연구동향 분석
박사

투지와 신중하게 계획된 연습, 자존감의 수반성이 학업성취에 미치는 영향

이수란 2015년

논문상세정보
인용/피인용
' 투지와 신중하게 계획된 연습, 자존감의 수반성이 학업성취에 미치는 영향' 의 주제별 논문영향력
논문영향력 선정 방법
논문영향력 요약
주제
  • academic achievement
  • contingencies of self-worth
  • deliberate practice
  • expertise
  • grit
  • self-discrepancy
  • self-esteem
  • study habits
  • superiority
  • 신중하게 계획된 연습
  • 자기 불일치
  • 자존감
  • 자존감의 수반성
  • 전문성
  • 진로-전공 관련성
  • 진로준비행동
  • 투지
  • 학업성취
동일주제 총논문수 논문피인용 총횟수 주제별 논문영향력의 평균
5,278 0

0.0%

' 투지와 신중하게 계획된 연습, 자존감의 수반성이 학업성취에 미치는 영향' 의 참고문헌

  • 혼합형 자기교시 훈련 프로그램이 주의집중력이 낮은 중학생의 자기통제력에 미치는 효과
    손미경 경북대학교 교육대학원 석사학위논문 [2004]
  • 한국 성인의 자존감 구성요인 탐색 및 척도개발
    김명소 차경호 한영석 홍기원 한국심리학회지: 일반, 25, 105-139 [2006]
  • 특별기고, 구조 방정식 모형의 적합도 지수 선정기준과 그 근거
    홍세희 한국심리학회지: 임상, 19, 161-177 [2000]
  • 탤런트코드: 재능을 지배하는 세 가지 법칙
    대니얼 코일 윤미나 역 웅진지 식하우스 [2009]
  • 청소년의 자기조절능력과 심리환경적 요인에 관한 연구
  • 집단주의와 성취욕구가 조직시민행동에 미치는 효과 및 성의 조절효과에 관한 연구
    안관영 이병직 경영학연구, 31, 1311-1334 [2002]
  • 전문가, 그들만의 법칙
    손영우 서울: 샘터사 [2005]
  • 자존감의 영역별 수반성과 자기 평가 간 불일치가 정신건강에 미치는 영향
    이동귀 이수란 한국심리학회지: 상담 및 심리치료, 20, 313-335 [2008]
  • 자기불일치가 사회불안에 영향을 미치는 기제: 자의식의 매개효과와 자기제시동기의 중재효과
    오경자 정승아 한국심리학회지: 임상, 24, 887-901 [2005]
  • 일반논문: 고등학생의 실제-이상 자기불일치, 자기효능감, 사회적지지 및 우울 간의 관계
    김영숙 방희정 황민영 한국심리학회지: 일반, 33, 239-261 [2014]
  • 이상적 인간형론의 동서비교
    조긍호 서울: 지식산업사 [2006]
  • 음악재능 청소년의 계획적 연습에 영향을 미치는요인: 열정과 성취 목적을 중심으로
    안도희 정재우 영재교육연구, 20, 947-966 [2010]
  • 외모관심도, 신체만족도, 자아존중감에 따른 미용성형행동 연구
    조기여 한국심리학회 연차학술발표대회 논문집 [2007]
  • 연구논문: 남자고등학생의 휴대폰 중독과 학습몰입, 학업성취와의 관계
    김은영 임신일 청소년학연구, 20, 315-337 [2013]
  • 여자청소년의 신체상, 자존감 및 체중에 대한 외부압력이 이상섭 식 행동에 미치는 영향
    이선형 한국사회복지학회 학술대회 자료집, 401-402 [2006]
  • 아웃라이어
    Gladwell, Malcolm 김영사 [2009]
  • 아동의 자기통제와 관련변인간의 인과관계
    이경님 대한가정학회지. 39. 46-48 [2001]
  • 실제자기 수준, 이상적 자기 수준 및 자기불일치 수준이 우울에 미치는 영향
    이영호 최정원 한국심리학회지: 임상, 17, 69-87 [1998]
  • 시간관리기술 훈련이 아동의 자기주도적 학습력과 자기효능감 향상에 미치는 효과
    조성현 허승희 한국교육학연구, 21, 117-131 [2008]
  • 성인용 학습몰입 척도 개발 및 타당화
    김아영 이채희 탁하얀 교육심리 연구, 24, 39-59 [2010]
  • 박사
    성격 5요인 모형(Big Five)이 사립유치원 교사의 직무 스트레스와 대처방식에 미치는 영향
    이혜련 경희대학교 교육대학원 석사학위논문 [2013]
  • 변화신념, 목표지향성, 자기조절학습, 학업성취 및 주관적 안 녕의 인과구조 탐색: Dweck 모형의 확장
    박병기 송정화 교육심리연구, 22, 333-350 [2008]
  • 대학생의 진로자기효능감과 진로장애지각준비행동 간의 관계 분석
    이명숙 전주대학교 국제상담대학원 석사학위 논문 [2003]
  • 대학생의 진로결정수준과 진로준비행동의 발달 및 이차원적 유형화
    김봉환 서울대학교 박사학위 논문 [1997]
  • 대학생의 전공-흥미 일치도에 따른 전공만족도 및 학업성취도와의 관계
    조원숙 대진대학교 교육대학원 석사학위 논문 [2009]
  • 대학생의 성인애착과 진로의사결정문제와의 관계: 정 서적 어려움의 매개효과를 중심으로
    이기학 이지원 한국심리학회지: 학교, 11, 55-87 [2014]
  • 기적의 아키타 공부법
    아부 승 김영사 [2009]
  • 그릿-잠재력을 실력으로, 실력을 성적으로, 결과로 증명하는 공부 법, GRIT
    김주환 쌤앤파커스 [2013]
  • 공부하는 힘
    황농문 서울: 위즈덤하우스 [2013]
  • 가족주의와 현실역동상담의 일체적 관점
    장성숙 한국심리학회 연차학술 대회 논문집 [2007]
  • de Groot, A. (1978) Thought and choice in chess. The Hague: Mouton.
  • Zwick, W. R., & Velicer, W. F. (1982). Factors influencing four rules for determining the number of components to retain. Multivariate Behavioral Research, 17, 253-269.
  • Young, B. W., & Salmela, J. H. (2002). Perceptions of deliberate practice and middle distance runners. International Journal of Sport Psychology, 33, 167-181.
  • Wylie, R. (1974). The self-concept: Theory and research on selected topics. Lincoln: University of Nebraska Press.
  • Woike, B. A., & Baumgardner, A. H. (1993). Global-specific incongruencies in self-worth and the search for self-knowledge. Personality and Social Psychology Bulletin, 19, 290-295.
  • Wentzel, K. R. (1993). Motivation and achievement in early adolescence: The role of multiple classroom goals. Journal of Early Adolescence, 13, 4?20.
  • Wells, A. J. (1988). Self-esteem and optimal experience In M.Csikszenmihalyi & I. S. Csikszenmihalyi(Eds.), Optimal experiences : Psychological studies of flow inconsciousness, pp.327-341. New York: Cambridge UniversityPres
  • Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological review, 92, 548.
  • Wallingford, R. (1975). Long distance running. In A. W tayler & F. Landry (Eds.), The scientific aspects of sports training (pp.118-130).Springfield, IL: Charles C Thomas.
  • Vallerand, R. J., Salvy, S. J., Mageau, G. A., Elliot, A. J., Denis, P. L., Grouzet, F. M. E., & Blanchard, C. (2007). On the role of passion in performance. Journal of Personality, 75, 505-533.
  • Vallerand, R. J., Blanchard, C., Mageau, G. A., Koestner, R., Ratelle, C., L onard, M., Gagn , M., & Marsolais, J. (2003). Les passions de l'?me: On obsessive and harmonious passion. Journal of Personality and Social Psychology, 85(4), 756-767.
  • Vallerand, R. J., & Miquelon, P. (2007). Passion for sport in athletes. In D. Lavall e, & S. Jowett (Eds.), Social psychology in sport (pp. 249-263). Champaign, IL: Human Kinetics.
  • Valentin, D., Pichon, M., de Boishebert, V., & Abdi, H. (2000). What’s in a wine name? When and why do wine experts perform better than novices? Abstracts of the Psychonomic Society, 5, 36.
  • Uchida, Y. (2008). Contingencies of self-worth in Japanese culture: Validation of the Japanese Contingencies of Self-Worth Scale. Japanese Journal of Psychology, 79, 250-256.
  • Trinkle, B., Andrews, C., & Kimble, P. (2006). How to spell like a champ. New York: Workman.
  • Tice, D. M. (1991). Esteem protection or enhancement? Self-handicapping motives and attributions differ by trait self-esteem. Journal of Personality and Social Psychology, 60, 711?725.
  • Starkes, J. L., Deakin, J. M., Allard, F., Hodges, N. J., & Hayes, A. (1996). Deliberate practice in sports: What is it anyway? In K. A. Ericsson (Ed.), The road to excellence: The acquisition of expert performance in the arts and sciences, sports and games (pp. 81 ? 106). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Sonnentag, S., & Kleine, B. M. (2000). Deliberate practice at work: A study with insurance agents. Journal of Occupational and Organizational Psychology, 73, 87?102.
  • Smelser, N. (1989). Self-esteem and social problems: An introduction. In A. M. Mecca, N. J. Smelser & J. Vasoconcellos, J. (Eds.), The social importance of self-esteem (pp. 1-23). Berkeley: University of California Press.
  • Sloboda, J. A., Davidson, J.W., Howe, M. J. A., & Moore,D.G. (1996). The role of practice in the development of performing musicians. British Journal of Psychology, 87, 287?309.
  • Simon, H. A., & Chase, W. G. (1973). Skill in chess. American Scientist, 61, 394?403.
  • Silber, E., & Tippett, J. S. (1965). Self-esteem: Clinical assessment and measurement validation. Psychological Reports, 16, 1017-1071.
  • Shanteau, J., & Stewart, T. R. (1992). Why study expert decision making? Some historical perspectives and comments. Organizational Behaviour and Human Decision Processes, 53, 95?106.
  • Schafer. R. (1967). Ideals, the ego ideal, and the ideal self. In R. R. Holt (Ed.), Motives and thought: Psychoanalytic essays in honor of David Rapaport [Special issue]. Psychological Issues, 5(2-3), 131-174.
  • Saris, W. E., & Stronkhorst, L. H. (1984). Causal modelling in nonexperimental research: An introduction to the LISREL approach (Vol. 3). Amsterdam: Sociometric Research Foundation.
  • Ryan, R. M. (1993). Agency and organization: Intrinsic motivation, autonomy, and the self in psychological development. In J. Jacobs (Ed.), Nebraska symposium on motivation: Developmental perspectives on motivation (Vol. 40, pp. 1?56). Lincoln, NE: University of Nebraska Press.
  • Ross, S. R., Rausch, M. K., & Canada, K. E. (2003). Competition and cooperation in the five-factor model: Individual differences in achievement orientation. Journal of Psychology, 137, 323-337.
  • Rosenberg, M., Schooler, C., Schoenbach, C., & Rosenberg, F. (1995). Global self-esteem and specific self-exteem: Different concepts, different outcomes. American Sociological Review, 60, 141-156.
  • Rosenberg, M. (1982). Psychological selectivity in self-esteem formation. In M. Rogenberg & H. B. Kaplan (Eds.), Social psychology of the self-contcept (pp. 535-546). Arlington Hights, IL: Harlan Davidson.
  • Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.
  • Rosenberg, M(1979). Conceiving the self. New York : Basic Books.
  • Rogers,C.R.(1961).Onbecomingaperson.Boston:HoughtonMifflin.
  • Rogers, C. R. (1959). A theory of therapy, personality, and interpersonal relationships, as developed in the client-centered framework. In S. Koch (Ed.), Psychology: A study of a science (pp. 184-256). New York: McGraw-Hill Co., Inc.
  • Rogers, C. R. (1951). Client-centered therapy. Boston, MA: Houghton-Mifflin Co.
  • Richardson, M., Abraham, C., & Bond, R. (2012). Psychological Correlates of University Students’ Academic Performance: A Systematic Review and Meta-Analysis. Psychological Bulletin, 138, 353-387.
  • Plant, E. A., Ericsson, K. A., Hill, L., & Asberg, K. (2005). Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance. Contemporary Educational Psychology, 30, 96-116.
  • Pintrinch, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801?813.
  • Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92, 128-150.
  • Park, L. E., Crocker, J., & Mickelson, K. D. (2004). Attachment styles and contingencies of self-worth. Personality and Social Psychology Bulletin, 30(10), 1243-1254.
  • Park, L. E., Crocker, J., & Kiefer, A. K. (2007). Contingencies of Self-Worth, Academic Failure, and Goal Pursuit. Personality and Social Psychology Bulletin, 33, 1503-1517.
  • Park, L. E., & Crocker, J. (2005). Interpersonal consequences of seeking self-esteem. Personality and Social Psychological Bulletin, 31, 1587-1598.
  • Park, L. E., & Crocker, J. (2003, February). Thinking of me: Contingent self-worth and failure. Poster presented at the annual meeting of the Society for Personality and Social Psychology, Los Angeles.
  • O’Connor, B. P. (2000). SPSS and SAS programs for determining the number of components using parallel analysis and Velicer's MAP test. Behavior Research Methods, Instrumentation, and Computers, 32, 396-402.
  • Novak, T. P., & Hoffman, D. L. (1997). Measuring the flow experience among web users. Interval Research Corporation, 31.
  • Nonis, S. A., & Hudson, G. I. (2006). Academic Performance of College Students: Influence of Time Spent Studying and Working. Journal of Education for Business, 81, 151-159.
  • Niiya, Y., Crocker, J., & Bartmess, E. (2004). From vulnerability to resilience: Learning orientations buffer contingent self-esteem from failure. Psychological Science, 15, 801-805.
  • Nielsen, S. (1999). Regulation of learning strategies during practice: A case study of a single church organ student preparing a particular work for a concert performance. Psychology of Music, 2 7, 218?229.
  • Moutafi, J., Furnham, A., & Paltiel, L. (2005). Can personality factors predict intelligence? Personality and Individual Differences, 38, 1021-1033.
  • Moulaert, V., Verwijnen, M. G. M., Rikers, R.,& Scherpbier, A. J. J. A. (2004). The effects of deliberate practice in undergraduate medical education. Medical Education, 38, 1044?1052.
  • Monsaas, J. A. (1985). Learning to be a world-class tennis player. In B. S. Bloom (Ed.), Developing talent in young people (pp.211-269). New York: Ballantine Books.
  • Michaels, J. W., & Miethe, T. D. (1989). Academic effort and college grades. Social Forces, 68, 309?319.
  • Mehl, M. R., Gosling, S. D., & Pennebaker, J. W. (2006). Personality in its natural habitat: manifestations and implicit folk theories of personality in daily life. Journal of personality and social psychology, 90, 862.
  • McClelland, D. C. (1985). How motives, skills, and values determine what people do. American Psychologist, 40, 812?825.
  • McClelland, D. C. (1961). The achieving society. Oxford, England: Van Nostrand.
  • Maguire, E. A., Valentine, E. R., Wilding, J. M. & Kapur, N. (2003) Routes to remembering: the brains behind superior memory, Nature Neuroscience, 6, 90?95.
  • Liao, K. Y. H., & Wei, M. (2014). Academic stress and positive affect: Asian value and self-worth contingency as moderators among Chinese international students. Cultural Diversity and Ethnic Minority Psychology, 20, 107-115.
  • Leary, M. R., Tambor, E. S., Terdal, S. K., & Downs, D. L., 1995, Self-esteem as an interpersonal monitor: The sociometer hypothesis. Journal of Personality and Social Psychology, 68, 518-530.
  • Lauver, K. J., & Kristof-Brown, A. L. (2001). Distinguishing between employees’ perceptions of person?job and person?organization fit. Journal of Vocational Behavior, 59, 454?470.
  • Komarraju, M. K., Karau, S. J., & Schmeck, R. R. (2009). Role of the Big Five personality traits in predicting college students' academic motivation and achievement. Learning and Individual Differences, 19, 47-52.
  • Kline, R. B. (2005). Principles and Practice of Structural Equation Modeling (2nd ed.). NY: Guilford Press.
  • Kim, A., Lee, S. G., & Koh, A. R. (2006). Effects of media involvement, body satisfaction and self-esteem on the appearance management behavior of preteen boys and girls. Journal of the Korean Society of Clothing and Textiles, 30, 1538-1549.
  • Kim, A. (2007). A comparative study on the dimensions of motivation of students attending four institutions of higher education, Unpublished research report. Franklin W. Olin College, USA.
  • Kernis, M. H., & Paradise, A. W. (2002). Distinguishing between secure and fragile forms of high self-esteem. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 339?360). Rochester, NY: University of Rochester Press.
  • Kernis, M. H. (2003). Toward a conceptualization of optimal self-esteem. Psychological Inquiry, 14, 1-26.
  • Kaplan, A., Middleton, M. J., Urdan, T., & Midgley, C. (2002). Achievement goals and goal structures. Goals, goal structures, and patterns of adaptive learning, 21-53.
  • Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19, 141-184.
  • Kalinowski, A. G. (1985). The development of Olympic swimmers. In B. S. Bloom (Ed.), Developing talent in young people (pp.139-192). New York: Ballantine Books.
  • John, O., & Srivastava, S. (1999). The Big-Five trait taxonomy: History, measurement, and theoretical perspectives. In L. A. Pervin & O. P. John(Eds.), Handbook of Personality: Theory and research (pp.102-138). New York: Guilford Press.
  • James, W. (1907). The energies of men. Science, 25, 321-332.
  • Hoge, D. R., & McCarthy, J. D. (1984). Influence of individual and group identity salience in the global self-esteem of youth. Journal of Personality and Social Psychology, 47, 403-414.
  • Hodges, N. J., & Starkes, J. L. (1996). Wrestling with the nature of expertise: A sport specific test of Ericsson, Krampe and Tesch-Romer’s (1993) theory of “Deliberate Practice.”International Journal of Sport Psychology, 27, 400?424. Hough, L. M. (1992). The “Big Five” personality variables-construct confusion: Description versus prediction. Human Performance, 5, 139- 155.
  • Hodge, T., & Deakin, J. M. (1998). Deliberate practice and expertise in martial arts: The role of context in motor recall. Journal of Sport and Exercise Psychology, 20, 260 ? 279.
  • Ho, D. Y. F. (1995). Selfhood and identity in Confucianism, Taoism, Buddhism, and Hinduism: Contrasts with the West. Journal for the Theory of Social Behavior, 25, 115-139.
  • Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect.Psychological Review, 94, 319-340.
  • Hewitt, P. L., & Dyck, D. (1986). Perfectionism, stress, and vulnerability to depression. Cognitive Therapy and Research, 10, 137-142.
  • Helsen, W. F., Starkes, J. L., & Hodges, N. J. (1998). Team sports and the theory of deliberate practice. Journal of Sport and Exercise Psychology, 20, 12 ? 34.
  • Hayes, A. F., & Matthes, J. (2009). Computational procedures for probing interactions in OLS and logistic regression: SPSS and SAS implementations. Behavior Research Methods, 41, 924-936.
  • Hayes, A. F. (2012). PROCESS: A versatile computational tool for observed variable mediation, moderation, and conditional process modeling [White paper]. Retrieved from http://www.afhayes.com/public/process 2012. pdf.
  • Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76, 408-420.
  • Harackiewicz, J. M., Barron, K. E., & Elliot, A. J. (1998). Rethinking achievement goals: When are they adaptive for college students and why? Educational Psychologist, 33, 1?21.
  • Hallowell, A. I. (1955). Culture and experience. Philadelphia: University of Pennsylvania Press.
  • Gustin, W. C. (1985). The development of exceptional research mathematicians. In B. S. Bloom (Ed.), Developing talent in young people (pp.91-112). New York: Ballantine Books.
  • Gruson, L. M. (1988). Rehearsal skill and musical competence: Does practice make perfect? In J. A. Sloboda (Ed.), Generative processes in music (pp. 91?112). Oxford, UK: Clarenden Press.
  • Grape, C., Sandgren, M., Hansson, L.-O., Ericson, M., & Theorell, T. (2003). Does singing promote well-being?: An empirical study of professional and amateur singers during a singing lesson. Integrative Physiological & Behavioral Science, 38, 65?71.
  • Grant, H. & Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of personality and social psychology, 85, 541-553.
  • Gortner Lahmers, A., & Zulauf, C. R. (2000). Factors associated with academic time use and academic performance of college students: A recursive approach. Journal of College Student Development, 41, 544-556.
  • Goldberg, L. R. (1992). The development of markers for the Big-Five factor structure. Psychological Assessment, 4, 26-42.
  • Gerbing, D. W., & Anderson, J. C. (1988). An updated paradigm for scale development incorporating unidimensionality and its assessment. Journal of Marketing research, 186-192.
  • Freud, S. (1961). The ego and the id. In J. Strachey (Ed. and Trans.), The standard edition of the complete psychological works of Sigmund Freud (Vol. 19, pp. 3-66). London: Hogarth Press.
  • Fleming, J. S., & Courtney, B. E. (1984). The dimensionality of self-esteem. Journal of Personality and Social Psychology, 46, 404-421.
  • Fitts, P., & Posner, M. I. (1967). Human performance. Belmont, CA: Brooks/Cole.
  • Eun, H., Sohn, Y. & Lee, S. (2013). effect of self-regulated decision making on career path and major-related career choice satisfaction. Journal of employment counseling, 50, 98-109.
  • Erikson, E.(1968). Identity: Youth and crisis. New York: W. W. Norton & Company.
  • Erikson, E.(1950). Childhood and society. New York: Norton.
  • Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363-406.
  • Ericsson, K. A., & Ward, P. (2007). Capturing the naturally occurring superior performance of experts in the laboratory: Toward a science of expert and exceptional performance. Current Directions in Psychological Science, 16, 346-350.
  • Ericsson, K. A., & Smith, J. (1991). Prospects and limits in the empirical study of expertise: An introduction. In K. A. Ericsson & J. Smith(Eds.), Toward a general theory of expertise: Prospects and limits (pp. 1?38). Cambridge: Cambridge University Press.
  • Ericsson, K. A., & Charness, N. (1994). Expert performance: Its structure and acquisition. American Psychologist, 49, 71?76.
  • Ericsson, K. A. (2009). Enhancing the development of professional performance: Implications from the study of deliberate practice. In K. A. Ericsson (Ed.), The development of professional expertise: Toward measurement of expert performance and design of optimal learning environments (pp. 405-431). Cambridge, UK: Cambridge University Press.
  • Ericsson, K. A. (2007). Deliberate practice and the modifiability of body and mind: Toward a science of the structure and acquisition of expert and elite performance. International Journal of Sport Psychology, 38, 4-34.
  • Ericsson, K. A. (2006). The influence of experience and deliberate practice on the development of superior expert performance. In K. A. Ericsson, N. Charness, P. Feltovich, & R. R. Hoffman (Eds.), Cambridge handbook of expertise and expert performance (pp.685-706). Cambridge, UK: Cambridge University Press.
  • Ericsson, K. A. (2004). Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Academic Medicine, 10, S1?S12.
  • Ericsson, K. A. (2003). Exceptional memorizers: made, not born. Trends In Cognitive Science, 7, 233-235.
  • Ellis, G. D., Voelkl, J. E., & Morris, C. (1994). Measurement and analysis issues with explanation of variance in daily experience using the flow model. Journal of Leisure Research, 26, 337-356.
  • Elliot, A., & McGregor, H. (2001). A 2 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519.
  • Elliot, A. J., & Harackiewicz, J. M. (1994). Goal setting, achievement orientation, and intrinsic motivation: A mediational analysis. Journal of personality and social psychology, 66, 968.
  • Elliot, A. J.(1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169–189.
  • Elliot, A. J. & Harackiewicz, J. M.(1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461–475.
  • Elkind, D. & Bowen, R.(1979). Imaginary audience behavior in children and adolescents. Developmental Psychology, 15, 38?44.
  • Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological review, 95, 256.
  • Dweck, C. S. (1986). Motivational processes affecting. American Psychologist, 41, 1040-1048.
  • Duckworth, A.L., & Gross, J.J. (2014). Self-control and grit: Related but separable determinants of success. Current Directions in Psychological Science.
  • Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087-1101.
  • Duckworth, A. L., Kirby, T. A., Tsukayama, E., Berstein, H., & Ericsson, K. A. (2011). Deliberate Practice Spells Success: Why Grittier Competitors Triumph at the National Spelling Bee. Social Psychological and Personality Science, 2, 174-181.
  • Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (Grit-S). Journal of Personality Assessment, 91, 166-174. Duncan, T. E., Duncan, S. C., Alpert, A., Hops, H., Stoolmiller, M., & Muthen, B. (1997). Latent variable modeling of longitudinal and multilevel substance use data. Multivariate Behavioral Research, 32, 275-318.
  • Drake, C., & Palmer, C. (2000). Skill acquisition in music performance: relations between planning and temporal control. Cognition, 74, 1-32.
  • Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95, 542-575.
  • Deci, E. L., & Ryan, R. M. (1995). Human autonomy: The basis for trueself-esteem. In M. H. Kernis (Ed.). Efficacy, Agency, and Self-Esteem(pp. 31-49). New-York: Plenum Press.
  • DeNeve, K., & Cooper, H. (1998). The happy personality: A meta-analysis of 137 personality traits and subjective well-being. Psychological Bulletin, 124, 197-229.
  • De Bruin, A. B. H., Rikers, R. M. J. P., & Schmidt, H. G. (2007). The influence of achievement motivation and chess-specific motivation on deliberate practice. Journal of Sport and Exercise Psychology, 29, 561-583.
  • Dawes, R. M. (1994). House of cards: Psychology and psychotherapy built on myth. New York: Free Press.
  • Cury, F., Elliot, A. J., Da Fonseca, D., & Moller, A. C. (2006). The social cognitive model of achievement motivation and the 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 90, 666-679.
  • Cumming, J. & Hall, C. (2002). Deliberate imagery practice: the development of imagery skills in competitive athletes. Journal of Sports Sciences, 20, 137-145.
  • Csikszentmihalyi, M., & Larson, R. (1984). Being adolescent: Conflict and growth in the teenage years. New York. BasicBooks.
  • Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. Sam Francisco : Jossy Bass.
  • Csikszentmihalyi, M (1990). Flow: The psychology of optimal experience. New York: Harper & Row.
  • Crocker, J., Sommers, S. R., & Luhtanen, R. K. (2002). Hopes dashed and dreams fulfilled: Contingencies of self-worth and admissions to graduate school. Personality and Social Psychology Bulletin, 28, 1275-1286.
  • Crocker, J., Park, L.E.(2004), The costly pursuit of self-esteem. Psychological Bulletin, 130, 392-414.
  • Crocker, J., Luhtanen, R. K., Cooper, M. L., & Bouvrette, S. (2003). Contingencies of self-worth in college students: Theory and measurement. Journal of Personality and Social Psychology, 85, 894-908.
  • Crocker, J., Karpinski, A., Quinn, D. M., & Chase, S. (2003). When grades determine self-worth: Consequences of contingent self-worth for male and female engineering and psychology majors. Journal of Personality and Social Psychology, 85, 507-516.
  • Crocker, J., & Wolfe, C. T. (2001). Contingencies of self-worth. Psychological Review, 108, 593-623.
  • Costa, P. T., & McCrae, R. R. (1992). Revised NEO Personality Inventory(NEO-FFI) professional manual. Odessa, FL: Psychological Assessment Resources.
  • Coopersmith, S. (1959). A method for determining types of self-esteem. Journal of Abnormal and Social Psychology, 59, 87?94.
  • Charness, N., Tuffiash, M. I., Krampe, R. T., Reingold, E., & Vasyukova, E. (2005). The role of deliberate practice in chess expertise. Applied Cognitive Psychology, 19, 151-165.
  • Charness, N., Krampe, R. T. h. & Mayr, U. (1996) The role of practice and coaching in entrepreneurial skill domains: an international comparison of life-span chess skill acquisition, in: K. A. Ericsson (Ed.) The road to excellence: the acquisition of expert performance in the arts and sciences, sports, and games (Mahwah, NJ, Erlbaum), 51?80.
  • Chan, D. (1998). The conceptualization and analysis of change over time: An integrative approach incorporating longitudinal mean and covariance structures analysis (LMACS) and multiple indicator latent growth modeling (MLGM). Organizational Research Methods, 1, 421-483.
  • Chaffin, R., & Imreh, G. (1997). “Pulling teeth and torture”: Musical memory and problem solving. Thinking and Reasoning, 3 , 315?336.
  • Camerer, C. F., & Johnson, E. J. (1991). The process-performance paradox in expert judgment : How can the experts know so much and predict so badly? In K. A. Ericsson and J. Smith (Eds.), Towards a general theory of expertise: Prospects and limits (pp. 195?217). Cambridge: Cambridge University Press.
  • Burns, D. (1980). The perfectionist's script for self-defeat. Psychology Today, November, 34-51.
  • Bucur, D. R., & Lee, D.-G.(2006, August). Locus of evaluation measurement: Implications for counseling psychology. Poster presented for presentation at the annual meeting of the American Psychological Association, New Orleans.
  • Bryan, W. L., & Harter, N. (1899). Studies on the telegraphic language : The acquisition of a hierarchy of habits. Psychological Review, 6, 345 ?375.
  • Bryan, W. L., & Harter, N. (1897). Studies in the physiology and psychology of the telegraphic language. Psychological Review, 4, 27? 53.
  • Brown, B. A., Sellen, A. J., & O'hara, K. P. (2000, April). A diary study of information capture in working life. In Proceedings of the SIGCHI conference on Human factors in computing systems (pp. 438-445). ACM.
  • Brockner, J. (1984). Low self-esteem and behavioral plasticity: Some implications of personality and social psychology. In L. Wheeler (Ed.), Review of personality and social psychology (Vol. 4, pp. 237-271). Beverly Hills, CA: Sage.
  • Book, W. F. (1925b). The psychology of skill. New York: The Gregg Publishing Co.
  • Book, W. F. (1925a). Learning to typewrite. New York: The Gregg Publishing Co.
  • Bolger, N., Davis, A., & Rafaeli, E. (2003). Diary methods: Capturing life as it is lived. Annual review of psychology, 54, 579-616.
  • Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological bulletin, 88, 588.
  • Baumeister, R. F., Smart, L., & Boden, J. M. (1996). Relation ofthreatened egotism to violence and aggression: The dark side ofhigh self-esteem. Psychological Review, 103, 5-33.
  • Baumeister, R. F., Heatherton, T. F.,&Tice, D. M. (1993). When ego threats lead to self-regulation failure: Negative consequences of high self-esteem. Journal of Personality and Social Psychology, 64, 141? 156.
  • Baumeister, R. F., & Leary, M. R.(1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, Vol. 117, pp. 497-529.
  • Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173.
  • Bandura, M., & Dweck, C. S. (1985). Self-conceptions and motivation: Conceptions of intelligence, choice of achievement goal, and patterns of cognition, affect, and behavior. Manuscript submitted for publication.
  • Aronson, E. (1969). The theory of cognitive dissonance: A current perspective. In L. Berkowitz (Ed.), Advances in experimental social psychology (pp. 1-34). New York: Academic Press.
  • Anderson, J. R. (1982). Acquisition of cognitive skill. Psychological Review, 89, 369?406.
  • Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of educational psychology, 80, 260.
  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of educational psychology, 84, 261.