1. 학습심리학, 이훈구, , 1995
2. Personal causation, deCharms, R., , 1968
3. The subject matters, Stodolsky, , 1988
4. Work and Motivation, Vroom, V. H., , 2000
5. 10대의 사회교육, 이중석, , 1997
6. Enemies of exploration, Condry, , 1977
7. Overcoming math anxiety, Tobias, Sheila, Houghton Mifflin, , 1980
8. Thought about motivation, Maehr, , 1989
9. The hidden costs of rewards, Lepper, Greene, , 1978
10. An introduction to motivation, Atkinson, John W, D.Van Nostrand, , 1978
11. Self-worth and school learning, Covington,M.V., , 1976
12. Educational psychology (5th ed.), Woolfolk, , 1995
13. Social cognition in the classroom, Weiner, Graham, Meyer, Taylor, , 1983
14. Conceptualizing student motivation, Brophy, , 1983
15. Patterns and growth in personality, Allport, , 1961
16. Social psychology and human values, Smith, , 1969
17. Psychological theories of motivation, Arkes, Hal R., Brooks/Cole, , 1982
18. A theory of social comparison process, Festinger, , 1954
19. Pleasure and pain in social comparison, Bulman, Brickman, , 1977
20. Self-efficacy: The Exercise of Control, Bandura.A, Self -eff icacy : The exercise of control, , 1997
21. Children in cooperation and competition, Peptitone, , 1980
22. Human agency in social cognitive theory, ura, , 1989
23. Developmental analysis of control beliefs, Flammer, , 1995
24. Self-efficacy and educational development, Zimmerman, B. J., , 1995
25. The development of achievement motivation, Stipek, , 1984
26. The individual psychology of Alfred Adler, Ansbacher, , 1956
27. The psychology of interpersonal relations, Heider, Fritz, Wiley, , 1959
28. History ofmotivationalresearchin education, Weinert, , 1990
29. Human agency: The rhetoric and the reality, Bandura, , 1991
30. Self-efficacy and cognitive skill learning, Schunk, , 1989
31. Expectations, values, and academic behaviors, Eccles, , 1983
32. Learning theories: A educational perspective, Schunk, , 1991
33. Perceiving the causes of success and failure, Weiner, , 1971
34. Achievement goals and current events knowledge, Anderman, , 1994
35. Advances in motivation andachievement (Vol. 7), Pintrinch, Maehr, , 1991
36. Attribution: Perceiving the causes of behavior, Weiner, , 1972
37. Enhancing motivation : change in the classroom, DeCharms, Richard, Irvington Publishers : distributed by Halsted Press, , 1976
38. Test of the generality of self-efficacy theory, Bandura, , 1980
39. The competitive ethos and democratic education, Nicholls, John G., Harvard University Press, , 1989
40. Culture and achievement motivation: A secondlook, Maehr, Nicholls, , 1984
41. Quality and equality in intellectual development, Nicholls, , 1979
42. A pattern analysis of studendts' achievement goals, Holt, Meece, , 1993
43. The intrinsic motivation to learn in the classroom, Corno, Rohrkemper, , 1985
44. Theories of motivation from mechanism to cognition, Weiner, Bernard, Rand McNally College Pub., , 1972
45. An attributional analysis of achievement motivation, Weiner, Kukla, , 1970
46. Classroom: Goals, structures, and student motivation, Ames, , 1992
47. Effort: The double-edged sword in school achievement, Omelich, Covington, , 1979
48. Efficacy, "skill", reinforcement, and choice behavior, Corcoran, , 1991
49. Foundations of an attributional theory of performance, Kulka, , 1972
50. Self-efficafy and expectancy: Old wine with new labels, Kirsch, , 1985
51. Some methodological pitfalls in attributional research, Weiner, , 1983
52. The classroom context and children's motivational goal, Meece, , 1991
53. Goals and intrinsic motivation:You can get there from here, Harackiewicz, Sansone, , 1991
54. A social cognitive view of self-regulated academic learning, Zimmermann, , 1989
55. Dimensions of achievement motivation in schoolwork and sport, Izard, , 1991
56. Goal setting and self-efficacy during self-regulated learing, Schunk, , 1990
57. Influence of Self-Efficacy on Performance in a Cognitive Task, Therese Bouffard-Bouchard, , 1990
58. Intrinsic motivation and self-determination in human behavior, Deci, Edward L, Plenum, , 1985
59. Children's achievement goals and beliefs about success in sport, Duda,J.L., , 1992
60. Integrating social and persons theories of achievement striving, Weiner, , 1994
61. Meaning and motivation : Toward a theory of personal investment, Maehr, , 1984
62. The concept of the healthy personality: What do we really mean?, White, , 1973
63. Achievement motivation process and the role of classroom context, Hagen,A.S., , 1992
64. Perceived self-efficacy in cognitive development and functioning, ura, , 1993
65. Reward-induced decrements and increments in intrinsic motivation, Morgan, M., Morgan, , 1984
66. Necessary versus sufficient causal schemata for success and failure, Kun, Weiner, , 1973
67. The influence of task involvement in the use of learning strategies, Nolen, , 1987
68. Characteristics of rewarder and intrincic motivation of the rewardee, Nezlek, Deci, Sheinman, , 1981
69. Social foundations of thought and action : a social cognitive theory, Bandura, Albert, Prentice-Hall, , 1986
70. Synthesis of research on strategies for motivating students to learn, Brophy, , 1987
71. The role of cognitive enjoyment on classroom learning and motivation, Corno, Mandinach, , 1983
72. Reasons for studying : Motivation and studying in high school science, Nolen, , 1988
73. Student goal orientation and self-regulation in the college classroom, Garcia, Pintrinch, , 1991
74. Measuring causal attributions for success and failure in the classroom, Elig, Frieze, , 1979
75. Motivational belief s,volitional control, and self -regulated learning, Park,S., , 1992
76. Sequential attributional feedback and children's achievement behaviors, Schunk, , 1984
77. Classroom learning and motivation: Classfying and expanding goal theory, Blumenfeld, , 1992
78. Effects of a mastery versus competitive motivation situation on learning, Bergin, , 1995
79. Mothers' beliefs about the role of ability and effort in school learning, Archer, Ames, , 1987
80. Narrative versus meta-analytic reviews of race differences in Motivation, Graham, , 1995
81. Theory and research concerning social comparisons of personal attributes, Wood, , 1989
82. Systems of student and teacher motivation: Toward aqualitative definition, Ames, , 1984
83. What is ability and why are we mindful of it? A developmental perspective, Nicholls, , 1990
84. Generalized Expectancies for InternalVersus ExternalControlofReinforcement, Rotter, , 1966
85. On doing well in science: Why Johnny no longer excels; Why Sarah never did, Maehr, , 1983
86. Social and academic goals in school: Motivation and achievement in context, Wentzel, , 1991
87. Improving the performance of college freshmen with attributional techniques, Linvile, Wilson, , 1985
88. Making the grade : a self-worth perspective on motivation and school reform, Covington, Martin V., Cambridge University Press, , 1992
89. Fostering student learning and motivation in the elementaty school classroom, Brophy, , 1983
90. Strategy training and attributional feedback with learning disabled stutents, Schunk, Cox, , 1986
91. Students' Goal Orientations and Cognitive Engagement in Classroom Activities, Phyllis C.Blumenfeld, Rick H.Hoyle, Meece, , 1988
92. Ability attribution as a result of variable effort and achievement motivation, Touhey, Villemez, , 1980
93. Continuing motivation: An analysis of a seldom considered educational outcome, Maehr, , 1976
94. Cultural Support for Schooling: Contrasts Between Japan and the United States, Hess, , 1991
95. A motivational analysis of self-determination and self-regulation in education, Ryan, R. M., , 1985
96. How should attributions be measured? A reanalysis of data from Elig and Frieze, Maruyama, , 1982
97. Sequence effects of extended attributional feedback during reading instruction, Schunk, , 1985
98. Poor performance following unsolvable problems: Learned helplessness or egotism?, Snyder, Frankel, , 1978
99. The differential involvement of mental effort in learning from different sources, Salomon, , 1983
100. The formation of ability conceptions: Developmental trend or social construction?, Simpson, Rosenholtz, , 1984
101. Goal setting and self-evaluation:A social cognitive perspective on self-regulation, Schunk, , 1991
102. Goals: A social-cognitive approach to the study of achievement motivation in sport, Duda, , 1993
103. Persistence and the causal perception of failure: Modifying cognitive attributions, Andrews, Debus, , 1978
104. Belief and achievement in mathematics and reading: A cross-national study of Chinese, Stevenson, Ichikawa, Lee, , 1987
105. Extended attributional feedback:Sequence effects during remedial reading instruction, Rice, Schunk, , 1986
106. Motivaitonal and self-regulated learning components of classroom academic performance, Pintrinch, De Groot, , 1990
107. Threat and fear of negative evaluation and determinants of locus of social comparison, Friend, Gilbert, , 1973
108. Socialization and the development of self-regulated learning: The role of attributions, Schunk, , 1991
109. Achievement goals in the classroom:Students' learning strategies and motivation process, Ames, Archer, , 1988
110. Editor's comment: Current issues and new directions in motivational theory and research, Pintrinch, , 1991
111. Consistency versus discrepancy as cues in the attribution of intelligence and motivation, Kepka, Brickman, , 1971
112. Self-regulated learning of a motoric skill: The role of goal setting and self-monitoring, Kitsantas, Zimmerman, , 1996
113. Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis, Elliott, Harackiewicz, , 1996
114. Increasing reading persistence and altering attribution style of learned helpless children, Fowler, Peterson, , 1981
115. Changing patterns of behavior as skills are acquired: A functional model of self-evaluation, Rubie, Frey, , 1991
116. Personal and environmental influences on students' beliefs about effective study strategies, Nolen, Haladyna, , 1990
117. How causal beliefs influence the academic and social motivation of African-American children, Graham, , 1996
118. The detrimental effects of reward in performance: A literature review and a prediction model, McGraw, , 1978
119. Conceptions of ability and achievement motivation: A theory and its implication for education, Nicholls, , 1983
120. Cultivating competence, self-efficacy and intrinsic interest through proximal self-motivation, 교육과학기술부, , 1981
121. The influence of perceived classroom goals and prior beliefs on aspects of students motivation, Young,A.J., , 1993
122. Classroom belonging among early adolescent students: Relationships to motivation and achievement, Goodenow, , 1993
123. Downward comparison, prejudice, and evaluations of others: Effects of self-evaluations and threat, Ingerman, Crocker, McGraw, , 1987
124. Mastery versus ability appraisal: A developmental study of children's observations of peers' work, Butler, , 1989
125. Ability versus effort attributional feedback: Differential effects on self-efficacy and achievement, Schunk, , 1983
126. Self-enhancement and self-assessment concerning social comparison of persons of personal attributes, Trope, , 1986
127. Achievement attributions and self-instructions under competitive and individualistic goal structures, Ames, , 1984
128. Self-evaluation and self-efficacy mechanisms governing the motivational effect: A developmental study, Bandura, Cervone, , 1983
129. Affective consequences of ability versus effort ascriptions: Controversies, resolutions, and quandaries, Brown, Weiner, , 1984
130. The effects of effort feedback and performance patterns on children's attributions and task persistence, Venino, Medway, , 1982
131. The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education, Stevenson, Stigler, , 1992
132. Personality characteristics and affective reactions toward exams of superior and failing college students, Potepan, Weiner, , 1970
133. Competence and affect in task involvement and ego involvement: The impact of social comparison information, Jagacinski, Nocholls, , 1987
134. The effects of autonomy on motivation, use of learning strategies, and performance in the college classroom, Pintrich, Garcia, , 1991
135. 자아효능감, 동기유발, 기대 및 자존심과 수행결으 역학관계에 관한 이론적 고찰, 김정환, , 1997
136. A test of the internal/external frame ofreference model at different levels of math and verbal self-perception, Rankin, Skaalvik, E. M., Skaalvik, , 1995
137. Adolescent classroom goals, standards for performance, and academic achievement : An interactionist perspective, Wentzel, , 1989
138. Student/ teacher relations and attitudes towards mathematics before and after the transition to junior high school, Feldlaufer, Midgley, Eccles, , 1989
139. Student differences in self-regulated learning : Relating grade, sex, and giftedness to self-efficacy and strategy use, Pons, Zimmermman, , 1990
140. When experiences of failure promote expectations of success. The impact of attributing failure to ineffective strategies, Jennings, Anderson, , 1980
141. An analysis of learned helplessness:Continuous changes in performance, strategy, and achievement cognitions following failure, Diener, Dweck, , 1978
142. Origins and pawn in the classroom: Self-report and projective assessments of individual differences in children's perceptions, Ryan, Grolnick, , 1986
143. What young people want to know when: Effects of mastery and ability goals on interest indifferent kinds of social comparisons, Butler, , 1992
144. Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics, Eccles, Meece, , 1990
145. Social comparison activity under threat :Downward evaluation and upward contacts. Psychological Review, 96,in achievement behavior, Lobel, Taylor, , 1989
146. Television is "easy" and print is "tough ": The differential investment mental effort in learning as a function of preconceptions and attitudes, Salomon, , 1984
147. What is 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, Wellborn, Skinner, Connell, , 1990
148. An instrument to assess adults' orientations toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence, Deci, E. L., , 1981
149. Task-involving and ego-involving properties fo evaluation:Effiects of different feedback conditions on motovational perceptions,interest, and performance, Butler, , 1987
150. Perception of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging, Roeser, Midgley, Urban, , 1996