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    협동학습에서 학습자의 유능감 및 관계성 욕구와 내재동기 및 수업 참여의 관계분석

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    https://www.riss.kr/link?id=A102750154

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    참고문헌 (Reference)

    1 도승이, "협동학습에서 과제와 사회적 요소의 작용:조원 간 친밀한 소집단을 중심으로" 한국교육심리학회 21 (21): 1047-1070, 2007

    2 박성익, "협동학습 전략이 학업성취와 학습태도에 미치는 효과-실업계 고등학교 지리수업을 사례로 하여-" 한국교육학회 41 (41): 11-251, 2003

    3 김아영, "한국 청소년의 학업동기 발달" 한국문화및사회문제심리학회 14 : 111-134, 2008

    4 홍세희, "특별기고:구조 방정식 모형의 적합도 지수 선정기준과 그 근거" 19 (19): 161-177, 2000

    5 김아영, "청소년의 심리적 욕구만족, 우울경향, 학교생활적응 간의 관계구조와 학교급간 차이" 한국교육심리학회 22 (22): 423-441, 2008

    6 박병기, "자기결정성이론이 제안한 학습동기 분류형태의 재구성" 한국교육심리학회 19 (19): 699-717, 2005

    7 김아영, "교실에서의 동기" 한국교육심리학회 17 (17): 5-36, 2003

    8 하대현, "교실에서의 내재 동기 : 쟁점과 교육적 시사점" 한국교육심리학회 17 (17): 71-94, 2003

    9 Finn,J.D., "Withdrawing from school" 59 (59): 117-142, 1989

    10 Slavin,R.E., "When and why does cooperative learning increase achievement? Theoretical and empirical perspectives. In R. Hertz-Lazarowitz & N. Miller. in Interaction in cooperative groups: The theoretical anatomy of group learning" Cambridge University Press 145-173, 1992

    1 도승이, "협동학습에서 과제와 사회적 요소의 작용:조원 간 친밀한 소집단을 중심으로" 한국교육심리학회 21 (21): 1047-1070, 2007

    2 박성익, "협동학습 전략이 학업성취와 학습태도에 미치는 효과-실업계 고등학교 지리수업을 사례로 하여-" 한국교육학회 41 (41): 11-251, 2003

    3 김아영, "한국 청소년의 학업동기 발달" 한국문화및사회문제심리학회 14 : 111-134, 2008

    4 홍세희, "특별기고:구조 방정식 모형의 적합도 지수 선정기준과 그 근거" 19 (19): 161-177, 2000

    5 김아영, "청소년의 심리적 욕구만족, 우울경향, 학교생활적응 간의 관계구조와 학교급간 차이" 한국교육심리학회 22 (22): 423-441, 2008

    6 박병기, "자기결정성이론이 제안한 학습동기 분류형태의 재구성" 한국교육심리학회 19 (19): 699-717, 2005

    7 김아영, "교실에서의 동기" 한국교육심리학회 17 (17): 5-36, 2003

    8 하대현, "교실에서의 내재 동기 : 쟁점과 교육적 시사점" 한국교육심리학회 17 (17): 71-94, 2003

    9 Finn,J.D., "Withdrawing from school" 59 (59): 117-142, 1989

    10 Slavin,R.E., "When and why does cooperative learning increase achievement? Theoretical and empirical perspectives. In R. Hertz-Lazarowitz & N. Miller. in Interaction in cooperative groups: The theoretical anatomy of group learning" Cambridge University Press 145-173, 1992

    11 Patrick, B. C., "What motivates children’s behavior and emotion? Joint effects of perceived control and autonomy in the academic domain" 65 (65): 781-791, 1993

    12 Skinner, E. A., "What it takes to do well in school and whether I’'ve got it: A process model of perceived control and children's engagement and achievement in school" 82 (82): 22-32, 1990

    13 Kishton, J. M., "Unidimensional versus domain representative parceling of questionnaire items: An empirical example" 54 (54): 757-765, 1994

    14 Reeve,J., "Understanding Motivation and Emotion" John Wiley & Sons, Inc 2005

    15 Anderson, R., "The undermining and enhancing of intrinsic motivation in preschool children" 34 (34): 915-922, 1976

    16 Connell,J.P., "The self in transition: From fancy to childhood. in Context, self, and action: A motivational analysis of self-system processes across the life-span. In D. Cicchetti & M. Beeghly" University of Chicago Press 61-97, 1990

    17 Nichols,J.D., "The effects of cooperative learning on student achievement and motivation in a high school geometry class" 21 (21): 467-476, 1996

    18 Taylor, I. M., "Teacher motivational strategies and student self- determination in physical education" 99 : 747-760, 2007

    19 Marks,H.M., "Student engagement in instructional activity: Patterns in the elementary, middle, and high school years" 37 (37): 153-184, 2000

    20 Furrer, C., "Sense of relatedness as a factor in children's academic engagement and performance" 95 (95): 148-162, 2003

    21 Caraway, K., "Self-efficacy, goal orientation and fear of failure as predictors of school engagement in high school students" 40 (40): 417-427, 2003

    22 Ryan, R. M., "Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being" 55 (55): 68-78, 2000

    23 Vallerand, R. J., "Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout" 72 (72): 1161-1176, 1997

    24 Fredricks, J. A., "School Engagement: Potential of the Concept, State of the Evidence" 74 (74): 59-109, 2004

    25 Slavin,R.E., "Research on cooperativer learning and achievement: What we know, what we need to know" 21 (21): 43-69, 1996

    26 Wellborn, J., "RAPS-S: Rochester Assessment Package for Schools, Student Report. Unpublished manuscript" Rochester 1987

    27 Dowson, M., "Psychological parameters of students’ social and work avoidance goals: a qualitative investigation" 93 (93): 35-42, 2001

    28 Reeve, J., "Providing a rationale in an autonomy-supportive way as a strategy to motivate others during an uninteresting activity" 26 (26): 183-207, 2002

    29 Johnson, D. W., "Positive interdependence: Key to effective cooperation. In R. Hertz-Lazarowitz & N. Miller. in Interaction to cooperative group: The theoretical anatomy of group learning" Cambridge University Press 174-197, 1992

    30 Ryan,A.M., "Peer groups as a context for the socialization of adolescents' motivation, engagement, and achievement in school" 35 (35): 101-111, 2000

    31 OECD, "PISA 2006: Science competencies for tomorrow's world. Volumn 1: Analysis"

    32 Stipek, D. J., "Motivation to learn: From theory to practice" Allyn & Bacon 2002

    33 Skinner E. A., "Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year" 85 (85): 571-581, 1993

    34 Schunk, D. H., "Motivation in Education: Theory, research, and application 3 book paper back" Prentice Hall 2008

    35 Sherman, L. W, "Mathematics achievement in cooperative versus individualistic goal-structured high school classrooms" 79 : 169-172, 1986

    36 Green, J. L., "Lesson construction and student participation: A sociolinguistic analyses. In J. L. Green & J. O. Parker. in Multiple perspectives analyses of classroom discourse" Ablex 11-47, 1988

    37 Deci. E. L., "Intrinsic motivation and self-determination in human behavior" Plenum 1985

    38 Nystrand, M., "Instructional discourse, student engagement, and literature achievement" 25 (25): 261-290, 1991

    39 Johnson, D. W., "Impact of cooperative learning and individualistic learning on high-ability student's achievement, self-esteem, and social acceptance" 133 (133): 839-844, 1993

    40 Rumberger,R.W., "High school dropouts: a review of issues and evidence" 57 (57): 101-121, 1987

    41 Connell, J. P., "Hanging in there: Behavioral, Psychological, and contextual factors affecting whether african american adolescents stay in high school" 10 (10): 41-63, 1995

    42 Alexander, K. L., "From first grade forward: Early foundations of high school dropout" 70 (70): 87-107, 1997

    43 Reeve, J., "Enhancing students' engagement by increasing teacher's autonomy support" 28 (28): 2004

    44 Connell, J. P., "Educational risk and resilience in African American youth: Context, self, action and outcomes in school" 65 : 493-506, 1994

    45 Kim,A., "Do we need a different explanation?: The unique pattern of Korean students' motivation. Paper persented at the 2005 International onference of Korean Society of Educational Psychology" 2005

    46 Cohen,E., "Designing group work:Strategies for heterogeneous classroom" Teachers College Press 1994

    47 Slavin,R.E., "Cooperative learning: Theory, research, and practice" Prentice Hall 1995

    48 Sharan, S., "Cooperative learning, motivation to learn and academic achievement.In S. Sharan. in Cooperative learning: Theory and research" Praeger 1990

    49 Nichols, J. D., "Cooperative learning and student motivation" 19 (19): 167-178, 1994

    50 Hancock,D., "Cooperative learning and peer orientation effects on motivation and achievement" 97 (97): 159-166, 2004

    51 Anderman, L. H., "Considering contexts in educational psychology: Introduction to the special issue" 35 (35): 67-68, 2000

    52 Lew, M., "Components of cooperative learning: Effects of collaborative skills and academic group contingencies on academic achievement and mainstreaming" 11 (11): 229-239, 1986

    53 Connell, J. P., "Competence, autonomy and relatedness: A motivational analysis of self-system process. In M. Gunnar & A. Sroufe. in Minnesota symposium on child psychology" Lawrence Erlbaum Associates 43-77, 1991

    54 Urdan, T. C., "Beyond a two-goal theory of motivation and achievement: as case for social goals" 65 (65): 213-243, 1995

    55 Ames,C., "Achievement attributions and self-instructions under competitive and individualistic goal structures" 76 (76): 478-487, 1984

    56 Finn, J. D., "Academic success among students at risk for school failure" 82 (82): 221-234, 1997

    57 Standage, N, "A model of contextual motivation in physical education: Using constructucts from self- determination and achievement goal theories to predic physical intentions" 95 (95): 97-110, 2003

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    연월일 이력구분 이력상세 등재구분
    2026 평가 재인증평가 신청대상 (재인증)
    2020-01-01 등재 등재학술지 유지 (재인증) KCI등재
    2017-01-01 등재 등재학술지 유지 (계속평가) KCI등재
    2013-01-01 등재 등재학술지 유지 (등재유지) KCI등재
    2010-01-01 등재 등재학술지 유지 (등재유지) KCI등재
    2008-01-01 등재 등재학술지 유지 (등재유지) KCI등재
    2005-06-16 학술지등록 한글명 : 교육심리연구
    외국어명 : Korean Journal of Educational Psychology
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    2005-01-01 등재 등재학술지 선정 (등재후보2차) KCI등재
    2004-01-01 등재 등재후보 1차 PASS (등재후보1차) KCI등재후보
    2003-01-01 등재 등재후보학술지 유지 (등재후보1차) KCI등재후보
    2002-01-01 등재 등재후보학술지 유지 (등재후보1차) KCI등재후보
    1999-01-01 등재 등재후보학술지 선정 (신규평가) KCI등재후보
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    2016 2.39 2.39 2.59
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