9 : 249-283, 1997

      21 Maehr, M. L., "Enhancing student motivation: A school-wide approach" 26 : 399-427, 1991

      22 Midgley, C., "Differences between elementary and middle school teachers and students: A goal theory approach" 15 : 90115-, 1995

      23 Nicholls, S. G., "Development of perception of own attainment and casual attributions for success and failure in reading" 71 : 94-99, 1979

      24 Ryan, R. M., "Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory" 43 : 450-461, 1982

      25 Ames, C., "Competitive and individualistic goal structures: The salience of post performance information for causal attributions and affect" 73 : 411-418, 1981

      26 Urdan, T., "Competence motivation in the classroom, In Handbook of Competence Motivation" Guilford 297-317, 2005

      27 Ames, C. A., "Classrooms: Goals, structures, and student motivation" 84 : 261-271, 1992

      28 Kaplan, A., "Classroom goal structure and student disruptive behaviour" 72 : 191-211, 2002

      29 Urdan, T., "Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence" 28 : 524-551, 2003

      30 Anderman, E., "Changes in personal achievement goals and the perceived classroom goal structures across the transition to middle level schools" 22 : 269-298, 1997

      31 Elliot, A. J., "Approach and avoidance motivation and achievement goals" 34 : 169-189, 1999

      32 Pintich, P. R., "An achievement goal theory perspective on issues in motivation terminology, theory, and research" 25 : 92-104, 2000

      33 Wolters, C., "Advancing achievement goal theory: Using goal structure and goal orientation to predict students' motivation, cognition, and achievement" 96 : 236-250, 2004

      34 Ames, C., "Achievement goals in the classroom: Students' learning strategies and motivation processes" 80 : 260-270, 1988

      35 Kaplan. A., "Achievement goals and student well-being" 24 : 330-358, 1999

      36 Kaplan, A., "Achievement goals and goal structures, In Goals, goal structures, and patterns of adaptive learning" Erlbaum 2002

      37 Midgley, C., "Academic selfhandicapping and achievement goals: A further examination" 26 : 617-625, 2001

      38 Elliot, A. J., "A hierarchical model of approach to motivation and avoidance achievement motivation" 72 : 218-232, 1997

      39 Roeser, R., "A goal theory perspective on teachers' professional identities and the contexts of teaching, In Goals, Goal Structures, and Patterns of Learning" Erlbaum 205-241, 2002

      40 양명희, "2*2 성취목표지향성과 자기조절학습과의 관련성 검토" 한국교육심리학회 20 (20): 745-764, 2006

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      학술지 이력

      학술지 이력
      연월일 이력구분 이력상세 등재구분
      2026 평가예정 재인증평가 신청대상 (재인증)
      2020-01-01 평가 등재학술지 유지 (재인증) KCI등재
      2017-01-01 평가 등재학술지 유지 (계속평가) KCI등재
      2013-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2010-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2008-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2005-06-16 학술지등록 한글명 : 교육심리연구
      외국어명 : Korean Journal of Educational Psychology
      KCI등재
      2005-01-01 평가 등재학술지 선정 (등재후보2차) KCI등재
      2004-01-01 평가 등재후보 1차 PASS (등재후보1차) KCI등재후보
      2003-01-01 평가 등재후보학술지 유지 (등재후보1차) KCI등재후보
      2002-01-01 평가 등재후보학술지 유지 (등재후보1차) KCI등재후보
      1999-01-01 평가 등재후보학술지 선정 (신규평가) KCI등재후보
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      학술지 인용정보

      학술지 인용정보
      기준연도 WOS-KCI 통합IF(2년) KCIF(2년) KCIF(3년)
      2016 2.39 2.39 2.59
      KCIF(4년) KCIF(5년) 중심성지수(3년) 즉시성지수
      2.75 3.18 3.128 0.42
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