박사

대학생의 성장 마인드셋, 그릿, 내재적 미래지향목표 및 학업적응 간의 관계 = The Relationship Among University Students’ Growth Mindset, Grit, Intrinsic Future-Oriented Goals and Academic Adjustment

전향신 2018년
논문상세정보
' 대학생의 성장 마인드셋, 그릿, 내재적 미래지향목표 및 학업적응 간의 관계 = The Relationship Among University Students’ Growth Mindset, Grit, Intrinsic Future-Oriented Goals and Academic Adjustment' 의 주제별 논문영향력
논문영향력 선정 방법
논문영향력 요약
주제
  • 그릿
  • 내재적 미래지향목표
  • 성장마인드셋
  • 학업적응
동일주제 총논문수 논문피인용 총횟수 주제별 논문영향력의 평균
859 0

0.0%

' 대학생의 성장 마인드셋, 그릿, 내재적 미래지향목표 및 학업적응 간의 관계 = The Relationship Among University Students’ Growth Mindset, Grit, Intrinsic Future-Oriented Goals and Academic Adjustment' 의 참고문헌

  • 현대 성격심리학
    권석만 서울: 학지사 [2015]
  • 박사
  • 초등학생의 체육에 대한 성장마인드, 열정, 그릿과 운동수행의 구조적 관계
    김인수 한국초등체육학회지, 23(2), 1-14 [2017]
  • 청소년의 마인드셋에 따른 학교적응. 희망, 학습동기의 차이
    김도연 영남대학교 대학원 석사학위 논문 [2017]
  • 일 대학 안경과학과 재학생의 진로정체감, 전공만족도, 대학생활적응, 자아존중감이 학업성취도에 미치는 영향
    서은선 정경아 대한시과학회 지, 17(3), 213-225 [2015]
  • 원격대학 여성 성인학습자의 끈기와 목표인식, 학업-가 정갈등 및 사회적 지지가 학업적응에 미치는 영향
    임효진 하혜숙 교육심리연구, 31(1), 59-81 [2017]
  • 박사
  • 신종호, 김동민, 김정섭, 김종백, 도승이, 김 지현, 서영석 공역. 교육심리학-교육실제를 보는 창
    Eggen, P. Kauchak, D. 서울: 학지사 [2015]
  • 박사
  • 부정적 피드백의 완충제, 투지: 부정적 피드백에 대한 정서 반응에 투지가 미치는 영향
    배은희 손영우 이수란 이슬비 한국심리학회지:사회 및 성격, 30(3), 25-45 [2016]
  • 마인드셋(김준수 옮김, 2017)
    Dweck, C. S. 서울: ㈜스몰빅라이프 [2016]
  • 마인드셋 변화 프로그램이 초등학생의 마인드셋, 학업적 자기 효능감 및 목표지향성에 미치는 효과
    김보미 안동대학교 대학원 석사학위논 문 [2015]
  • 대학생 학교소진 척도 개발
    이미라 목포대학교 대학원 박사학위논문 [2018]
  • 내,외적 미래목표, 과제도구성지각과 자기조절학습전략의 구 조적 관계 분석
    문병상 교육심리연구, 25(2), 219-234 [2011]
  • 그릿의 인성교육 적용 방안 연구
    황광원 서울대학교 대학원 석사학위 논문 [2016]
  • 그릿(김미정 역, 2016)
    Duckworth, A. L. 서울: ㈜ 비즈니스북스 [2016]
  • 그릿
    김주환 경기: ㈜쌤앤파커스 [2013]
  • 귀인피드백이 마인드셋, 그릿, 자기조절력에 따라 학업성취에 미치는 영향
    박준수 서울대학교 석사학위 논문 [2017]
  • 고등학생의 그릿과 객관적 추론, 자기조절학습 효능감 간의 관계 규명
    박현경 유영란 유지원 청소년학연구, 22(10), 367-385 [2015]
  • 「구조방정식모델링의 이해와 적용」
    문수백 서울:학지사 [2009]
  • Zimbardo, P. G., & Boyd, J. N. (1999). Putting time in perspective: A valid, reliable individual differences metric. Journal of Personality and Social Psychology, 77, 1271–1288.
  • Yeager, D. S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., Hae Yeon Lee, O’Brien, J., Flint, K., Roberts, J., Trott, J., Greene, D., Walton, D., & Dweck, C. S. (2016). Using Design Thinking to Improve Psychological Interventions: The Case of the Growth Mindset During the Transition to High School. Educational Evaluation and Policy Analysis, 38(1), 148-170.
  • Yeager, D. S., Paunesku, D., Walton, G. W., & Dweck, C. (2013). How can we instill productive mindsets at scale? A review of the evidence and an initial R & D agenda. White paper prepared for the White House Meeting on Excellence in Education: The Importance of Academic Mindsets, Washington, DC.
  • Yeager, D. S., & Dweck, C. S. (2012). Mindsets that Promote Resilience : When Students Believe That Personal Characteristics can be Developed. Educational Psychologist, 47(4), 302-314.
  • West, M. R., Kraft, M. A., Finn, A. S., Martin, R., Duckworth, A. L., Gabrieli, C. F., & Gabrieli, J. D. (2015). Promise and paradox: Measuring students’ non-cognitive skills and the impact of schooling. Educational Evaluation and Policy Analysis, 38, 148–170.
  • Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L.(2004). Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of Personality and Social Psychology, 87, 246–260.
  • Vainio1, M. M., & Daukantait, D. (2016). Grit and Different Aspects of Well-Being: Direct and Indirect Relationships via Sense of Coherence and Authenticity. Happiness Studies, 17, 2119-2147.
  • Tough, P. (2012). How children succeed: Grit, curiosity, and the hidden power of character . Boston: Houghton Mifflin Harcourt.
  • Tomlinson-Clarke, S. (1998). Dimensions of adjustment among college women. Journal of College Student Development, 39, 364-372.
  • Tamir, M., John, O. P., Srivastava, S., & Gross, J. (2007). Implicit Theories of Emotion: Affective and Social Outcomes Across a Major Life Transition. Journal of Personality and Social Psychology, 92(4), 731-744.
  • Tamannaeifar, M., & Hesampour, F. (2016). The Relationship between Cultural and Emotional Intelligence with Students' Adjustment to University. International Academic Journal of Organizational Behavior and Human Resource Management, 3(9), 1-13.
  • Suthar, S. A. (2015). Social Adjustment of College Students in Relation to Gender. The International Journal of Indian Psychology, 2(3).
  • Strayhorn, T. L. (2014). What role does grit play in the academic success of Black male collegians at predominantly White institutions? Journal of African American Studies, 18, 1–10.
  • Slick, S. N., & Lee, C. S. (2014). The relative levels of grit and their relationship with potential dropping-out and University Adjustment of foreign students in Korea. In International Conference on Convergence Technology, 4(1), 649-651.
  • Singh, K., & Jha, S. D. (2008). Positive and negative affect, and grit as predictors of happiness and life satisfaction. Journal of the Indian Academy of Applied Psychology, 34, 40–45.
  • Simons, J., Vansteemkiste, M., & Lens, W. (2004). Placing motivation and future time perspective theory in a temporal perspective. Educational Psychology Review, 16, 212-139.
  • Shrout, P. E., & Bolger, N.(2002) Mediation in experimental and nonexperimental studies: New procedures and recommendations. Psychological Methods, 7, 422–445.
  • Sheldon, K. M., Jose, P. E., Kashdan, T. B., & Jarden, A. (2015). Personality, Effective Goal-Striving, and Enhanced Well-Being: Comparing 10 Candidate Personality Strengths. Personality and Social Psychology Bulletin, 1-11.
  • Sheldon, K. M., & Kasser, T. (1995). Coherence and Congruence: Two Aspects of Personality Integration. Journal of Personality and Social Psychology, 68(3), 531-543.
  • Shechtman, N., De Barger, A. H., Dornsife, C., Rosier, S., & Yarnall, L. (2013). Promoting grit, tenacity, and perseverance: Critical factors for success in the 21st century. Washington, DC.
  • Seidman, A. (2005). College student retention. Westport, CT: Praeger.
  • Schroder, H. S., Dawood, E., Yalch, M. B., & Moser, J. S. (2015). The Role of Implicit Theories in Mental Health Symptoms, Emotion Regulation, and Hypothetical Treatment Choices in College Students. Cogn Ther Res, 39, 120-139.
  • Schmuck, P., Kasser, P. T., & Ryan, R. M. (2000). Intrinsic and Extrinsic Goals: Their Structure and Relationship to Well-Being in German and U.S. College Students. Social Indicators Research, 50, 225-241.
  • Ryan, R., Sheldon, K., Kasser, T., & Deci, E. (1996). All Goals Are Not Created Equal: An Organismic Perspective on the Nature of Goals and their Regulation. The Psychology of Action: Linking Cognition.
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
  • Rojas, J. P., & Usher, E. L. (2013). Exploring correlations among creativity, grit, and mathematics achievement in socioeconomically diverse schools. Lexington, KY: University of Kentucky.
  • Robertson-Kraft, C. Duckworth, A. L.(2014). True grit:Trait-level perseverance and passion for long-term goals predicts effectiveness and retention among novice teachers. Teachers College Record, 116(3), 1-27.
  • Roberts, B. W., Jackson, J. J., Fayard, J. V., Edmonds, G., & Meints, J. (2009). Conscientiousness In M. L. R. Hoyle (Ed.), Handbook of individual differences in social behavior, 369-381. New York, NY, US: Guilford Press.
  • Rimfeld, K., Kovas, Y., Dale, P. S., & Plomin, R. (2016). True Grit and Genetics: Predicting Academic Achievement From Personality. Journal of Personality and Social Psychology, 111(5), 780-789.
  • Renaud-Dub , A., Guay, F., Talbot, D., Taylor, G., & Koestner, R. (2015). The relations between implicit intelligence beliefs, autonomous academic motivation, and school persistence intentions: a mediation model. Social Psychology Education, 18, 255–272.
  • Rattan, A., Savani, K., Chugh, D., & Dweck, C. S. (2015). Leveraging mindsets to promote academic achievement. perspectives on psychological science. Sage Publications Inc, 10(6), 721-726.
  • Preacher, K. J., Rucker, D. D., & Hayes, A. F. (2007). Addressing moderated mediation hypotheses: Theory, methods, and prescriptions. Multivariate behavioral research, 42(1), 185-227.
  • Pinxten, M., Marsh, H. W., De Fraine, B., van den Noortgate, W., & van Damme, J. (2014). Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure. British Journal of Educational Psychology, 84(1), 152-174.
  • Perkins-Gough, D. (2013). The Duckworth. Educational Leadership, 71(1), 14-20.
  • Paunesku, D., Walton, G. D., Romero, C., Smith, E.N., Yeager, D. S., & Dweck, C. S. (2015). MindSet Interventions Are a Scalable Treatment for Academic Under achievement. Psychological Science 1-10.
  • Myers, C. A., Wang, C., Black, J. M., Bugescu, N., & Hoeft, N. (2016). The matter of motivation: Striatal resting-state connectivity is dissociable between grit and growth mindset. Social Cognitive and Affective Neuroscience, 1521–1527.
  • Mueller, C. M., & Dweck, C. S. (1998). Praise for Intelligence Can Undermine Children's Motivation and Performance. Journal of Personality and Social Psychology, 75(1), 33-52.
  • Morisano, D., Hirsh, J. B., Peterson, J. B., Phil, R. O & Shire, B. M. (2010). Setting, elaborating, and reflecting on personal goals improves academic performance, Journal of Applied Psychology, 95, 255-264.
  • Miller, R. B., & Brickman, S. J. (2004). A Model of Future Oriented Motivation and Self Regulation. Educational Psychology Review, 16, 933.
  • Meriac, J. (2015). Examining relationships among work ethic, academic motivation and performance. Educational Psychology, 35(5), 523-540.
  • McCutchen, K. L., Jones, M. H., Carbonneau, K. J., & Mueller, C. E. (2016). Mindset and standardized testing over time. Learning & individual differences, 45, 208-213.
  • Masten, A. S., Best, K. M., Garmezy, N. (1990). Resilience and development: contributions from the study of children who overcome adversity. Dev Psychopathol, 2, 425-444.
  • Martin, L. (2015). The Promise of the Maker Movement for Education. Journal of Pre-College Engineering Education Research(JPEER), 5(1), 30–39.
  • Martin, A. J., Nejad, H., Colmar, S., & Liem, G. A. D. (2012). Adaptability: Conceptual and empirical perspectives on responses to change, novelty and uncertainty. Australian Journal of Guidance and Counselling, 22, 58-81.
  • Mansfield, C. F. (2010). Motivating adolescents: Goals for Australian students in secondary schools. Australian Journal of Educational & Developmental Psychology, 10, 44-55.
  • Longden, B. (2006). An institutional response to changing student expectations and their impact on retention rates. Journal of Higher Education Policy and Management, 28, 173–187.
  • Locke, E. & Latham, G. 2002. Building a practically useful theory of goal setting and task motivation. A 35-year odyssey. American Psychologist, 57: 705-717.
  • Lent, R. W. (2004). Social cognitive career theory, career education, and school-to-work transition: Building a theoretical framework for career preparation. in Desenvolvimento Vocacional ao Longo da Vida: Fundamentos, Princ pios e Orienta es, eds M. C. Taveira, H. Coelho, H. Oliveira, and J. Leonardo (Coimbra: Almedina), 13-23.
  • Lens, W., Simons, J., & Dewitte, S. (2012). From duty to desire: The role of students’ future time perspective and instrumentality perceptions for study motivation and self-regulation. In F. Pajares & T. Urdan (Eds.), Academic motivation of adolescents, 221–245.
  • Lee. J. Q., McInerney. D. M., Liem G. A. D., Ortiga Y. P. (2010). The relationship between future goals and achievement goal orientations: An intrinsic-extrinsic motivation perspective. Contemporary Educational Psychology, 35, 264-279.
  • Lapsley, D. (2014). The promise and peril of coming of age in the 21st century. Journal of Character Education, 10(1), 13–22.
  • Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2006). What matters to student success: A review of literature: Commissioned report for the National Symposium on Post secondary Student Success: Spearheading a Dialog on Student Success. Washington, DC: National Post secondary Education Cooperative.
  • Krishnan, A. P. (1977). Non-intellectual factors and their influence on academic- achievement. Psychology Studies, 22, 1-7.
  • King, R. B. (2012). How you think about your intelligence influences how adjusted you are: Implicit theories and adjustment outcomes. Personality and Individual Differences, 53(5), 705-709.
  • King, L. A., Hicks, J. A., Krull, J., & Del Gaiso, A. K. (2006). Positive affect and the experience of meaning in life. Journal of Personality and Social Psychology, 90, 179–196.
  • Kench, D., Hazelhurst, S., & Otulaja, F. (2016). Grit and growth mindset among high school students in a computer programming project: A mixed methods study. Annual Conference of the Southern African Computer Lectures’ Association, 187-194.
  • Kasser, T., & Ryan, R. M. (1993). A dark side of the American dream: Correlates of financial success as a central life aspiration. Journal of Personality and Social Psychology, 65, 410-422.
  • Kasser, T. & Ahuvia, A. (2002). Materialistic values and well‐being in business students. European Journal of Social Psychology, 32, 137-146.
  • Karwowski, M. (2014). Creative mindsets: Measurement, correlates, consequences. Psychology of Aesthetics, Creativity, and the Arts, 8(1), 62–70.
  • Jaeger, B., Freeman, S., Whalen, R., & Payne, R. (2010). Successful students: Smart or tough?. American Society of Engineering Education.
  • Husman, J. & Lens, W. (1999). The role of the future in student motivation. Educational Psychologist, 34, 113-125.
  • Husman, J. & Hilpert, J. (2007). The intersection of students' perceptions of instrumentality, self-efficacy, and goal orientations in an online mathematics course. Zeitschrift f r P dagogische Psychologie, 21, 229-239.
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • Horton, J. (2015). Identifying At-Risk Factors That Affect College Student Success. International Journal of Process Education, 7(1), 83-101.
  • Hong, Y., Chiu, C., Dweck, C. S., Lin, D. M. S., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77, 588–599.
  • Holbein, J., Hillygus, D., Gibson-Davis, C., Hill, D., & Lenard, M. (2016). True Grit: The Development of Students’ Engagement in School, Community, and Democracy. Working Paper. Available at SSRN #2793274 .
  • Hochanadel, A., & Finamore, D. (2015). Fixed and growth mindset in education and how grit helps students persist in the face of adversity. Journal of International Education Research, 11 (1), 47.
  • Hill, P. L., Burrow, A. L., Brandenberger, J. W., Lapsley, D. K., & Quaranto, J. C. (2010). Collegiate purpose orientations and well-being in early and middle adulthood. Journal of Applied Developmental Psychology, 31(2), 173–179.
  • Hill, P. L., Burrow, A. L., & Bronk, K. C. (2016). Persevering with Positivity and Purpose: An Examination of Purpose Commitment and Positive Affect as Predictors of Grit. Journal of Happiness Studides, 17(1), 257-269.
  • Haimovitz, K., Wormington, S. V., & Corpus, J. H. (2011). Dangerous mindsets: How beliefs about intelligence predict motivational change. Learning and Individual Differences, 21(6), 747-752.
  • Grouzet, F. M. E., Kasser, T., & Ahuvia, A. (2005). The structure of goal contents across 15 cultures. Journal of Personality and Social Psychology, 1-61.
  • Good, C., Rattan, A., & Dweck, C. S. (2012). Why do women opt out? Sense of belonging and women’s representation in mathematics. Journal of Personality and Social Psychology, 102, 700–717.
  • Galla, B. M., & Duckworth, A. L. (2015). More than resisting temptation: Beneficial habits mediate the relationship between self-control and positive life outcomes. Journal of Personality and Social Psychology, 109(3), 508-525.
  • Gall, T. L, Evans, D. R., & Bellerose, S. (2000). Transition to first-year university: Patterns of change in adjustment across life domains and time. Journal of Social and Clinical Psychology, 19(4), 544-567.
  • Gabriel, E. (2017). Mindset, Academic Motivation, And Academic Self-Efficacy As Correlates Of Academic Achievement Among Undergraduate Students in Communication Sciences and Disorders Programs. (Doctoral Dissertations, University of Andrews).
  • Fitzergerald, C. J., & Laurian-Fitzergerald, S. (2016). Helping students enhance their grit and growth mindsets. Journal Plus Education.
  • Feng, T. Y., & Li, H. (2002). Preliminary research on the contemporary college students’ academic adjustment. Psychological Exploration, 22, 44-48.
  • Farrington, C., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D., & Beechum, N. O. (2012). Teaching adolescents to become learners: The role of non cognitive factors in shaping school performance. Chicago, IL: University of Chicago Consortium on Chicago School Research.
  • Evans, G. W., & Rosenbaum, J. (2008). Self-regulation and the income-achievement gap. Early Childhood Research Quarterly, 23, 504–514.
  • Eskreis-Winkler, L., Shulman, E. P., Beal, S. A., Duckworth, A. L.(2014). The grit effect predicting retention in the military, the workplace, school and marriage. Frontiers in Psychology, 5(36), 1-12.
  • Emmons, R. A., & King, L.A. (1985). Conflict among personal strivings: Immediate and long-term implications for psychological and physical well-being. Journal of Personality and Social Psychology, 54(6), 1040-1048.
  • Elmore, K. (2016). Mindset and Motivation in Adolescence. (Doctoral Dissertations, University of Michigan).
  • Elliot, E., & Dweck, C. (1988). Goals: An Approach to Motivation and Achievement. Journal of Personality and Social Psychology, 54(1), 5-12.
  • Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. Elliot and C. Dweck (Eds.), Handbook of Competence and Motivation, 52-72. New York, NY: Guilford Press.
  • Elliot, A, J., & McGregor, H. A.(2001) A 22 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519.
  • Elish-Piper, L. (2014). Growth Mindset and Grit: Building important Foundations for Literacy Learning and s uccess at Home. IllInoIs ReadIng CounCIl JouRnal, 42(4).
  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of psychology, 53(1), 109-132.
  • Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review , 95 , 256-273.
  • Dweck, C. S. (2010). Mindsets and equitable education. Principal Leadership. 10(5), 26.
  • Dweck, C. S. (2006). Mindset the new psychology of success. New York Random House Inc.
  • Dweck, C. S. (2000). Self-Theories : Their Role in Motivation, Personality, and Development. Philadelphia : Psychology Press.
  • Dweck, C. S. (1999). Self-theories : their role in motivation. personality, and development. New York: Psychology Press.
  • 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(6), 1087-1101.
  • Duckworth, A. L., Eskreis-Winkler, L. (2013). True grit. The Observer, 26(4), 1-3.
  • Duckworth, A. L., & Quinn, P. (2009). Development and Validation of the Short Grit Scale (GRIT–S). Journal of Personality Assessment, 91(2), 166-174.
  • Duckworth, A. L., & Gross, J. J. (2014). Self-Control and Grit: Related but Separable Determinants of Success. Curr Dir Psychological Science, 23(5), 319-325.
  • Duckworth, A. L., & Carlson, S. M. (2013). Self regulation and school success. In B. W. Sokol, F. M. E. Grouzet, & U. Muller (Eds.), Self-regulation and autonomy: Social and developmental dimensions of human conduct, 208–230.
  • Duckworth, A. L. (2016). Grit: The power of passion and perseverance . New York: Scribne
  • Dinger, F. C., & Dickhauser, O. (2013). Antecedents and consequences of students' achievement goals: A mediation analysis. Learning and Individual differences, 28, 90-101.
  • Diener, C., & Dweck, C. (1978). An Analysis of Learned Helplessness: Continuous Changes in Performance, Strategy, and Achievement Cognitions Following Failure. Journal of Personality and Social Psychology, 36(5), 451-462.
  • Deci, E. L., & Ryan, R. M.(2000). The “What” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11, 227-268.
  • Deci, E. L., & Ryan, R. M. (1985). The General Causality Orientation Scale: Self-Determination in Personality. Journal of Reserach in Personality, 19, 109-134.
  • De Vera, M. J., Gavino, J. C., & Portugal, E. J. (2015). Grit and superior work performance in an Asian context. Proceedings of 11th International Business and Social Science Research Conference, 8-9.
  • Damon, W., Menon, J., & Bronk, K. C. (2003). The development of purpose during adolescence. Applied Developmental Science, 7, 119–128.
  • Creten, H,, Simons, J., & Lens, W. (2001). The role of perceived instrumentality in student motivation. Trends and prospects in motivation Research, 37-45.
  • Cred , M., & Niehorster, S. (2012). Adjustment to college as measured by the Student Adaptation to College Questionnaire: A quantitative review of its structure and relationships with correlates and consequences. Educational Psychology Review, 24, 133–165.
  • Conti, R. (2000). College goals: Do self-determined and carefully considered goals predict intrinsic motivation, academic performance, and adjustment during the first semester?. Social Psychology of Education 4, 189–211.
  • Claro, S., Paunesku, D., & Dweck, C. (2016). Growth mindset tempers the effects of poverty on academic achievement. PANS August 2, 113(31), 8664-8668.
  • Chang, W. (2014). Grit and academic performance: Is being grittier better? (Doctoral dissertation, University of Miami).
  • Chance, R. C. (2008). Mindset in Minority Science Students. Paper presented at the 151h annual meeting of the California State University.
  • Cantor, N., Norem, J. K., Langston, A., Brower, M. & Niedenthal, P. M. (1987). Life tasks, self-concept ideals, and cognitive strategies in a life transition. Journal of Personality and Social Psychology, 53(6), 1178-1191.
  • Burnette, J. L., O’Boyle, E. H., Van Epps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mindsets matter: A meta-analytic review of implicit theories and self regulation. Psychological Bulletin, 139, 655–701.
  • Bronk, K. C., Hill, P. L., Lapsley, D. K., Talib, N., & Finch, H. (2009). Purpose, hope, and life satisfaction in three age groups. The Journal of Positive Psychology, 4, 500–510.
  • Bowman, N. A., Hill, P. L., Denson, N., & Bronkema, R. (2015). Keep on truckin’or stay the course? Exploring grit dimensions as differential predictors of educational achievement, satisfaction, and intentions. Social Psychological and Personality Science, 6(6), 639-645.
  • Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 20, 246-263.
  • Black, S & Allen, J. D. (2017). Insights from Educational Psychology Part 2: Goals, Mindset, and Self-Regulation, Reference Librarian, 58(2), 159-173.
  • Bazelais, P., Lemay, D. J., & Doleck, T. (2016). How does grit impact collge students academic achievement science? European Journal of Science and Mathematics Education, 4(1), 33-43.
  • Baum, S., & Ma, J. (2007). Education pays 2007: The benefits of higher education for individuals and society. New York: The College Board.
  • Bandura, M. M., & Dweck, C. S. (1985). The Relationship of Conceptions of Intelligence and Achievement Goals to Achievement-related Cognition, Affect and Behavior. Working Paper, Harvard University, cited in Dweck 1990.
  • Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory, Englewood Cliffs, N.J. : Prentice-Hall, 1986.
  • Baker, R. W., & Siryk, B. (1984). Measuring adjustment to college. Journal of Counselling Psychology, 31, 179-189.
  • Baker, R. W. & Siryk, B. (1989). SACQ Student Adaptation to College Questionnaire manual, CA: Western Psychological Services.
  • Astin, A. W. (1993). What matters in college: Four critical years revisited. San Francisco: Jossey-Bass.
  • Arnett, J. J. (2004). Emerging adulthood: The winding road from the late teens through the twenties. New York, NY:Oxford University Press.
  • Arkoff, A. (1968). Adjustment and mental health. New York: McGraw- Hill.
  • Almlund, M., Duckworth, A. L., Heckman, J. J., & Kautz, T. D. (2011). Personality psychology and economics. In E. A. Hanushek, S. Machin, & L. Woessmann (Eds.), Handbook of the economics of education, 4, 1-181.
  • Al-Mutawa, M. A. & Fateel, M. F. (2018). Students’ Achievement in Math and Science: How Grit and Attitudes Influence?. International Education Studies, 11(2).
  • Akos, P., & Kretchmar, J. (2017). Investigating grit at a non-cognitive pred ictor of college success. The Review of Higher Education, 40(2), 16 3-186.
  • Akin, A., & Arslan, S. (2014). The Relationships between Achievement Goal Orientations and Grit. Education and Science, 39(175), 267-274.
  • Agarwal, A., Kaul, N., & Gandhi, N. (2017). A Comparative Study of Adjustment between Boys and Girls at Undergraduate Level. The International Journal of Indian Psychology, 4(4), 2349-3429.
  • Adler, J., Raju, S., Beveridge, A. S., Wang, S., Zhu, J., & Zimmermann, E. M. (2008). College adjustment in University of Michigan students with Crohn’s and colitis. Inflammatory Bowel Disease, 14(9), 1281-1286.
  • Aditomo, A. (2015). Students’ response to academic setback: Growth mindset as a buffer against demotivation. International Journal of Educational Psychology, 4(2), 198-222.
  • , 학업중단요인 및 대학생활적응 요인이 대학 신입생 중 도탈락의도에 미치는 영향
    김광현 박은선 청소년학연구, 23(10), 361-384 [2016]