변화신념, 목표지향성, 자기조절학습, 학업성취 및 주관적 안녕의 인과주조 탐색 = Dweck 모형의 확장

참고문헌 (Reference)

1 소연희, "학습자 동기 특성 변인들이 고등학생들의 주관적 안녕감에 미치는 영향-성취목표지향성, 자기효능감, 자기결정성, 학습동기 및 학업성취를 중심으로" 21 (21): 1007-1028, 2007

2 박병기, "지능변화신념이 학습동기, 자기조절학습능력, 창의성에 미치는 영향" 14 (14): 41-56, 2006

3 임경미, "지능변화신념 프로그램의 개발과 효과검증" 21 (21): 885-904, 2007

4 문은식, "중학생의 심리적 안녕에 관련되는 사회,동기적 변인들의 구조적 분석" 21 (21): 459-475, 2007

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

6 박병기, "주관적 안녕의 2×3 다차원 요인구조" 21 (21): 591-611, 2007

7 박병기, "주관적 안녕 척도의 개발 및 타당화" 18 (18): 159-175, 2004

8 박병기, "자기조절학습의 복합적 측정도구 개발과 타당화: 동기조절 척도의 통합을 중심으로" 19 (19): 455-476, 2005

9 이종육, "성취목표지향성 개념의 재분화: 2x2x2 요인구조 모형의 구성" 21 (21): 105-127, 2007

10 Diener,E, "Traits can be powerful, but are not enough: Lessons from subjective well-being" 30 : 389-399, 1996

11 Braten, I., "The relationship between motivational beliefs and learning strategy use among Norwegian college students" 23 : 1998

12 Wolters, C., "The relation between goal orientation and students' motivational beliefs and self-regulated learning" 8 : 211-238, 1996

13 Diener, E., "The evolving concept of subjective well-being: The multifaceted nature of happiness" 15 : 187-219, 2003

14 Pintrich,P.R, "The Role of Goal Orientation in Self-Regulation" Academic Press 2000

15 Winne,P.H., "Self-regulation is ubiquitous but its forms vary with knowledge" 30 (30): 223-228, 1995

16 Skaalvik,E, "Self-enhancing and self-defeating ego orientations: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety" 89 : 71-81, 1997

17 Dweck,C.S, "Self theories: Their role in motivation, personality and development" Taylor & Francis 2000

18 Furnham, A., "Personality, cognitive ability, and beliefs about intelligence as predictors of academic performance" 14 : 49-66, 2003

19 Brunstein,J.C, "Personal goals and subjective well-being:A longitudinal study.Journal of Personality and Social" 65 : 1061-1070, 1993

20 Kamins, M., "Person versus process praise and criticism: Implications for contingent self-worth and coping" 35 (35): 835-847, 1999

21 Ryan, R. M., "On happiness and human potentials: A review of research on hedonic and eudaimonic well-being" 52 : 141-166, 2001

22 Pintrich,P.R., "Multiple Goals, Multiple Pathways: The Role of Goal Orientations in Learning and Achievement" 92 : 544-555, 2000

23 Dweck,C.S, "Motivational processes affection learning.American" 41 : 1040-1048, 1986

24 Pintrich, P .R., "Motivational and self-regulated learning components in classroom academic performance" 82 : 33-40, 1990

25 Pintrich, P. R., "Motivation in education: Theory, research, and applications" Merrill 2002

26 Harackiewicz, J. M., "Life is a roller coaster when you view the world through entity glasses" 6 : 298-301, 1995

27 Mueller, C. M., "Intelligence praise can undermine motivation and performance" 75 : 33-52, 1998

28 Hong, Y., "Implicit theories, attributions, and coping: A meaning system approach" 77 (77): 588-599, 1999

29 Dupeyrat, C., "Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck's model with returning to school adults" 30 : 43-59, 2005

30 Blackwell, L. S., "Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention" 78 : 246-263, 2007

31 Dweck, C. S, "Implicit theories and their role in judgments and reactions: A world from two perspectives" 6 : 267-285, 1995

32 Hong, Y., "Implicit Theories and Evaluative Processes in Person Cognition" 33 (33): 296-323, 1997

33 Elliott, E. S., "Goals: An approach to motivation and achievement" 54 (54): 5-12, 1988

34 Ames,C, "Classrooms: Goals, structures, and student motivation" 84 (84): 261-271, 1992

35 Stipek, D., "Children’s beliefs about intelligence and school performance" 88 (88): 397-407, 1996

36 Zimmerman,B.J, "Becoming a self-regulated learner; which are the key subprocesses" 11 : 307-313, 1986

37 Elliott,A.J, "Approach and avoidance motivation and achievement goals" 34 (34): 169-189, 1999

38 Elliot, A., "Achievement goals, study strategies, and exam performance: A mediational analysis" 91 : 549-563, 1999

39 Ames, C., "Achievement goals in the classroom: Students' learning strategies and motivation processes" 80 : 260-267, 1988

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

41 Dweck, C. S., "A social- cognitive approach to motivation and personality" 25 : 109-116, 1988

42 Elliot, A., "A 2 x 2 achievement goal framework" 80 : 501-519, 2001

43 박병기, "2x2 성취목표지향성 척도의 개발 및 타당화" 한국교육심리학회 19 (19): 327-353, 2005

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