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자기조절학습의 단계와 구성 요인 규명

권성연 2002년

논문상세정보
    • 저자 권성연
    • 형태사항 xvi, 171 p.: 삽도
    • 일반주기 참고문헌: p. 138-152
    • 학위논문사항 학위논문(박사)-, 교육공학과, 이화여자대학교 대학원, 2003. 2. 졸업
    • 발행지 서울
    • 언어 kor
    • 출판년 2002
    • 발행사항 이화여자대학교 대학원
    유사주제 논문( 0)
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' 자기조절학습의 단계와 구성 요인 규명' 의 참고문헌

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    봉미미 자기효능감과 자기규제적 학습: 교육공학 관련 연구에의시사점 [1998]
  • 자기조정학습
  • 자기조절학습의 모형탐색과 타당화 연구
    양명희 [2000]
  • 자기조절 학습이론: 의미
    신민희 [1998]
  • 웹 기반 자기 조절 학습 환경을 위한 설계 전략의 특성과 효과
    임철일 교육공학연구 [2001]
  • 성인학습 지도방법의 이론과 실제
    권두승 성인학습 지도방법의 이론과 실제 [2000]
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    정민승 [2002]
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    Perry [1998]
  • Writing and self-regulation: Cases from the self-regulated strategy development model
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    Kuhl Volitional mediators of cognition-behavior consistency : self-regulatoryprocesses and action versus state orientation [1985]
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    Garcia The Role of Motivational Strategies in Self-Regulated Learning [1995]
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    Meece [1994]
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    The Role of Cognitive Engagement in ClassroomLearning and Motivation [1983]
  • The research base for APA’s learner-centeredpsychological principles
  • The relationship between goalorientation and students motivational beliefs and self-regulated learning
  • The metacognitive control components of self-regulated learning
    The metacognitive control components of self-regulated learning [1986]
  • The influence of classroom contexts on young children's motivation for literacy
    Turner [1995]
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  • The general causality orientations scale:Self-determination in personality
    Deci Deci, E. L. Ryan The general causality orientations scale: Selfdeterminationin personality [1985]
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  • The best-laid plans: Modern conceptions of volition and educational research
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    Pintrich [2000]
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  • Teaching College Students to Be Self-Regulated Learners
  • T ransforming schools into communities of thinking andlearning about serious matt er s
    Brown Transforming schools into communities of thinking and learningabout serious matters [1997]
  • Supporting Adult Learners in Web-BasedTraining
  • Studying self-regulated learning
  • Students’ responses andapproaches to case-based instruction: The role of reflective self-regulation
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  • Student differences in self-regulated learning : Relating grade, sex, and giftedness to self-efficacy and strategy use
    Pons Zimmermman Student differences in Self-RegulatedLearning: Relating Grade [1990]
  • Social foundations of thought and action : a social cognitive theory
    Bandura, Albert Social foundations of thought and action: A social cognitive theory [1986]
  • Social Origin of Self-RegulatoryCompetence
  • Self-regulation: Directions andchallenges for future research
  • Self-regulation of motivation through anticipatory and self-reactivemechanisms
    Bandura [1991]
  • Self-regulated learning and college students'regulation ofmotivation
    Wolters [1998]
  • Self-monitoring during collegiate studying:An invaluable tool for academic self-regulation
  • Self-efficacy: The Exercise of Control
    Bandura.A Self-efficacy: The exercise of control [1997]
  • Self-efficacy for self-regulated learning Academic self-efficacy, and Internet self-efficacy in Web-Based Instruction
    Bong Choi Joo Self-efficacy for self-regulated learning Academic self-efficacy [2000]
  • Self-efficacy and cognitive skill learning
    Schunk Self-efficacy and cognitive skill learning [1989]
  • Self-efficacy and academic motivation
    [1991]
  • Self-Regulation and Academic Learning : Self-Efficacy Enhancing Intervention
  • Self-Regulation Involves More Than Metacognition: A SocialCognitive Perspectives
    Zimmerman [1995]
  • Self motivation for academic attainment The role of self-efficacy beliefs and personal goal setting
    Self-motivation foracademic attainment: The role of self-efficacy beliefs and personal goal setting [1992]
  • Reliability and predictive validity of the motivated strategies for learning questionnaire(MSLQ)
  • Predicting achievement early andlate in the semester : The role of motivation and use of learningstrategies
    Blumenfeld Pokey Predicting achievement early and late in thesemester: The role of motivation and use of learning strategies [1990]
  • Perceptions of classroom environment, achievement goals and achievement outcomes
    Church Elliot Gable Perceptions of classroom environment [2001]
  • Perceived similarity among tasks and generalizability of academicself-efficacy
    Bong [1996]
  • Participation in goal setting: Effects on self- efficacy and skills of learning-disabled children
    Schunk [1985]
  • Operant theory and application to self-monitoringin adolescents
  • On the structure of behavioral self-regulation
  • Multiple Goal, Multiple Pathways: The Role of Goal Orientationin Learning and Achievement
    Pintrich Pintrich,P.R. Multiple Goal [2000]
  • Motivational and self-regulated learning components of classroom academic performance
    Pintrich,P.R. Motivational and Self-Regulated LearningComponents of Classroom Academic performance [1990]
  • Motivating project-based learning: Sustaining the doing
    [1991]
  • Models of self-regulated learning and academic achievement
    Zimmerman [1989]
  • Metacognition and cognitive monitoring; A new area ofcognitive-developmental inquiry
    Flavell Metacognition and cognitive monitoring: A new area of cognitivedevelopmentalinquiry [1979]
  • Mechanism governing organizationalperformance in complex decision-making environments
  • Measuring Self-Regulated Learning
    Perry Winne [2000]
  • Manuals for the patterns of adaptivelearning scales
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  • Learning and Instruction: Theory into Practice
    Bredler,M.E. Learning and instruction: theory into practice [2005]
  • Learner-centeredpsychological principles: A framework for school reform and redesign
  • Learner autonomy
    Ushioda [1996]
  • Integrating social and personal theories of achievement striving
    Weiner [1994]
  • Instructional psychology
    Resnick InstructionalPsychology [1981]
  • Inherent details in self-regulated learning
    Winne [1995]
  • Influence of self-efficacy onself-regulation and performance among junior and senior high-school age students
  • In the mind of the a ctor : Thest ructur e of adolescents' a chievement t a sk va lues and expectancyr ela ted beliefs
  • Impact of self-regulatory influences onwriting course achievement
  • If I don’t do well tomorrow, there’s areason.”: Predictors of adolescent
    Arunkumar Midgley Urdan If I don’t do well tomorrow [1996]
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    Goal setting and self-efficacy during self-regulated learning [1990]
  • Goal and self-evaluative influences during children's cognitive skill learning
    Schunk [1996]
  • Feedback and self-regulated learning: A theoretical synthesis
    Butler Winne Feedback and self-regulated learning : A theoreticalsynthesis [1995]
  • Extended attributional feedback: Sequence effectduring remedial reading instruction
    Rice Schunk [1986]
  • Experimenting to bootstrap self-regulated learning
    Winne [1997]
  • Expectancy-value theory of achievement motivation: Adevelopmental perspective
    Wigfield [1994]
  • Expanding the Volitional Resources of UrbanUniversity
  • Enhancing student motivation: A school-wide approach
    Maehr Midgley Enhancing student motivation: A schoolwideapproach [1991]
  • Effects of model persistence and statements of confidence on children's self-efficacy and problem solving
  • Differences between elementary and middle school teachers andstudents: A goal theory approach
    [1995]
  • Developmental phases in self-regulation:Shifting from process to outcome goals
  • Developing self-fulfilling cycles of academic regulation : Ananalysis of exemplary instructional model
    Zimmerman [1998]
  • Cultivating competence, self-efficacy and intrinsic interest through proximal self-motivation
    교육과학기술부 Cultivating competence [1981]
  • Context moderates students’ self-report about how they study
    [2001]
  • Classrooms: goals, structures, and student motivation
    Ames Classrooms: Goals [1992]
  • Children becoming students
  • Avoiding demonstration of lack of ability: Anunderexplored aspect of goal theory
  • Attribution theory and research
  • Attaining Self-Regulation
    Zimmerman [2000]
  • Aspects of goal networks: Implications for self-regulation
    Vancouver [2000]
  • An attributional theory of motivation and emotion
    Weiner, Bernard An attributional theory of motivation and emotion [1986]
  • Advanced educational psychology for educators, researchers, and policymakers
    Pressley, Michael Advanced educational psychology foreducators researchers [1995]
  • Achievement Goals Self-Regulated Learningand the Role of Classroom Context
  • Academic studying and the development of personal skill: Aself-regulatory perspective
    Zimmerman [1998]
  • Ability versus effort attributional feedback: Differential effects on self-efficacy and achievement
    Schunk Ability versus effort attributional feedback: differential effects onself-efficacy and achievement [1983]
  • A theory of goal setting and task performance
    Locke, E. A. A theory of goal setting and task performance [1990]
  • A social-cognitive approach to motivation and personality
    A social-cognitive approach to motivation andpersonality [1988]
  • A social cognitive theory of organizational management
  • A hierarchical model of approach and avoidance achievement motivation