1 이주화, "학업적 성취목표지향성 척도 개발" 한국교육심리학회 19 (19): 311-326, 2005
2 박병기, "창의성과 학습동기의 관계" 한국교육심리학회 20 (20): 651-678, 2006
3 박병기, "지능변화 신념이 학습동기, 자기조절학습능력, 창의성에 미치는 영향" 한국열린교육학회 14 (14): 41-56, 2006
4 박병기, "자기보고형 통합 창의성 척도의 개발 및 타당화" 한국교육심리학회 20 (20): 155-177, 2006
5 박병기, "자기결정성이론이 제안한 학습동기 분류형태의 재구성" 한국교육심리학회 19 (19): 699-717, 2005
6 박병기, "성취목표지향성 개념의 재분화 가능성 탐색" 257-265, 2006
7 박병기, "사적 인식론의 재개념화 및 그 타당성 검토" 한국교육심리학회 20 (20): 829-854, 2006
8 Cury, F., "The social-cognitive model of achievement motivation and the 2 X 2 achievement goal framework" 90 (90): 666-679, 2006
9 Braten, I., "The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among norwegian post-secondary students" 75 : 539-565, 2005
10 Urdan, T., "The goals behind performance goals" 98 : 354-365, 2006
1 이주화, "학업적 성취목표지향성 척도 개발" 한국교육심리학회 19 (19): 311-326, 2005
2 박병기, "창의성과 학습동기의 관계" 한국교육심리학회 20 (20): 651-678, 2006
3 박병기, "지능변화 신념이 학습동기, 자기조절학습능력, 창의성에 미치는 영향" 한국열린교육학회 14 (14): 41-56, 2006
4 박병기, "자기보고형 통합 창의성 척도의 개발 및 타당화" 한국교육심리학회 20 (20): 155-177, 2006
5 박병기, "자기결정성이론이 제안한 학습동기 분류형태의 재구성" 한국교육심리학회 19 (19): 699-717, 2005
6 박병기, "성취목표지향성 개념의 재분화 가능성 탐색" 257-265, 2006
7 박병기, "사적 인식론의 재개념화 및 그 타당성 검토" 한국교육심리학회 20 (20): 829-854, 2006
8 Cury, F., "The social-cognitive model of achievement motivation and the 2 X 2 achievement goal framework" 90 (90): 666-679, 2006
9 Braten, I., "The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among norwegian post-secondary students" 75 : 539-565, 2005
10 Urdan, T., "The goals behind performance goals" 98 : 354-365, 2006
11 Anderman, E. M., "The development of goal orientation, In Development of achievement motivation" Academic Press 197-220, 2002
12 Midgley, C., "The development and validation of scales assessing students' achievement goal orientations" 23 : 113-131, 1998
13 Meece, J. L., "Students' goal orientations and cognitive engagement in classroom activities" 80 : 514-523, 1988
14 Ryan, A. M., "Should I ask for help? The role of motivation and attitudes in adolescents' help seeking in math class" 89 : 329-341, 1997
15 Skaalvik, E. M., "Self-enhancing and self- defeating ego orientations: Relations with task and avoidance orientation, achievement, self- perceptions, and anxiety" 89 : 71-81, 1997
16 Harackiewicz J. M., "Revision of achievement goal theory: Necessary and illuminating" 94 : 638-645, 2002
17 Harackiewicz, J. M., "Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade" 73 : 1284-1295, 1997
18 Pintrich, P. R., "Multiple goals, multiple pathways: The role of goal orientation in learning and achievement" 92 : 544-555, 2000
19 Dweck, C. S., "Motivational processes affecting learning" 41 : 1040-1048, 1986
20 Pintrich, P. R., "Motivation in education: Theory, research, and applications" Merrill-Prentice Hall 2002
21 Midgley, C., "Manual for the Patterns of Adaptive Learning Scales" The University of Michigan 2000
22 Nicholls, J. G., "Individual differences in academic motivation: Perceived ability, goals, beliefs, and values" 1 : 63-84, 1989
23 Ames, C., "Goals structures and motivation" 85 : 39-52, 1984
24 Button, S. B., "Goal orientation in organizational research: A conceptual and empirical foundation" 67 (67): 26-48, 1996
25 Urdan, T. C., "Examining the relations among early adolescent students’ goals and friends’ orientation toward effort and achievement in school" 22 : 165-191, 1997
26 Finney, S. J., "Examining the Psychometric Properties of the Achievement Goal Questionnaire in a General Academic Context" 64 : 365-382, 2004
27 Braten, I., "Epistemological beliefs and implicit theories of intelligence as predictors of achievement goals" 29 : 371-388, 2004
28 성미송, "Elliot과 McGregor의 2×2 성취목표구조 모형의 타당화 연구" 카톨릭대학교 2005
29 Duda, J. L., "Dimensions of achievement motivation in schoolwork and sport" 89 : 290-299, 1992
30 VandeWalle, D., "Development and validation of a work domain goal orientation instrument" 57 : 995-1015, 1997
31 Ames, C., "Classrooms: Goals, structures, and student motivation" 84 : 261-271, 1992
32 Grant, H., "Clarifying achievement goals and their impact" 85 : 541-553, 2003
33 Nicholls, J. G., "Assessing students’ theories about success in mathematics: Individual and class differences" 21 : 109-122, 1990
34 Elliot, A. J., "Approach and avoidance motivation and achievement goals" 34 : 169-189, 1999
35 Elliot, A. J., "Approach and avoidance achievement goals and intrinsic motivation: A mediation analysis" 3 : 461-475, 1996
36 Pintrich, P. R., "An achievement goal theory perspective on issues in motivation terminology, theory, and research" 25 : 92-104, 2000
37 Nicholls, J. G., "Adolescents’ theories of education" 77 : 683-692, 1985
38 Dweck, C. S., "Achievement motivation, In Handbook of child psychology, Vol. 4" John Wiley 643-691, 1983
39 Ames, C., "Achievement goals in the classroom: Student's learning strategies and motivation process" 80 : 260-267, 1988
40 Barron, K. E., "Achievement goals and optimal motivation: Testing multiple goal models" 80 (80): 706-722, 2001
41 Dweck, C. S., "A social- cognitive approach to motivation and personality" 95 : 256-273, 1988
42 Standage, M., "A model of contextual motivation in physical education: using constructs from self-determination and achievement goal theories to predict physical activity intentions" 95 : 97-110, 2003
43 Elliot, A. J., "A hierarchical model of approach and avoidance achievement motivation" 72 : 218-232, 1997
44 Elliot, A. J., "A 2×2 achievement goal framework" 80 : 501-519, 2001
45 박병기, "2x2 성취목표지향성 척도의 개발 및 타당화" 한국교육심리학회 19 (19): 327-353, 2005
46 양명희, "2*2 성취목표지향성과 자기조절학습과의 관련성 검토" 한국교육심리학회 20 (20): 745-764, 2006