연구동향 분석
박사

학습자의 몰입에 영향을 주는 동기 요인, 심리적 중재 요인, 사회적 요인 간의 구조적 관계 규명

유지원 2011년

논문상세정보
    • 저자 유지원
    • 형태사항 삽화: xiii, 150 p.
    • 일반주기 지도교수: 강명희, 참고문헌: p. 123-138
    • 학위논문사항 2011. 2. 졸업, 교육공학과, 학위논문(박사)-, 이화여자대학교 대학원
    • 발행지 서울
    • 언어 kor
    • 출판년 2011
    • 발행사항 이화여자대학교 대학원
    유사주제 논문( 0)
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' 학습자의 몰입에 영향을 주는 동기 요인, 심리적 중재 요인, 사회적 요인 간의 구조적 관계 규명' 의 참고문헌

  • 한국 남녀 중학생 집단에서 자기결정성이 학업성취도에 주는 영향
  • 학업성취도 국제비교 연구성과와 과제
  • 박사
    학습장면에서 자기결정론의 동기화 경로 모형 검증
    이민희 미간행 박사학위논문 [2007]
  • 학습에 대한 주인의식의 구성요소와 주요 관련 변인에 관한 연구
    박민정 [2008]
  • 학습동기 변인들과 인지전략 및 학업성취간의 관계
    한순미 교육심리연구 [2004]
  • 초등영재와 일반아동의 자기결정성동기와 자기조절학습간의 관계 분석
    최병연(Choi Byung yeon) 초등영재와 일반아동의 자기결정성 동기와 자기조절학습간의관계분석 [2009]
  • 자율성 지지
  • 자기조절학습의 모형탐색과 타당화 연구
    양명희 [2000]
  • 자기결정성이론이 제안한 학습동기 분류형태의 재구성
    박병기 ( Byung Gee Bak ) 이종욱 ( Jong Ug Lee ) 홍승표 ( Seung Pyo Hong ) 자기결정성 이론이 제안한 학습동기 분류형태의재구성 [2005]
  • 박사
    자기결정성이론에 근거한 한국형 기본 심리 욕구 척도 개발 및 타당화
    이명희 자기결정성 이론에 근거한 한국형 기본 심리 욕구 척도 개발및 타당화 [2008]
  • 자기결정성 학습동기
    [2009]
  • 자기결정성 정도에 따른 동기유형의 분류
  • 자기결정성 이론에 따른 학습동기 유형 분류체계의 타당성
    김아영 교육심리연구 [2002]
  • 연구조사방법 에센스
    김범종 [2005]
  • 알기쉬운 통계분석
    성태제 알기 쉬운 통계분석 [2007]
  • 아동의 자기조절 학습전략과 관련이 있는 자기결정성 동기 유형 분석
    이혜주 ( Hye Joo Lee ) 아동학회지 [2008]
  • 수업에 대한 자율성 지각과 다중지능 및 교과흥미가 학업성취에 미치는 영향
    소연희 ( Yeon Hee So ) 아동교육 [2009]
  • 사회통계방법론
    최현철 [2007]
  • 몰입에 대한 학습동기와 인지전략의 관계
    이은주 교육심리연구 [2001]
  • http://www.pisa.oecd.org/dataoecd/1/60/34002216.pdf, 2010 년 11 월22 일 검색
    http://www.pisa.oecd.org/dataoecd/1/60/34002216.pdf
  • Work engagement: An emergingpsychological concept and its implications for organizations
  • Whatcomes between classroom community andacademic emotions: Testing a self-determination model ofmotivation in the college classroom
    Bush, Angela Melanie What comes between classroom community and academicemotions: Testing a self-determination model of motivation in the collegeclassroom [2006]
  • What motivates children's behavior and emotion? Joint effects of perceived control and autonomy in the academic domain
  • What matters in college? : four critical years revisited
    Astin, Alexander W What matters in college: Four critical years revisited [1993]
  • 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
    Connell Skinner Wellborn What it takes to do well in schooland whether I’ve got it: A process model of perceived control andchildren’s engagement and achievement in school [1990]
  • Unidimensional versus domainrepresentative parceling of questionnaire items: An empirical example
  • Understanding the limitations of global fit assessment in structural equation modeling
    Steiger.J.H [2007]
  • Training corporate managers to adopt a moreautonomy-supportive motivating style toward employees: Anintervention study
  • Towards apersonalized task selection model with shared instructional control
  • Toward a hierarchical model of intrinsic and extrinsic motivation
    Vallerand Toward a hierarchical model of intrinsic and extrinsicmotivation [1997]
  • The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior
    Deci, E. L. The “what” and “why” of goal pursuits:Human needs and the self-determination of behavior [2000]
  • The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning
    [2009]
  • The role of students' cognitive engagementin online learning
  • The robustness of test statistics tononnormality and specification error in confirmatory factory analysis
  • The intrinsic motivation to learn in the classroom
  • The effects of parents’ and teachers’ motivating styles on adolescents’ school outcomes and psychological well-being: A test of self-determination theory in a Korean context
    Jeon [2007]
  • The effects of item parceling on goodness-of-fit andparameter estimate bias in structural equation modeling
  • The effects of instructors’ support andstudents’ autonomous motivation on learning organic chemistry: Aself-determination theory perspective
    Black Deci [2000]
  • The antecedents and consequences of autonomous self-regulation for college: A self-determination theory perspective on socialization
    [2006]
  • The academic motivational scale: A measure of intrinsic, extrinsic, and amotivation in education
    The academic motivational scale: A measure of intrinsic [1992]
  • The Role of Self-Efficacy Beliefs inStudent Engagement and Learning in the Classroom
    Linnenbrink P.R.Pintrich The role of self-efficacy beliefs instudent engagement and learning in the classroom [2003]
  • The Relation of Self-Determination and Achievement Goals to Taiwanese Eighth Graders' Behavioral and Emotional Engagement in Schoolwork
    Shih [2008]
  • The National Survey of Student Engagement: Conceptual Framework and Overview of Psychometric Properties
    Kuh [2001]
  • Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice
    Hamm Reeve Testing models of the experience ofself-determination in intrinsic motivation and the conundrum of choice [2003]
  • Teaching effectiveness in technology-mediated distance learning
    Hacklley Webster Teaching effectiveness in technologymediateddistance learning [1997]
  • Teachers as facilitators: What autonomy-supportive teachersdo and why their students benefit
    Reeve [2006]
  • Supportingautonomy in the classroom: Ways teachers encourage student decisionmaking and ownership
  • Students motivational process and their relationship to teacher rating in school physical education: A self-determination theory approach
  • Studentengagementin campus-based and onlineeducation
    Coates Student engagement in campus-based and online education [2006]
  • Studentengagementandstudentlearning:Testing thelinkage
    Carini Klein Kuh Student engagement and studentlearning: Testing the linkage [2006]
  • Student interest,empowerment, andmotivation
    Patterson Weber Student interest [2000]
  • Student engagement in instructional activity: Patterns in theelementary
    Marks [2000]
  • Structural equation modeling:Guidelines for determining model fit
  • Structural equation modeling: Reviewing the basics andmoving forward
    Ullman [2006]
  • Structural equation modeling with smallsamples: Test statistics
  • Structural equation modeling in practice: A review and recommended two??step approach
    Anderson Gerbing Structural equation modeling in practice:A review and recommended two-step approach [1988]
  • Social context, students' motivation, andacademic achievement: Toward a process model
    Guay Vallerand Social context [1997]
  • Skill and will: The role ofmotivation and cognition in the learning of college chemistry
  • Should there be a three-strikes rule against pure discoverylearning?
    Mayer [2004]
  • Setting limits inchildren’s behavior. The differential effects of controlling versusinformational styles on intrinsic motivation and creativity
  • Self-determination theory applied to educational settings
    Reeve [2004]
  • Self-determination andpersistence in a real-life setting: Toward a motivational model of highschool dropout. Journal of Personality and Social Psychology, 72(5),1161-1176.Vallerand, R. J., Pelletier, L. G., Blais, M. R., Bri?re, N. M., Sen?cal, C., & Valli?
    Fortier Guay Vallerand Self-determination andpersistence in a real-life setting: Toward a motivational model of highschool dropout. Journal of Personality and Social Psychology [1997]
  • Self-determination among adult Chinese English languagelearners: The relationship among perceived autonomy support
    He [2009]
  • Self- determination theory and thefacilitation of intrinsic motivation
    Deci Ryan Self-determination theory and the facilitation ofintrinsic motivation [2000]
  • Rethinking the value of choice: A culturalperspective on intrinsic motivation
  • Reportingstructural equation modeling and confirmatory factor analysis results: Areview
  • Relation of reward contingency and interpersonal context to intrinsic motivation: A review and test using cognitive evaluation theory
    Koestner Mims Ryan Relation of reward contingency andinterpersonal context to intrinsic motivation: A review and test usingcognitive evaluation theory [1983]
  • Reforming motivation: How the structure of instruction affectsstudents’ learning experiences
    Yair [2000]
  • Quality of learning with an active versus passive motivational set
  • Principles and Practice of Structural Equation Modeling(3rd ed.)
  • Preferences and learner control overamount of instruction
  • Predicting high school students' cognitiveengagement and achievement: Contributions of classroomperceptions and motivation
    Greene Predicting high school students' cognitive engagement and achievement:Contributions of classroom perceptions and motivation [2004]
  • Perceived locus of causality and internalization: Examining reasons for acting in two domains
    Connell Ryan Perceived locus of causality andinternalization: Examining reasons for acting in two domains [1989]
  • Parent and teacher autonomy support in Russian and U.S. adolescents
    Chirkov Ryan Parent and teacher autonomy support inRussian and U.S. adolescents [2001]
  • Ownership, literacy achievement, and student of diverse culturalbackgrounds
    Au Ownership [1997]
  • Overview of self-determination theory: An organismic-dialectical perspective
    Deci Ryan [2004]
  • Optimal learning in optimal contexts: Therole of self-determination in education
  • Need satisfaction and theself-regulation of learning
  • Multivariate data analysis (7th ed.)
  • Motivational influences in distance education: The role of interest
    Sun [2009]
  • Motivational effects on attention,cognition, and performance
    Dweck Good Mangels Motivational effects on attention [2004]
  • Motivational and self-regulated learning components of classroom academic performance
    Pintrich,P.R. Motivational and self-regulated learningcomponents of classroom academic performance [1990]
  • Motivation in the classroom:Reciprocal effects of teacher behavior and student engagement acrossthe school year
    Belmont Skinner Motivation in the classroom: Reciprocaleffects of teacher behavior and student engagement across the schoolyear [1993]
  • Motivation and education: The self-determination perspective
    Motivation andEducation: The self-determination perspective [1991]
  • Making differences: A table of learning
    Shulman [2002]
  • Learning for tomorrow's world: First results from PISA 2003
    OECD [2004]
  • Learning ata distance:EngagedorNot?
    Chen Gonyea Kuh Learning at a distance: Engaged or Not? [2008]
  • Item parceling issues in structural equation modeling
    Bandalos Finney Item parceling issues in structural equationmodeling [2001]
  • Intrinsic, extrinsic, and amotivationalstyles as predictors of behaviors: A perspective study
    Bissonette Vallerand Intrinsic [1992]
  • Intrinsic motivation and self-determination in human behavior
    Deci, Edward L Intrinsic motivation and self-determination inhuman behavior [1985]
  • Intrinsic and extrinsicmotivation: A hierarchical model
  • Internalization of biopsychological value bymedical students: A test of self-determination theory
  • Integrating emotion and cognition: The role of emotional intelligence
    [2004]
  • Insufficient discriminant validity: A comment on Bove,Pervan, Beatty and Shiu
    Farrell Insufficient discriminant validity: A comment on Bove [2009]
  • Inner resources for school achievement: Motivational mediators of children's perceptions of their parents
  • Fromenvironmental factors to outcomes: A test of an integrated motivationalsequence
    [2004]
  • Factorsaffecting high school students’ academic motivation in Taiwan
    [2006]
  • Facilitators and outcomes of studentengagement in a college setting
  • Experiences that matter:Enhancing student learning and success
  • Evaluating structural equation models with unobservable variables and measurement error
  • 박사
    Evaluating engagement with, and determining the direct effects of, a curriculum teaching students learning and motivation strategies
    Mosholder, Richard S Evaluating engagement with [2007]
  • Enhancing students'engagement by increasing teachers' autonomy support
    [2004]
  • Enhancing adult motivation to learn: A comprehensive guide for teachingall adults(revised ed)
    Wlodkowski [1999]
  • Elements within the competitive situation that affect intrinsic motivation
    Deci Reeve Elements within the competitive situation thataffect intrinsic motivation [1996]
  • Directly controllingteacher behaviors as predictors of poor motivation and engagement ingirls and boys: The role of anger and anxiety
    [2005]
  • Differentiating autonomy from individualism and independence: A self-determination theory perspective on internalization of cultural orientations and well-being
    Differentiating autonomyfrom individualism and independence: A self-determination theoryperspective on internalization of cultural orientations and well-being [2003]
  • Development of structuredinterview for assessing student use of self learning strategies
  • Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria Versus New Alternatives
  • Control and information in the intrapersonal sphere: Anextension of cognitive evaluation theory
    Ryan Control and information in the intrapersonal sphere: Anextension of cognitive evaluation theory [1982]
  • Constructionand validation of the motivation toward educational scale
    [1989]
  • 박사
    Cognitive engagement as a predictor of achievement
    Spanjers, Deanna Marie Cognitive engagement as a predictor of achievement [2007]
  • Can test statistics in covariancestructure analysis be trusted?
  • Being (dis)engaged in educationally purposeful activities: The influences of student and institutional characteristics
    Kuh Being (dis)engaged in educationally purposefulactivities: The influences of student and institutional characteristics [2002]
  • Autonomy, competence, and relatedness inthe classroom: Applying self-determination theory to educationalpractice
    Niemiec Ryan Autonomy [2009]
  • Autonomy, belongingness,and engagement in school as contributors to adolescent psychologicalwell-being
    Gravely Roseth Van Ryzin Autonomy [2009]
  • Autonomy in children's learning: An experimental and individual difference investigation
  • Autonomy and competence in German and American university students: A comparative study based on self-determination theory
    Autonomy andcompetence in German and American university students: A comparativestudy based on self-determination theory [2004]
  • Autonomous, controlled, and amotivated types of academic motivation: Aperson-oriented analysis
    Autonomous [2007]
  • Asymptotic intervals for indirected effects in structuralequations models
    Sobel [1982]
  • Associationsamong perceived autonomy support
    [2001]
  • An instrument to assess adults' orientations toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence
    Deci, E. L. An instrument toassess adults' orientations toward control versus autonomy with children:Reflections on intrinsic motivation and perceived competence [1981]
  • An exploration of mathematicsself-efficacy/mathematics performance correspondence
  • Ameasureofcollegestudentcourseengagement
  • A motivationalscienceperspectiveontheroleofstudentmotivation in learning and teaching contexts
    Pintrich A motivational science perspective on the role of studentmotivation in learning and teaching contexts [2003]
  • A motivational model ofpersistence in science education: A self-determination theory approach