논문상세정보
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- 저자 조은문
- 형태사항 ix,193p.: 26 cm: 삽도
- 학위논문사항 교육학과 교육심리 및 상담전공, 학위논문(박사) -, 2012.2, 충북대학교 대학원
- KDC 370, 5
- 발행지 청주
- 언어 kor
- 출판년 2012
- 발행사항 충북대학교
유사주제 논문( 14,718)
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학습무동기신념이 높은 중학생을 위한 동기조절 프로그램 개발과 효과' 의 주제별 논문영향력
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| 동일주제 총논문수 | 논문피인용 총횟수 | 주제별 논문영향력의 평균 |
| 14,345 | 4 |
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주제별 논문영향력
' 학습무동기신념이 높은 중학생을 위한 동기조절 프로그램 개발과 효과' 의 참고문헌
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효율적 집단상담 프로그램 개발을 위한 체계적 모형[1995]
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박사
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학업동기: 이론, 연구와 적용
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학업동기 및 부모행동과 학업성취의 관계[1998]
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박사
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학습된 무기력 치료에 대한 연구 동향 분석강삼석 [2007]
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박사
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박사
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학습된 무기력 극복 프로그램이 자아개념 및 학업성취에 미치는 효과이은미 [2003]
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학습동기훈련 프로그램이 자기주도 학습능력과 학업성취에 미치는 효과김혜선 [2006]
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학습동기 향상 프로그램이 학습부진아의 학습태도에 미치는 효과박귀자 [2006]
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박사
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학습동기 향상 프로그램이 중학생의 학습된 무기력 및 자기효능감에 미치는 효과나낙기 [2006]
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박사
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학습동기 증진 프로그램이 학습부진아의 학습 습관과 학업 성취에 미치는 영향이미경 [2005]
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학습동기 변수들과 인지전략 및 학업성취 간의 관계한순미 [2004]
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박사
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학습기술, 학업성취 및 적응에 미치는 학습습관 프로그램의 효과
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박사
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프로그램 개발
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초인지초동기,의지통제와 자기조절 학습과의 관계
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초등학생의 학업발달을 위한 학급단위 학업상담 프로그램의 개발과 효과권영범 [2011]
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박사
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초·중·고등학생의 자기결정동기와 자기조절학습간의 관계 연구
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박사
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청소년 상담 프로그램 개발론
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집단상담이 학습된 무기력 감소와 자기효능감 및 자아존중감 증진에 미치는 영향이용자 [2000]
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집단상담에서의 집단응집력과 상담회기 평가에 관한 일 연구강순화 [1994]
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집단상담 프로그램이 학업성취도에 미치는 효과 분석손현동 [2004]
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중학생의 자기결정성,자기 효능감 및 자기조절학습능력의 관계
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중학생을 위한 학업상담 프로그램의 개발과 효과 : 학업스트레스와 학업동기를 중심으로김동원 [2008]
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박사
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적극적 훈련프로그램 개발 연구 - 대학생의 성취동기육성
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자기조절학습의 복합적 측정도구 개발과 타당화:동기조절 척도의 통합을 중심으로자기조절학습의 복합적 측정도구 개발과 타당화: 동기조절 척도의 통합을 중심으로 [2005]
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자기조절학습의 모형탐색과 타당화 연구
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박사
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자기결정이론의 무동기개념의 타당성 탐색: 동기에 관여하는 목표와 과제가치를 중심으로여은실 [2009]
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박사
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인지행동적 집단상담이 학습부진아의 학업성취동기에 미치는 효과최옥현 [2000]
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인지적 동기요인 향상 프로그램이 초등학생의 학습된 무기력에 미치는 효과이은영 ( Eun Young Lee ) [2007]
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인간관계,학습사 및 동기적 변인들이 학습된 무기력에 미치는효과
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박사영어과 수준별 이동수업에 대한 중학생의 인식김지현 [2010]
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상담회기평가질문지의 타당화 연구상담회기평가 질문지의 타당화 연구 [1993]
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상담 및 심리교육 프로그램개발과 평가김창대 [2011]
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why do high school students lack motivation in theclassroom? Toward an understanding of academic motivation and the role of social support[2006]
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Work and MotivationVroom, V. H. [2000]
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Why do people fail to adopt environmental behaviors? Toward a taxonomy of environmental amotivation[1999]
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Tools for learning
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The social context of risk status and motivation predictors of alienation in middle schoolMurdock [1999]
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The role of motivation in promoting and sustaining self-regulated learningPintrich [1999]
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The relation of interest to the motivation of behavior: A self-determination of theory perspectiveDeci [1992]
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The relation between high school students' motivational regulation and their use of learning strategies effort, and classroom performanceWolters The relation between High School students' motivational regulation and their use of learning strategies [1999]
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The problem of anxietyFreud [1936]
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The middle school experience: Effects on the math and science achievement of adolescents with LDAnderman [1996]
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The metacognitive control components of self-regulated learningThe metacognitive control components of self-regulated learning [1986]
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The effects of reward contingency and performance feedback on intrinsic motivationHarakiewicz [1979]
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The dynamic interplay of student motivation and cognition in the college classroomPintrich [1989]
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The best-laid plans: Modern conceptions of volition and educational research
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The Role of Goal Orientation in Self-Regulated LearningPintrich [2000]
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Sustaining motivation and academic goals: The role of academic delay of gratificationBembenuty [1999]
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Student difference in self-regulated learning: Relating grades, sex, and giftedness to self-efficacy and strategies use
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Self－Efficacy: Toward a Unifying Theory of Behavioral ChangeSelf-efficacy: Toward a unifying theory of behavioral change [1997]
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Self-regulation empowermentprogram:Aschool-basedprogram toenhanceself-regulatedandself-motivatedcycles ofstudentlearningZimmerman Self-regulation empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning [2004]
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Self-regulated learning: Finding a balancebetween learning goals and ego-protective goalsBoeraerts Niemivirta [2000]
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Self-regulated learning: Bridging the gap between metacognitiveand metamotivation theoriesBoeraerts Self-regulated learning: Bridging the gap between metacognitive and metamotivation theories [1995]
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Self-regulated learning and college students'regulation ofmotivation
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Self-efficacy beliefs in academic settingsSelf-efficacy beliefs in academic settings [1996]
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Self-efficacy Mechaism in Human Agencyura [1982]
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Self-determination theory and the facilitation of intrinsic motivation, social development, and well-beingSelf-determination theory and the facilitation of intrinsic motivation [2000]
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Self-Efficacy Perspective on Achievement BehaviorSchunk [1984]
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Self- regulated learning and academic achievement : A phenomenological view
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Self motivation for academic attainment The role of self-efficacy beliefs and personal goal setting[1992]
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Regulationofmotivation:Evaluatinganunderemphasizedaspectofself-regulatedlearningWolters [2003]
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Purposiv e Behavior in Animals and Men
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Principles of behaviorHull [1943]
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Predictors of early high school dropout: A test of five theories[2000]
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Phenomenology and psycholgical researchGiorgi [1985]
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Peer models: Influence on children's self-efficacy and achievementHanson,A.R. Schunk,D.H. [1985]
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Once a boring task always a boring task? Interest as a self-regulatory mechanismHarpster Morgan Sansone Sansone, C. Weir [1992]
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On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the academic motivation scaleOn the assessment of intrinsic [1993]
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OECD 학업성취도 국제 비교 연구(PISA 2006) 주요 결과 발표한국교육과정평가원 보도자료 [2007]
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Negative effect s of tr aditional middle schoolson student s ' motivationFeldlaufer [1993]
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Motivational processes affecting learningDweck [1986]
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Motivational and self-regulated learning components of classroom academic performancePintrich,P.R. Motivational and self-regulated learning components of classroom academic performance [1990]
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Motivation in education: theory, research, and application
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Motivation Theory ReconsideredLandy.F.L W.S.Becker [1987]
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Motivating students to learn (2nd ed.)Brophy J.E [2004]
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Learned helplessnessSeligman [1975]
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Intrinsic, extrinsic, and amotivational styles as predictors of behavior: A prospective study
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Intrinsic, extrinsic, and amotivational orientations: Their role in university adjustment, stress, well-being, and subsequent academic performance
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Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlatesHenderlong Iyengar Lepper [2005]
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Interest, Learning, and Development
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Human motivationWeiner, Bernard [1985]
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Handbook of program development for health behavior research & practiceSussman, Steven Yale Handbook of Program Development for Health Behavior: Research & Practice [2001]
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Goals and progressive feedback: Effecks on self-efficacy and writing achievementSchunk Swartz.C.W [1993]
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Goal-guided learning from text: Inferring a descriptive processing model from inspection times and eye movementsBillington Rothkopf [1979]
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Early school dropout: Configurations and determinantsCairns RB Cairns V.D Neckerman H.J [1989]
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Development of a structured interview for assessing student use of self-regulated learning strategies[1986]
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Defensive pessimism: Harnessing anxiety as motivationCantor, N. Norem,J.K. [1986]
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Cultivating competence, self-efficacy and intrinsic interest through proximal self-motivation
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Control and information in the interpersonal sphere: An extention of cognitive evaluation theoryRyan [1982]
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Children's attributions for success and failure : Effects of age and attentional focusWigfield [1988]
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Being concerned with well-being and with learningBoekaerts [1993]
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Automatic self-regulationBargh Fitzcimons [2004]
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Attaining self-regulation: A social cognitive perspectiveZimmerman, B. [2000]
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Annual changes in motivation for mathematics in high school according to age and genderChouinard [2001]
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Academic intrinsicmotivation in elementary and junior highschool students
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A theory of motivation for some classroom experiencesA theory of motivation for some classroom experiences [1980]
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A theory of goal setting and task performance
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A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational componentsHater [1981]