연구동향 분석

청소년들의 자기주도학습, 관계성, 자아개념 및 학업성취 간의 관계

안도희 김유리 2014년

논문상세정보
인용/피인용
' 청소년들의 자기주도학습, 관계성, 자아개념 및 학업성취 간의 관계' 의 주제별 논문영향력
논문영향력 선정 방법
논문영향력 요약
주제
  • 교육학
  • academic achievement
  • relatedness
  • self concept
  • selfdirected learning
  • teacherstudentrelationshipandpeerrelationship
  • 교사-학생관계
  • 또래관계
  • 자기주도학습
  • 자아개념
  • 학업성취
동일주제 총논문수 논문피인용 총횟수 주제별 논문영향력의 평균
16,797 5

0.1%

' 청소년들의 자기주도학습, 관계성, 자아개념 및 학업성취 간의 관계' 의 참고문헌

  • 지적 능력에 대한 신념과 부모 및 교사의 자율성 지지가 청소년의 유능감에 미치는 영향
    안도희 한국청소년연구 24 (1) : 103 ~ 126 [2013]
  • 중?고등학생의 진로발달 관련 변인 및 진로교육 경험과 자기주도 학습태도와의 관계: 다수준 분석의 적용
    김지은 최윤정 아시아교육연구 13 (2) : 81 ~ 106 [2012]
  • 자기주도학습의 발달과 변화: 잠재프로파일분석을 이용한 유형탐색
  • 자기주도학습에 관한 국내 연구동향 및 과제
    이진욱 진영은 한국교원교육연구 24 (1) : 221 ~ 249 [2007]
  • 자기조절학습과 자기효능감 연구의 교육적 함의
    방선욱 교육사상연구 23 (2) : 103 ~ 123 [2009]
  • 민주적 양육방식, 자아탄력성 및 휴대전화의존과 자기주도학습능력의 구조모형 검증
    김영민 한국청소년연구 23 (2) : 273 ~ 299 [2012]
  • 또래관계와 자아개념 변화, 미래목표인식,진로성숙의 수준 및 구조적 관계에서 성차
    이현주 교육심리연구 27 (1) : 99 ~ 123 [2013]
  • 교사의 정서적 지원과 교사신념이 학생의 자기조절학습 전략 지원 수업행동에 미치는 영향
    김윤희 오상철 한국교원교육연구 27 (2) : 263 ~ 282 [2010]
  • 교사와 학생의 ICT 활용과 학생의 자기주도학습이 저성취 고등학생의 학업성취도에 미치는 영향
    남창우 전 훈 한국교원교육연구 29 (1) : 77 ~ 97 [2012]
  • 간호대학생의 학습에 대한 자기주도성 영향요인
    오원옥 Journal of Korean Academy of Nursing 32 (5) : 684 ~ 693 [2002]
  • Understanding procrastination from a self-regulated learningperspective
    Wolters Wolters, C. A. Journal of Educational Psychology 95 (1) : 179 ~ 187 [2003]
  • The teacher-child relationship and children's early school adjustment
    Birch, S. H Journal of School Psychology 35 (1) : 61 ~ 79 [1997]
  • The social context of school success for Latino middle school students : Direct and indirect influences of teachers, family, and friends
    Woolley, M. E. Journal of Early Adolescence 29 (1) : 43 ~ 70 [2009]
  • The relationship between self-concept, intrinsic motivation, self-determination and academic achievement among Chinese primary school students
    Othman, N. International Journal of Psychological Studies 3 (1) : 90 ~ 98 [2011]
  • The relations between the student-teacher trust relationship and school success in the case of Korean middle schools
    Lee, S. J. Educational Studies 33 (2) : 209 ~ 216 [2007]
  • The promise and potential of studying the"invisible hand"of teacher influence on peer relations and student outcomes : A commentary
    Bierman, K. L. Journal of Applied Developmental Psychology 32 (5) : 297 ~ 303 [2011]
  • The development of adolescents' emotional stability and general self-concept : The interplay of parents, peers, and gender. International Journal of Disability
    Hay, I. Development and Education 50 (1) : 77 ~ 91 [2003]
  • The darker and brighter sides of human existence : Basic psychological needs as a unifying concept
    Ryan, R. M. Psychological Inquiry : An International Journal for the Advancement of Psychological Theory 11 (4) : 319 ~ 338 [2000]
  • The concept of self-directed learning and its implications for human resource development
    Ellinger, A. D. Advances in Developing Human Resources 6 (2) : 158 ~ 177 [2004]
  • Structural equation modeling with AMOS: Basic concept, applications, and programming
    Byrne Byrne, B. M. Lawrence Erlbaum [2009]
  • Social relationships and school readiness
    Mashburn, A. J. Early Education and Development 17 (1) : 151 ~ 176 [2006]
  • Sense of relatedness as a factor in children’s academic engagement and performance
    Furrer, C. Journal of Educational Psychology 95 (1) : 148 ~ 162 [2003]
  • Self-regulation, motivation, and math achievement in middle school : Variations across grade level and math context
    Cleary, T. J. Journal of School Psychology 47 (5) : 291 ~ 314 [2009]
  • Self-regulation and academic achievement and resilience : A longitudinal study
    Nota, L. International Journal of Educational Research 41 (3) : 198 ~ 215 [2004]
  • Self-directed learning in problem-based learning and its relationships with self-regulated learning
    Loyens, S. M. M. Educational Psychology Review 20 (4) : 411 ~ 427 [2008]
  • Self-Directed Learning
    Knowles, M. S. Follett Publishing Company [1975]
  • School engagement:Potentialofthe concept,state ofthe evidence
    Blumenfeld Fredricks Fredricks, J. A. Paris Review of Educational Research 74 (1) : 59 ~ 109 [2004]
  • School effects on students' self-regulated learning : A multivariate analysis of the relationship between individual perceptions of school processes and cognitive, metacognitive, and motivational dimensions of self-regulated learning
    Leutwyler, B. Journal for Educational Research Online 1 (1) : 197 ~ 223 [2009]
  • Relationships with mother, teacher, and peers : Unique and joint effects on young children's self-concept
    Verschueren, K. Attachment & Human Development 14 (3) : 233 ~ 248 [2012]
  • Relatedness with teachers and peers during early adolescence : An integrated variable-oriented and person-oriented approach
    Davidson, A. J. Journal of School Psychology 48 (6) : 483 ~ 510 [2010]
  • Reciprocal effects of self-concept and performance from a multidimensional perspective
    Marsh, H. W. Perspectives on Psychological Science 1 (2) : 133 ~ 163 [2006]
  • PISA 2009 Results: Learning to Learn –. Student Engagement, Strategies and Practices (Volume III)
    OECD
  • Motivational dynamics of children's academic help-seeking and concealment
    Marchand, G. Journal of Educational Psychology 99 (1) : 65 ~ 82 [2007]
  • How self-regulated learners cope with academic difficulty : The role of adaptive help seeking
    Newman, R. S. Theory into Practice 41 (2) : 132 ~ 138 [2002]
  • Homophily among peer groups members' perceived self-regulated learning
    Jones, M. H. The Journal of Experimental Education 78 (3) : 378 ~ 394 [2010]
  • Homework self-regulation : Grade, gender, and achievement-level differences
    Hong, E. Learning and Individual Differences 19 (2) : 269 ~ 276 [2009]
  • Friendships, peer acceptance, and group membership: Relations to academic achievement in middle school
    Caldwell Wentzel Wentzel, K. R. Child Development 68 (6) : 1198 ~ 1209 [1997]
  • Executive functioning, metacognition, and self-perceived competence in elementary school children : An explorative study on their interrelations and their role for school achievement
    Roebers, C. M. Metacognition Learning 7 (3) : 151 ~ 173 [2012]
  • Development of achievement motivation. A volume in the educational psychology series
    Covington, M. V. Academic Press : 33 ~ 56 [2002]
  • Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level
    Dignath, C. Metacognition Learning 3 (3) : 231 ~ 264 [2008]
  • Attitudes and strategies as predictors of self-directed language learning in an EFL context
    Gan, Z. International Journal of Applied Linguistics 14 (3) : 389 ~ 411 [2004]
  • Andragogy and self-directed learning : Pillars of adult learning theory
    Merriam, S. B. New Directions for Adult and Continuing Education 89 : 3 ~ 12 [2001]
  • Academic self-handicapping : The role of self-concept clarity and students' learning strategies
    Thomas, C. R. British Journal of Educational Psychology 77 (1) : 101 ~ 119 [2007]
  • Academic self-concept, interest, grades, and standardized test scores : Reciprocal effects models of causal ordering
    Marsh, H. W. Child Development 76 (2) : 397 ~ 416 [2005]
  • Academic self-concept and academic achievement : Developmental perspectives on their causal ordering
    Guay, F. Journal of Educational Psychology 95 (1) : 124 ~ 136 [2003]
  • AMOS 구조방정식 모형
    허준 한나래 [2013]
  • A multidimensional analysis of parent-child interactions during academic tasks and their relationships with children's self-regulated learning
    Pino-Pasternak, D. Cognition and Instruction 28 (3) : 219 ~ 272 [2010]
  • A meta-analytic review social, self-concept, and behavioral outcomes of peer-assisted learning
    Ginsburg-Block, M. D. Journal of Educational Psychology 98 (4) : 732 ~ 749 [2006]
  • 2009개정 교육과정에 따른 교과교육
    교육부 [2009]