연구동향 분석
박사

학령기 아동의 그릿과 관련변인들 간의 관계 구조분석 = A Structural Analysis on School-Aged Childrens GRIT And Its Related Variables

이선형 2020년

논문상세정보
인용/피인용
' 학령기 아동의 그릿과 관련변인들 간의 관계 구조분석 = A Structural Analysis on School-Aged Childrens GRIT And Its Related Variables' 의 주제별 논문영향력
논문영향력 선정 방법
논문영향력 요약
주제
  • 교사 지지
  • 그릿
  • 기본심리욕구
  • 부모 긍정적 양육태도
  • 성장마인드셋
동일주제 총논문수 논문피인용 총횟수 주제별 논문영향력의 평균
1,077 0

0.0%

' 학령기 아동의 그릿과 관련변인들 간의 관계 구조분석 = A Structural Analysis on School-Aged Childrens GRIT And Its Related Variables' 의 참고문헌

  • 한국형 그릿(Grit) 특성에 대한 고찰
    김정은 양수진 이수란 한국심 리학회지: 문화 및 사회문제, 24(2), 131-151 [2018]
  • 한국판 청소년용 동기모형 부모양육태도척도(PSCQ_KA) 의 타당화
    김태명 이은주 청소년학연구, 24(3). 313-333 [2017]
  • 학령기 아동의 회복탄력성과 정서조절, 기본심리욕구, 부모 회복탄력성 간의 관계 구조분석
    문수백 이선형 한국생활과학회, 2 6 (3), 199-212 [2017]
  • 학령기 아동의 그릿, 성장 마인드셋, 기본심리욕구, 부 모의 긍정적 양육태도 간의 관계 구조분석
    이선형 최자은 한국가정관리학회 지, 37(3), 155-168 [2019]
  • 학교유형이 교사 사기 및 열의, 교사지지, 학생수업참 여를 매개로 학생의 삶의 질과 미래역량에 미치는 영향
    안영은 양성관 교육행정 연구, 33(2), 183-212 [2015]
  • 투지와 신중하게 계획된 연습, 자존감의 수반성이 학업성취에 미치 는 영향
    이수란 연세대학교 대학원 박사학위논문 [2015]
  • 통제소재, 마인드셋, 그릿, 학업성취 간의 구조적 관계 분석
    권대훈 이정림 청소년학연구, 23(11), 245-264 [2016]
  • 초등학생이 지각한 긍정적 및 부정적 부모 양육행동, 과외 학 업스트레스 및 학습된 무기력의 구조적 관계
    안태용 초등교육연구, 29(4), 133-160 [2016]
  • 초등학생의 성장마인드와 자기조절, 그릿(Grit), 운동참여의도 간의 구조적 관계
    김인수 한국체육교육학회, 23(3), 191-203 [2018]
  • 초등학교 고학년이 지각한 교사행동, 학급풍 토, 학생의 성취목표지향과 도움찾기 행동 간의 구조적 관계
    김은예 박용한 한수연 교육 심리연구 31(3), 563-587 [2017]
  • 초등학교 고학년 학생들의 가정의 심리적 환경, 기본 심리욕구 및 학교 참여 간의 관계
    구장회 안도희 청소년학연구, 22(11). 21-44 [2015]
  • 초등 영재학생이 지각한 부모의 학습관여가 창의적 인성에 미치는 영향: 지적능력신념, 자기 결정성 동기를 매개로
    권희경 한기순 한 국가족관계학회지, 16(3), 53-83 [2011]
  • 초등 과학영재와 일반학생의 그릿 (Grit) 과 학업적 실패내 성 및 심리적 안녕감과의 비교
    윤상천 최선영 초등과학교육, 36(4), 439-446 [2017]
  • 초 중 고 학생의 그릿(Grit)에 영향을 미치는 환경 요인 및 성별 학년별 특성
    김미숙 백선희 이성회 최예솔 학습자중심교과교육연구, 15(5), 297-322 [2015]
  • 체육수업에서 교사의 자율성 지지와 동료의 관계성 지지가 학 생들의 그릿(Grit)과 학업열의에 미치는 영향
    조홍식 한국체육과학회, 28(1), 927-943 [2019]
  • 체육교사의 자율성 지지와 동료 간의 관계성 지지가 여고생의 심리적 욕구 만족과 학습참여에 미치는 영향
    김보람 박수현 천승현 한국 체육학회지, 56(1), 81-97 [2017]
  • 청소년의 학교생활 적응행동에 영향을 미치는 사회 심리적 변인들의 구조적 분석
    김충희 문은식 교육심리연구, 16(2), 219-241 [2002]
  • 청소년의 심리적 욕구만족, 우울경향, 학교생 활적응 간의 관계구조와 학교급간 차이
    김아영 이명희 교육심리연구, 22(2), 423 -441 [2008]
  • 청소년용 학업적 그릿 척도의 개발과 타당화
    임현희 조한익 교육심 리연구, 32(3), 495-523 [2018]
  • 청소년기 그릿과 시련극복역량간의 관계에 대한 자기 회귀 교차지연 효과 검증
    김진구 박다은 한국심리학회지: 학교, 15(1), 51-67 [2018]
  • 지능에 대한 암묵적 신념과 학업성취의 관계에서 투 지의 매개효과
    김진구 박다은 교육심리연구, 31(1), 145-162 [2017]
  • 지각된 부모의 자율부여가 청소년의 자기결정성 동기에 미치는 영향
    김태명 이은주 교육심리연구, 28(3), 477-499 [2014]
  • 지각된 부모의 자기통제력과 양육태도가 중학생의 적응에 미치 는 효과: 자기결정성 동기적 관점
    김태명 경북대학교대학원 박사학위논문 [2016]
  • 중학생의 그릿 유형에 따른 행동조절과 자기결정동 기의 차이
    박용한 한수연 교육방법연구, 30(1), 73-101 [2018]
  • 중학생의 그릿 변화와 관련된 가정 학교 환경요인 탐색
    박용한 한수연 열린교육연구, 26(4), 175-201 [2018]
  • 자율성 지지, 기본적 욕구 및 심리적 안녕감 의 관계
    박귀화 안도희 정재우 청소년학연구, 15(5), 315-338 [2008]
  • 자기결정성이론에 근거한 한국형 기본심리욕구척도 개 발 및 타당화
    김아영 이명희 한국심리학회: 사회 및 성격, 22(4), 157-174 [2008]
  • 자기결정성이론과 현장 적용 연구
    김아영 교육심리연구, 24(3), 583-609 [2010]
  • 자기결정동기 유형에 따른 부모의 자율성지지 환경, 기본심리욕구, 자기결정동기, 몰입 간의 구조적 관계 분석
    김은영 성소연 최명구 청 소년학 연구, 21(5), 1-27 [2014]
  • 일터 내 그릿의 효과성: 끈기와 열정의 영향성을 중심으로
    김성철 국 민대학교 일반대학원 박사학위논문 [2019]
  • 원격대학 여성 성인학습자들의 끈기(Grit)와 목표인식, 학업-가정갈등 및 사회적 지지가 학업적응에 미치는 영향
    임효진 하혜숙 교육심 리연구 31(1), 59-81 [2017]
  • 영재학생과 일반학생의 학교급에 따른 자기결 정성 동기 인과모형 비교: 타인인정추구와 지능신념의 이중매개효과 를 중심으로
    고서연 손승현 전경남 영재교육연구, 27(4), 455-479 [2017]
  • 영재와 평재 고등학생들의 성공에 대한 인식, Grit, 열망 및 성취목적 비교
    신민 안도희 영재교육연구, 25(4), 607-628 [2015]
  • 어머니의 자녀 교육관 및 양육태도와 유아발달과의 관련성 연 구
    이원영 이화여자대학교 대학원 박사학위논문 [1983]
  • 어머니의 양육태도와 후기 남녀 아동의 자아탄력성 간의 관계에서 사회적 지지의 조절효과
    이정화 한희승 아동교육, 22(4), 77-93 [2013]
  • 아동이 지각한 부모의 양육행동과 아동의 기본심리욕 구, 행복감과의 관계
    권미나 이진숙 아동과 권리, 19(4), 589-610 [2015]
  • 아동이 지각하는 부모의 심리적 통제와 아동의 내외향적 성격 특성에 따른 자기결정성 및 학업성적의 차이
    장경문 초등교육연구, 20(1), 165-179 [2007]
  • 아동의 학업스트레스와 학교생활적응과의 관계에서 자아탄력성의 조절효과
    김수진 김순혜 청소년학연구, 22(2), 49-70 [2015]
  • 아동의 사회적 지지와 부적응과의 관계
    김명숙 숙명여자대학교 박사 학위논문 [1995]
  • 소년의 학업스트레스, 갈등적 친구관계 및 심리적 불 안감과 문제행동의 구조관계: 성별 및 학교급별의 다집단 분석
    강정애 임성옥 복 지상담교육연구, 7(1), 197-221 [2018]
  • 성장신념, 자기결정성, 그릿의 관계에서 목표 유형의 조절효과
    류재준 임효진 교육심리연구, 32(3), 397-419 [2018]
  • 부모의 합리적 설명 양육행동 수준에 따른 자녀의 성 장신념과 학업 스트레스의 변화추이 및 종단적 관계
    김다인 안도희 교육문화연구, 25(2), 273-294 [2019]
  • 부모의 자율성 지지 가 초등학생의 자기조절학습효능감에 미치는 영향: 자기결정 동기 의 매개효과
  • 부모와 교사의 자율성 지지, 성취목표지향성, 기본심리욕구, 학업성취도간의 구조적 관계 분석
    이상우 교육학논총, 31(1), 45-68 [2010]
  • 부모양육태도와 사회적 지지가 자기주도학습 능력에 미치는 영향: 기본 심리적 욕구 만족의 매개효과
    권예지 김봉환 송미라 교육연구 논총, 38(1), 109-133 [2017]
  • 변화신념의 영역성 탐색
    문광희 박병기 임신일 교육심리학회지, 23(3), 459-476 [2009]
  • 대학생의 그릿과 자율성, 마인드셋 그리고 학 업지속의향 간의 구조적 관계
    권정희 정미예 조남근 청소년학연구, 24(12), 45-69 [2017]
  • 단기 종단자료를 이용한 그릿 요인구조의 안정성 연구
    임효진 교육 학연구, 56(4), 77-102 [2018]
  • 능력과 노력에 기반한 성공기대가 아동의 수행능력에 미치는 영향
    박다은 박진이 한국심리학회지 발달, 29(4), 23-35 [2016]
  • 내재적, 친사회적 동기와 삶 만족도의 관계에서 그릿 과 친사회적 행동의 매개효과
    류영주 양수진 한국심리학회지: 발달, 30(4), 93-115 [2017]
  • 기본심리욕구와 수업참여를 매개로 한 학생-교사애착 관계와 학업성취도의 관계
    김남희 김종백 교육심리연구, 25(4), 763-789 [2011]
  • 긍정심리학이란 무엇인가: 개인과 조직의 플로리시를 위한 팔마스(Permas)
    우문식 안양 : 물푸레: 한국긍정심리연구소 [2017]
  • 긍정심리학: 행복의 과학적 탐구
    권석만 서울: 학지사 [2008]
  • 그릿(Grit)의 요인구조와 타당도에 관한 탐색적 연구
    임효진 아시아 교육연구, 18(2), 169-192 [2017]
  • 그릿(Grit)과 관련 변인들의 관계에 대한 메타분석
    서미옥 교육학연 구, 57(1), 105-130 [2019]
  • 그릿 종단변화의 개인적・사회적 예측요인과 그릿 증진 프로 그램 효과 탐색
    한수연 충남대학교 대학원 박사학위논문 [2019]
  • 그릿
    김주환 파주: Sam & Parkers [2013]
  • 구조방정식 모델링의 이해와 적용
    문수백 서울: 학지사 [2009]
  • 고등학생의 학업 동기 및 사회적 지지와 학업 성취와 의 관계
    안도희 최혜림 한국교육문제연구, 30(2), 145-164 [2012]
  • 가정배경이 중학생의 수학수업태도에 미치는 영향분석: 성장 신념, 교과효능감의 매개효과를 중심으로
    임혜정 교육사회학연구, 26(2), 117-143 [2016]
  • “사회적 지지 척도 개발을 위한 일 연구”
    박지원 연세대학교 대학원 박 사학위논문 [1985]
  • Within-person variation in security of attachment : a self-determination theory perspective on attachment , need fulfillment , and well-being
    79 ( 3 ) , 367-384 . [2000]
  • Why do ( n ’ t ) your partner ’ s efforts at self-improvement make you happy ? An implicit theories perspective
    38 ( 1 ) , 101-113 . [2012]
  • Where there is a will , is there a way ? Effects of lay theories of self-control on setting and keeping resolutions
    31 ( 4 ) , 779-786 . [2005]
  • When experiences of failure promote expectations of success : The impact of attribution failure to ineffective strategies 1
    48 ( 3 ) , 393-407 [1980]
  • When competence and love are at stake : Achievement goals and perceived closeness to parents in an achievement context
    42 ( 5 ) , 1386-1391 [2008]
  • What type of Support Do They Need ? Investigating Student Adjustment as Related to Emotional , Informational , Appraisal , and Instrumental Support
    18 ( 3 ) , 231-252 [2003]
  • What teachers say and do to support students ' autonomy during a learning activity
    98 ( 1 ) , 209-218 [2006]
  • What motivates children 's behavior and emotion ? Joint effects of perceived control and autonomy in the academic domain
    65 ( 4 ) , 781-791 [1993]
  • What makes for a good day ? Competence and autonomy in the day and in the person
    22 ( 12 ) , 1270-1279 [1996]
  • What does it mean to be smart ? The development of children 's beliefs about intelligence in Germany and the United States
    26 ( 2 ) , 217-233 [2005]
  • We know some things : Parent–adolescent relationships in retrospect and prospect
    11 ( 1 ) , 1-19 [2001]
  • Unpacking grit : Motivational correlatesof perseverance and passion for long-term goals .
    9 ( 4 ) , 306-312 . [2014]
  • Understanding motivation and emotion
    [2014]
  • Trust in Close Relationships
    49 ( 1 ) , 95-112 . [1985]
  • True grit
    26 ( 4 ) , 1-3 . [2013]
  • Toward an experimental ecology of human development
    [1977]
  • The ‘ what ’ and ‘ why ’ of goal pursuits : Human needs and the self-determination of behavior
    11 ( 4 ) , 227-268 . [2000]
  • The use of item parcels in structural equation modelling : Non‐normal data and small sample sizes
    57 ( 2 ) , 327-351 [2004]
  • The self-worth theory of achievement motivation : Findings and implications
    85 ( 1 ) , 5-20 [1984]
  • The role of implicit theories in mental health symptoms , emotion regulation , and hypothetical treatment choices in college students
    39 ( 2 ) , 120-139 [2015]
  • The role of hardiness and grit in predicting performance and retention of USMA cadets
    24 ( 1 ) , 19-28 . [2012]
  • The relationship of conceptions of intelligence and achievement goals to achievement-related cognition , affect and behavior
    [1985]
  • The relationship between social support and student adjustment : A longitudinal analysis
    42 ( 7 ) , 691-706 [2005]
  • The relationship between perceived social support and maladjustment for students at risk
    39 ( 3 ) , 305-316 . [2002]
  • The relationship between grit and resident well-being .
    207 ( 2 ) , 251-254 . [2014]
  • The relationship between cooperative learning , perception of social support , and academic achievement
    30 ( 3 ) , 263-273 [2002]
  • The relation of parenting style to adolescent school performance
    58 , 1244-1257 [1987]
  • The psychology of parental control : How well-meant parenting backfires
    [2002]
  • The perils and promises of praise . Kaleidoscope , Contemporary and Classic Readings in Education
    12 , 34-39 [2007]
  • The perceived competence scale for children
    53 ( 1 ) , 87-97 . [1982]
  • The origin of consciousness in the breakdown of the bicameral mind
    [2000]
  • The need to belong : Desire for interpersonal attachments as a fundamental human motivation
    117 ( 3 ) , 497-529 [1995]
  • The mindset of teachers capable of fostering resilience in students
    23 ( 1 ) , 114-126 [2008]
  • The link between perceived maternal and paternal autonomy support and adolescent well-being across three major educational transitions
    53 ( 10 ) , 1978-1994 [2017]
  • The instinctoid nature of basic needs
    22 ( 3 ) , 326-347 . [1954]
  • The influence of parenting style on adolescent competence and substance use
    11 ( 1 ) , 56-95 [1991]
  • The grit effect : Predicting retention in the military , the workplace , school and marriage
    5 ( 36 ) , 1-12 . [2014]
  • The general causality orientations scale : Self-determination in personality
    19 ( 2 ) , 109-134 . [1985]
  • The future of work motivation theory
    29 ( 3 ) , 379-387 . [2004]
  • The first two years of school : Teacher-child relationships and deflections in children 's classroom adjustment
    7 ( 2 ) , 295-312 . [1995]
  • The effects of perceived parenting styles on psychopathology , attachment , self esteem and grit in American and Indian students
    [2012]
  • The effects of implicit theories of moral character on affective reactions to moral transgressions
    25 ( 6 ) , 819-832 [2007]
  • The effects of choice on intrinsic motivation and related outcomes : a meta-analysis of research findings
    134 ( 2 ) , 270-300 [2008]
  • The ecology of human development
    [1979]
  • The development of self-conceptions from childhood to adolescence
    13 ( 4 ) , 314-319 . [1977]
  • The contributions and prospects of goal orientation theory
    19 ( 2 ) , 141-184 . [2007]
  • The coach–athlete relationship : A motivational model
    21 ( 11 ) , 883-904 [2003]
  • The classroom teacher 's role in preventing school failure
    39 ( 2 ) , 84-87 . [2003]
  • The classroom social environment and changes in adolescents ’ motivation and engagement during middle school
    38 ( 2 ) , 437-460 [2001]
  • The antecedents and consequences of autonomous self-regulation for college : A self-determination theory perspective on socialization
    29 ( 5 ) , 761-775 . [2006]
  • The Relationship between Attachment and Grit ( Doctoral dissertation , Bryn Mawr College
    [2016]
  • The Relation of Psychological Needs for Autonomy and Relatedness to Vitality , Well‐Being , and Mortality in a Nursing Home 1
    29 ( 5 ) , 935-954 [1999]
  • Teacher‐child relationships and the process of adjusting to school
    1992 ( 57 ) , 61-80 [1992]
  • TBC NEWS(2018. 10. 09). 10대 우울증 급증. 체계적 대응 필요. http://www.tbc.co.kr에서 2018. 10. 9 인출.
    [2018]
  • Systemic patterns of parenting as reported by adolescents : Developmental differences and implications for psychosocial outcomes
    6 ( 2 ) , 235-252 [1991]
  • Subtle linguistic cues affect children 's motivation
    18 ( 4 ) , 314-316 . [2007]
  • Students ’ motivational responses toward school physical education and their relationship to general self-esteem and health-related quality of life
    8 ( 5 ) , 704-721 [2007]
  • Student grit as an important ingredient for academic and personal success
    44 ( 1 ) , 252-256 [2017]
  • Strengths of character and wellbeing .
    23 ( 5 ) , 603-619 . [2004]
  • Socioemotional selectivity theory and the regulation of emotion in the second half of life
    27 ( 2 ) , 103-123 [2003]
  • Socialization and personality development
    [1973]
  • Social support as a moderator of life stress
    38 ( 5 ) , 300-314 . [1976]
  • Social relationships and motivation in middle school : The role of parents , teachers , and peers
    90 ( 2 ) , 202-209 [1998]
  • Social psychology : Handbook of basic principles ( pp . 211-238 )
    [1996]
  • Social factors in psychopathology : Stress , social support , andCoping processes.
    36 ( 1 ) , 531-572 . [1985]
  • Social environment of junior high and high schoolClassrooms
    65 ( 1 ) , 93-102 . [1973]
  • Social and emotional skillsConstructs and measures for the OECD longitudinal study of skill dynamics
    [2014]
  • Six dimensions of parenting : amotivational model
    5 ( 2 ) , 175-235 [2005]
  • Self-theories and motivation
    [2009]
  • Self-theories : Their role in motivation , personality , and development
    [2000]
  • Self-efficacy : The exercise ofControl
    [1997]
  • Self-determination theory and the facilitation of intrinsic motivation , social development , and well-being
    55 ( 1 ) , 68-78 .
  • Self-determination theory and basic need satisfaction : Understanding human development in positive psychology
    27 ( 1 ) , 23-40 . [2004]
  • Self-determination theory : A macrotheory of human motivation , development , and health
    49 ( 3 ) , 182-185 . [2008]
  • Self-determination and persistence in a real-life setting : Toward a motivational model of high school dropout
    72 ( 5 ) , 1161-1176 [1997]
  • Self-Control and Grit : Related but Separable Determinants of Success
    23 ( 5 ) , 319-325 . [2014]
  • Representations of Relationships to Teachers , Parents , and Friends as Predictors of Academic Motivation and Self-Esteem
    14 ( 2 ) , 226-249 . [1994]
  • Reducing the effects of stereotype threat on african americanCollege students by shaping theories of intelligence
    38 ( 2 ) , 113-125 [2002]
  • Providing a rationale in an autonomy-supportive way as a strategy to motivate others during an uninteresting activity
    26 ( 3 ) , 183-207 . [2002]
  • Promise and paradox : Measuring students ’ non-cognitive skills and the impact of schooling
    38 ( 1 ) , 148-170 . [2016]
  • Principles and practice of structural equation modeling ( 3rd ed. )
    [2011]
  • Predicting school success :ComparingConscientiousness , grit , and emotion regulation ability .
    52 ( 1 ) , 29-36 . [2014]
  • Praise for intelligenceCan undermineChildren ’ s motivation and performance
    75 ( 1 ) , 33-52 . [1998]
  • Positive psychology inClinical practice
    1 , 629-651 . [2005]
  • Positive psychology Progress
    60 ( 5 ) , 410-421 . [2005]
  • Positive and negative affect , and grit as predictors of happiness and life satisfaction
    34 ( 2 ) , 40-45 [2008]
  • Person versus process praise and criticism : Implications for contingent self-worth and coping
    35 ( 3 ) , 835-847 . [1999]
  • Perseverance counts but consistency does not ! Validating the short grit scale in a collectivist setting
    35 ( 1 ) , 121-130 [2016]
  • Perceived control , motivation , & coping
    Vol . 8 [1995]
  • Perceived Parenting Styles on College Students ' Optimism
    41 ( 3 ) , 550-558 [2007]
  • Pediatric neurology in Israel
    15 ( 10 ) , 688-689 [2000]
  • Passion for Sport in Athletes . In S. Jowette & D. Lavallee ( Eds . ) , Social Psychology in Sport
    pp . 249-263 [2007]
  • Participative goal setting in self-directed global virtual teams : The role of virtual team efficacy in goal setting effectiveness and performance . In System Sciences ( HICSS )
    [2013]
  • Parenting variables associated with growth mindset : An examination of three Chinese-heritage samples
    8 ( 2 ) , 115-125 [2017]
  • Parenting style as context : an integrative model
    113 ( 3 ) , 487-496 [1993]
  • Parental pressure , self-esteem and adolescent reported deviance : Bending the twig too far .
    21 ( 83 ) , 501-515 .
  • Parent styles associated with children 's self-regulation and competence in school
    81 ( 2 ) , 143-154 . [1989]
  • Parent and teacher autonomy-support in Russian and US adolescents : Common effects on well-being and academic motivation
    32 ( 5 ) , 618-635 . [2001]
  • Parameter Recovery and Model Fit Using Multidimensional Composites : A Comparison of Four Empirical Parceling Algorithms
    39 ( 3 ) , 379-412 [2004]
  • Overview of self-determination theory : An organismic dialectical perspective
    [2002]
  • On the role of passion in performance
    75 ( 3 ) , 505-534 . [2007]
  • On energy , personality , and health : Subjective vitality as a dynamic reflection of well-being
    65 ( 3 ) , 529-565 [1997]
  • On becoming a person .
    [1961]
  • Not all personal goals are personal : Comparing autonomous and controlled reasons for goals as predictors of effort and attainment
    24 ( 5 ) , 546-557 [1998]
  • Non-Cognitive Traits That Impact Female Success in BigLaw
    [2013]
  • Nature and autonomy : An organizational view of social and neurobiological aspects of self-regulation in behavior and development
    9 ( 4 ) , 701-728 [1997]
  • Motivational profiles from a self-determination perspective : The quality of motivation matters
    101 ( 3 ) , 671-688 . [2009]
  • Motivational processes affecting learning
    41 ( 10 ) , 1040-1048 [1986]
  • Motivation in the classroom : Reciprocal effects of teacher behavior and student engagement across the school year
    85 ( 4 ) , 571-581 [1993]
  • Motivation in education : Theory , research , and aplications
    [2002]
  • Motivation and personality ( 3rded. )
    [1987]
  • Motivation and education : The self-determination perspective
    26 ( 3-4 ) , 325-346 . [1991]
  • Motivating learning , performance , and persistence : the synergistic effects of intrinsic goal contents and autonomy-supportive contexts
    87 ( 2 ) , 246-260 . [2004]
  • Mindsets that Promote Resilience : When Students Believe That Personal Characteristics Can Be Developed
    47 ( 4 ) , 302-314 [2012]
  • Mindsets and human nature : Promoting change in the Middle East , the schoolyard , the racial divide , and willpower
    67 ( 8 ) , 614 [2012]
  • Mindset and standardized testing over time
    45 ( 25 ) , 208-213 [2016]
  • Mindset : The New Psychology of Success
    [2006]
  • Mind-set interventions are a scalable treatment for academic under achievement
    26 ( 6 ) , 784-793 [2015]
  • Methods and measures : The network of relationships inventory : Behavioral systems version
    33 , 470-478 [2009]
  • Leveraging mindsets to promote academic achievement : Policy recommendations
    10 ( 6 ) , 721-726 [2015]
  • Leadership GRIT : What new research reveals .
    78 ) , 49-55 . [2015]
  • Latino adolescents ’ academic motivation : The role of siblings
    32 ( 4 ) , 549-570 . [2010]
  • Keep on truckin ’ or stay the course ? Exploring grit dimensions as differential predictors of educational achievement , satisfaction , and intentions
    6 ( 6 ) , 639-645 [2015]
  • Investigating grit and its relations with college students ’ self-regulated learning and academic achievement
    10 ( 3 ) , 293-311 [2015]
  • Introduction to mathematical statistics
    [2005]
  • Introduction to Positive Psychology
    [2005]
  • Intrinsic and extrinsic motivations : Classic definitions and new directions
    25 ( 1 ) , 54-67
  • Internalization within the family : The self determination theory perspective . In J. E. Grusec & I . Kuczynski ( Eds . ) , Parenting and children ’ s internalization of values : A handbook of contemporary theory , 78-99
    [1997]
  • Intelligence is not enough : Non-IQ predictors of achievement .
    [2006]
  • Infant-mother attachment
    34 ( 10 ) , 932-937 . [1979]
  • Implicit theories of relationships : Orientations toward evaluation and cultivation
    7 ( 1 ) , 41-55 . [2003]
  • Implicit theories of peer relationships
    19 ( 1 ) , 113-129 . [2010]
  • Implicit theories of intelligence predict achievement across an adolescent transition : A longitudinal study and an intervention
    78 ( 1 ) , 246-263 [2007]
  • Implicit theories of emotion : Affective and social outcomes across a major life transition
    92 ( 4 ) , 731-744 [2007]
  • Implicit theories and their role in judgments and reactions : A world from two perspectives
    6 , 267-285 [1995]
  • Implicit theories and evaluative processes in person cognition
    33 ( 3 ) , 296-323 . [1997]
  • Implicit theories , attributions , and coping : A meaning system approach
    77 ( 3 ) , 588-599 . [1999]
  • Implicit self-theories of shyness .
    83 ( 4 ) , 1009-1024 . [2002]
  • Human characteristics and school learning
    [1976]
  • How children succeed : power of character .
    [2012]
  • Higher-order structures of noncognitive constructs and prediction of PISA 2003 mathematics achievement
    26 ( 14 ) , 119-130 . [2013]
  • Hereditary genius : An inquiry into its laws and consequences
  • Helping students enhance their grit and growth mindsets
    14 ( 2 ) , 52-67 [2016]
  • Handbook of self ‐determination research
    pp . 297-338
  • Growth mindset tempers the effects of poverty on academic achievement .
    113 ( 31 ) , 8664-8668 . [2016]
  • Grit to great
    [2015]
  • Grit and different aspects of well-being : Direct and indirect relationships via sense of coherence and authenticity
    17 ( 5 ) , 2119-2147 [2016]
  • Grit : perseverance and passion for long-term goals .
    92 ( 6 ) , 1087-1101 . [2007]
  • Grit : The power of passion and perseverance
    [2016]
  • Grit + talent = student success .
    71 ( 1 ) , 74-76 [2013]
  • Grit
    36 ( 4 ) , 205-214 . [2015]
  • Gratitude and grit indirectly reduce risk of suicidal ideations by enhancing meaning in life : Evidence for a mediated moderation model
    47 ( 5 ) , 539-546 [2013]
  • Good instruction is motivating . In A. Wigfield , & J. S . Eccles ( Eds . ) , Development of Achievement Motivation : A volume in the educational psychology series ( pp . 309-332 )
    [2002]
  • Goals : An approach to motivation and achievement.
    54 ( 1 ) , 5-12 [1988]
  • Goal structures and teachers ' sense of efficacy : Their relation and association to teaching experience and academic level
    99 ( 1 ) , 181-193 [2007]
  • Goal setting , achievement orientation , and intrinsic motivation : A mediational analysis
    66 ( 5 ) , 968-980 . [1994]
  • Genetic studies of geniusThe early mental traits of three hundred geniuses
    Vol . 2 [1926]
  • G. Papini and the pragmatist movement in Italy .
    3 ( 13 ) , 337-341 [1906]
  • G. ( 2006 ) . The significance of autonomy and autonomy support in psychological development and psychopathology . In D. Cicchetti & D. J. Cohen ( Eds . ) , Developmental psychopathology : Theory and method ( 2nd ed.
    [2006]
  • Fixed and growth mindset in education and how grit helps students persist in the face of adversity
    11 ( 1 ) , 47-50 [2015]
  • Facilitating internalization : The self-determination theory perspective
    62 ( 1 ) , 119-142 . [1994]
  • Exploring familial processes in urban , low-income African American families . Journal of Family Issues627-644 . In college students
    24 ( 539 ( 2 ) , 120-139 [2003]
  • Explorations in personality
    [1938]
  • Examining CEGEP students ’ acceptance of computer-based learning environments : A test of two models
    22 ( 5 ) , 2523-2543 [2017]
  • Estimation of congeneric scale reliability using covariance structure analysis with nonlinear constraints
    54 ( 2 ) , 315-323 [2001]
  • Engaging students in learning activities : It is not autonomy support or structure but autonomy support and structure
    102 ( 3 ) , 588-600 [2010]
  • Engagement and disaffection in the classroom : Part of a larger motivational dynamic ?
    100 ( 4 ) , 765-781 [2008]
  • Drive : The Surprising Truth About What Motivates Us
    [2009]
  • Distinctions between social support concepts , measures , and models
    14 ( 4 ) , 413-445 [1986]
  • Differential engagement of selfreactive influences in cognitive motivation
    38 ( 1 ) , 92-113 [1986]
  • Development during adolescence : The impact of stage-environment fit on young adolescents ' experiences in schools and in families
    48 ( 2 ) , 90-101 [1993]
  • Development and validation of the Triarchic Model of Grit Scale ( TMGS ) : Evidence from Filipino undergraduate students
    114 , 198-205 [2017]
  • Development and validation of the Short Grit Scale ( Grit-S )
    91 ( 2 ) , 166-174 [2009]
  • Depressive attributional style
    88 ( 3 ) , 242-247 . [1979]
  • Davis‐Kean , P. ( 2007 ) . Development of achievement motivation . In N. Eisenberg , W. Damon , & R. M. Lerner ( Eds . ) , Handbook of child psychology : Vol . 3 , Social , Emotional
    and Personality Development
  • Daily well-being : The role of autonomy , competence , and relatedness
    26 ( 4 ) , 419-435 . [2000]
  • Culture and the self : Implications for cognition , emotion , and motivation
    98 ( 2 ) , 224-253 [1991]
  • Coping during childhood and adolescence : A motivational perspective
    12 , 91-133 [1994]
  • Consequences of Different Kinds of Parental Discipline
    1 ( 4 ) , 169-208 [1964]
  • Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), The Minnesota symposia on child psychology, Vol. 23. Self processes and development (pp. 43-77). Hillsdale, NJ, US: Lawrence Erlbaum Associates, Inc.
  • Conceptualizing parental autonomy support : Adolescent perceptions of promotion of independence versus promotion of volitional functioning
    43 ( 3 ) , 633-646 [2007]
  • Clifford, J. (1988). The predicament of culture. Harvard University Press. Credé, M., Tynan, M. C., & Harms, P. D. (2017). Much ado about grit: A meta-analytic synthesis of grit literature. Journal of Personality and Social Psychology, 113(3), 492-511.
  • Classroom goal structure , student motivation , and academic achievement
    57 ( 1 ) , 487-503 [2006]
  • Classroom belonging among early adolescent students : Relationships to motivation and achievement
    13 ( 1 ) , 21-43 [1993]
  • Choice is good , but relevance is excellent : Autonomy‐enhancing and suppressing teacher behaviours predicting students ' engagement in schoolwork
    72 ( 2 ) , 261-278 [2002]
  • Children ’ s representations of family relationships , peer information processing , and school adjustment
    45 ( 6 ) , 1740-1751 . [2009]
  • Children who do well in school : Individual differences in perceived competence and autonomy in above-average children
    88 ( 2 ) , 203-214 [1996]
  • Children 's relationships with peers : Differential associations with aspects of the teacher-child relationship
    65 ( 1 ) , 253-263 [1994]
  • Children 's relationship with teachers and bonds with school an investigation of patterns and correlates in middle childhood
    38 ( 5 ) , 423-445 [2000]
  • Child Care Practices Anteceding Three Patterns of Preschool Behavior
    [1967]
  • Character strengths and virtues : a handbook and classification
    [2004]
  • Changes in elementary school children 's achievement goals for reading and writing : Results of a longitudinal and an intervention study
    3 ( 3 ) , 207-229 [1999]
  • Caution-praise can be dangerous
    23 ( 1 ) , 4-9 . [1999]
  • Carol Dweck revisits the growth mindset
    35 ( 5 ) , 20-24 . [2015]
  • Can self-determination theory explain what underlies the productive , satisfying learning experiences of collectivistically oriented Korean students ?
    101 ( 3 ) , 644-661 [2009]
  • Can personality be changed ? The role of beliefs in personality and change
    17 , 391-394 [2008]
  • Can instructional and emotional support in the first‐grade classroom make a difference for children at risk of school failure ?
    76 ( 5 ) , 949-967 [2005]
  • Behavioral scale reliability and measurement invariance evaluation using latent variable modeling
    35 ( 2 ) , 299-331 [2004]
  • Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ, 1986.
  • Autonomy in children 's learning : an experimental and individual difference investigation
    52 ( 5 ) , 890-898 [1987]
  • Autonomy and relatedness as fundamental to motivation and education
    60 ( 1 ) , 49-66 [1991]
  • Autonomy , relatedness , and the self : Their relation to development and psychopathology . In D. Cicchetti & D. J. Cohen ( Eds . ) , Developmental psychopathology : Theory and methods
    pp . 618-655 [1995]
  • Attributions and emotions related to future goal attainment
    80 ( 4 ) , 563-568 . [1988]
  • Attachment and loss v.
    3 ( Vol . 1 ) [1969]
  • Attachment and Grit : Exploring possible contributions of attachment styles ( from past and present life ) to the adult personality construct of Grit
    4 ( 2 ) , 16-49 [2011]
  • Approach and avoidance motivation and achievement goals .
    34 ( 3 ) , 169-189 [1999]
  • An overview of self-determination theory : An organismic dialectical perspective . In E. L. Deci & R. M. Ryan ( Eds . ) , Handbook of self-determination research
    pp . 3-33 [2002]
  • An experimental test of self-theories of ability in youth sport
    7 ( 3 ) , 255-267 . [2006]
  • An analysis of learned helplessness : II . The processing of success
    39 ( 5 ) , 940-952 [1980]
  • African American students ' persistence at a predominantly white university : Influence of social support , university comfort , and self-beliefs
    40 ( 3 ) , 257-268 . [1999]
  • Achievement goals in classroom : Students ' learning strategies and motivation processes
    80 ( 3 ) , 260-267 [1988]
  • Achievement goals , efficacy beliefs and coping strategies in mathematics : The roles of perceived parent and teacher goal emphases
    32 ( 3 ) , 434-458 . [2007]
  • A theoretical upgrade of the concept of parental psychological control : Proposing new insights on the basis of self-determination theory
    30 ( 1 ) , 74-99 [2010]
  • A social identity theory of leadership
    5 ( 3 ) , 184-200 [2001]
  • A self-determination theory perspective on parenting
    49 ( 3 ) , 194-200 . [2008]
  • A motivational model of rural students ' intentions to persist in , versus drop out of , high school
    95 ( 2 ) , 347-356 [2003]
  • A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation
    125 ( 6 ) , 627-668 [1999]
  • A longitudinal study of the relationship of maternal autonomy support to children 's adjustment and achievement in school
    73 ( 5 ) , 1215-1236 [2005]
  • A guide to constructs of control
    71 ( 3 ) , 549-570 [1996]
  • A Social-cognitive approach to motivation and personality
    95 , 256–273 [1988]