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1 한순미, "중다목표관점에서의 성취목표와 자기조절 학습전략 사용간의 관계" 한국교육심리학회 17 (17): 291-312, 2003
2 성미송, "조직 장면에서 2×2 성취 목표 모형의 타당화 연구" 한국산업및조직심리학회 18 (18): 97-117, 2005
3 Ryan, A., "Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' socialemotional role, and the classroom goal structure" 90 : 528-535, 1998
4 Deemer, S., "Using achievement goal theory to translate evidence- based principles into practice in educational psychology" 78 (78): 197-201, 2004
5 Maehr, M. L., "Transforming school cultures" WEstview Press 1996
6 Kaplan, A., "The relationship between perceptions of the classroom environment and early adolescents' affect in school: The role of coping strategies" 11 : 187-212, 1999
7 Meece, J. L., "The classroom context and students motivational goals, In Goals and self-regulatory processes, (Vol. 7, Advances in motivation and achievement)" JAI Press 261-285, 1991
8 Urdan, T., "The Role of Classroom Goal Structure in Students' Use of Self-Handicapping Strategies" 35 (35): 101-122, 1998
9 Tshannen-Moran, M., "Teacher efficacy: capturing an elusive construct" 17 : 783-805, 2001
10 Covington, M. V., "Task- oriented versus competitive learning structures: Motivational and performance consequences" 76 : 159-168, 1984
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39 Roeser, R., "A goal theory perspective on teachers' professional identities and the contexts of teaching, In Goals, Goal Structures, and Patterns of Learning" Erlbaum 205-241, 2002
40 양명희, "2*2 성취목표지향성과 자기조절학습과의 관련성 검토" 한국교육심리학회 20 (20): 745-764, 2006