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      참고문헌 (Reference)

      1 박영신, "한국청소년의 부모자녀관계와 성취에 대한 종단연구 : 자기 효능감과 성취 동기를 중심으로" 한국사회문제심리학회 10 (10): 37-59, 2004

      2 김종백, "학교행복 검사도구 개발 및 타당화" 한국교육심리학회 22 (22): 259-279, 2008

      3 김동일, "인지학습의 교육적 적용" 16 : 187-206, 1999

      4 신종호, "성공지능의 교육적 의의와 활용 가능성 탐색" 한국교육심리학회 18 (18): 121-138, 2004

      5 도승이, "교실토론상황에서 학생의 감정, 인지, 행동의 상호작용: 근거이론 분석법을 통한 모델을 중심으로" 한국교육심리학회 19 (19): 17-40, 2005

      6 Perry,N.E., "Young children's self-regulated learning and contexts that support it" 90 (90): 715-729, 1998

      7 Kuhl, J., "Volition and personality: Action versus state orientation. in Performance deficit following uncontrollable failure : Impaired action control or generalized expectancy deficit? In J. Kuhl & J. Beckmann" Hofgrefe 317-328, 1994

      8 Martin, L. L., "Unintended thought. in Toward a motivational and structural theory of ruminative thought. In J. S. Uleman & J. Bargh" Guilford Press 306-326, 1989

      9 Bargh, J. A., "The unbearable automaticity of being" 54 (54): 462-479, 1999

      10 Klein, H. J., "The role of goal specificity in the goal-setting process" 14 (14): 179-193, 1990

      1 박영신, "한국청소년의 부모자녀관계와 성취에 대한 종단연구 : 자기 효능감과 성취 동기를 중심으로" 한국사회문제심리학회 10 (10): 37-59, 2004

      2 김종백, "학교행복 검사도구 개발 및 타당화" 한국교육심리학회 22 (22): 259-279, 2008

      3 김동일, "인지학습의 교육적 적용" 16 : 187-206, 1999

      4 신종호, "성공지능의 교육적 의의와 활용 가능성 탐색" 한국교육심리학회 18 (18): 121-138, 2004

      5 도승이, "교실토론상황에서 학생의 감정, 인지, 행동의 상호작용: 근거이론 분석법을 통한 모델을 중심으로" 한국교육심리학회 19 (19): 17-40, 2005

      6 Perry,N.E., "Young children's self-regulated learning and contexts that support it" 90 (90): 715-729, 1998

      7 Kuhl, J., "Volition and personality: Action versus state orientation. in Performance deficit following uncontrollable failure : Impaired action control or generalized expectancy deficit? In J. Kuhl & J. Beckmann" Hofgrefe 317-328, 1994

      8 Martin, L. L., "Unintended thought. in Toward a motivational and structural theory of ruminative thought. In J. S. Uleman & J. Bargh" Guilford Press 306-326, 1989

      9 Bargh, J. A., "The unbearable automaticity of being" 54 (54): 462-479, 1999

      10 Klein, H. J., "The role of goal specificity in the goal-setting process" 14 (14): 179-193, 1990

      11 Valentine, J. C., "The relation between self-beliefs and academic achievement: A meta-analytic review" 39 (39): 111-133, 2004

      12 Seijts, G. H., "The effect of distal learning, outcome, and proximal goals on a moderately complex task" 22 : 291-302, 2001

      13 Zhang, Y., "The dilution model: How additional goals undermine the perceived instrumentality of a shared path" 92 (92): 389-401, 2007

      14 Bargh,J.A., "The automaticity of everyday life" 10 : 1-61, 1997

      15 Shah,J.Y., "The automatic pursuit and management of goals" 14 (14): 10-13, 2005

      16 Anderson,J.R., "The architecture of cognition" Harvard University Press 1983

      17 Yoon,J.S., "Teacher characteristics as predictors of teacher-student relationships: Stress, negative affect, and self-efficacy" 30 (30): 485-493, 2002

      18 Ryan, A. M., "Strategic help seeking: implications for learning and teaching. in Achievement and social motivational influences on help seeking in the classroom. In S. A. Karabenick" Lawrence Erlbaum 117-139, 1998

      19 Bandura,A., "Social foundations of thought and action" Prentice-Hall 1986

      20 Schwarzer, R., "Self-regulation scale"

      21 Thayer, R. E., "Self-regulation of mood: Strategies for changing a bad mood, raising energy, and reducing tension" 67 (67): 910-925, 1994

      22 Bandura,A., "Self-efficacy: Toward a unifying theory of behavioral change" 84 : 191-215, 1977

      23 Schunk, D. H., "Self-efficacy and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation" Academic Press 2000

      24 Muraven, M., "Self-control as a limited resource: Regulatory depletion patterns" 74 (74): 774-789, 1998

      25 Wentzel,K.R., "Relations of social goal pursuit to social acceptance, classroom behavior, and perceived social support" 86 (86): 173-182, 1994

      26 Emmons,R.A., "Personal strivings: An approach to personality and subjective well-being" 51 : 1058-1068, 1986

      27 Pintrich, P. R., "Motivational and self-regulated learning components of classroom academic performance" 82 (82): 33-40, 1990

      28 Luszcynska, A., "Measuring one component of dispositional self-regulation: attention control in goal pursuit" 37 (37): 555-566, 2004

      29 Schutz, P. A., "Long-term educational goals, subgoals, learning strategies use and the academic performance of college students" 6 (6): 399-412, 1994

      30 Organization for Economic Co-operation and Development, "Learning for tomorrow's world: First results from PISA 2003" OECD Publications 2004

      31 Fishbach, A., "Leading us not into temptation: Momentary allurements elicit overriding goal activation" 84 (84): 296-309, 2003

      32 Baumann, N., "Intuition, affect, and personality: unconscious coherence judgments and self-regulation of negative affect" 83 (83): 1213-1223, 2002

      33 Dempster, F. N., "Interference and inhibition in cognition and. behavior: Unifying themes for education psychology" 11 : 1-88, 1999

      34 Bembenutty, H., "Inherent association between academic delay of gratification, future time perspective, and self-regulated learning" 16 (16): 35-57, 2004

      35 Schunk, D. H., "Influencing children's self-efficacy and self-regulation of reading and writing through modeling" 23 (23): 7-25, 2007

      36 Austin, J. T., "Goal-setting theory: Unexplored areas and future research needs" 58 : 289-308, 1985

      37 Boekaerts, M., "Goal-directed behavior and contextual factors in the classroom: An innovative approach to the study of multiple goals" 41 (41): 33-51, 2006

      38 Elliot, A. J., "Goal setting, achievement orientation, and intrinsic motivation: a mediational analysis" 66 (66): 968-980, 1994

      39 Locke, E. A., "Goal setting and task performance: 1969-1980" 90 : 125-152, 1981

      40 Gollwitzer, P. M., "Goal effects on action and cognition. In E. T. Higgins & A. Kruglanski (Eds.), Social psychology: Handbook of basic principles" Guilford Press 1996

      41 Austin, J. T., "Goal constructs in psychology: structure, process, and content" 120 (120): 338-375, 1996

      42 Klein, H. J., "Goal commitment and the goal-setting process: Conceptual clarification and empirical synthesis" 84 (84): 885-896, 1999

      43 Schutz, P. A., "Emotions and self-regulation during test taking" 35 (35): 243-256, 2000

      44 Louro, M. J., "Dynamics of multiple-goal pursuit" 93 (93): 174-193, 2007

      45 Kim, U., "Cross-cultural roots of minority child development. in Individualism, collectivism, and child development: A Korean perspective. In P. Greenfield & R. Cocking" Lawrence Erlbaum Associates Inc 227-257, 1994

      46 Sheldon, K. M., "Comparing differentiation and integration within personal goal systems" 18 : 39-46, 1995

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

      48 Diehl, M., "Assessing attention control in goal pursuit: A component of dispositional self-regulation" 86 (86): 306-317, 2006

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

      50 Vancouver, J. B., "An exploratory examination of person-organization fit: Organizational goal congruence" 44 (44): 333-352, 1991

      51 Kruglanski, A. W., "Advances in experimental social psychology . in A theory of goal systems. In M. P. Zanna" Academic Press 331-378, 2002

      52 Henderson, B. B., "Academic interests and perceived competence in American, Japanese, and Korean children" 30 (30): 32-50, 1999

      53 Locke, E. A., "A theory of goal setting and task performance" Prentice-Hall 1990

      54 DeShon, R. P., "A motivated action theory account of goal orientation" 90 (90): 1096-1127, 2005

      55 Pintrich,P.R., "A conceptual framework for assessing motivation and self-regulated learning in college students" 16 (16): 385-407, 2004

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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
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      학술지 인용정보

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      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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