연구동향 분석

중고생들의 성취목표 잠재집단의 변화 : 학습동기 및 학업성취와의관련성을 중심으로

임효진 2013년

논문상세정보
    • 저자 임효진
    • 제어번호 104558706
    • 학술지명 청소년학연구
    • 권호사항 Vol. 20 No. 2 [ 2013 ]
    • 발행처 한국청소년학회
    • 발행처 URL http://www.kyra.or.kr
    • 자료유형 학술저널
    • 수록면 237-266
    • 언어 Korean
    • 출판년도 2013
    • 등재정보 KCI등재
    • 소장기관 영남대학교 중앙도서관 영남대학교 중앙도서관
    • 판매처
    유사주제 논문( 0)
인용/피인용

' 중고생들의 성취목표 잠재집단의 변화 : 학습동기 및 학업성취와의관련성을 중심으로' 의 참고문헌

  • 학업동기: 이론, 연구와 적용
    김아영 - [2010]
  • 학교급별 학업능력에 대한 학습효능감, 학습동기화, 성취목표지향성의 효과
    김태은 교육심리연구 21 1 185-207 [2007]
  • 학교급별 성취목표지향성이 자기효능감과 학교적응에 미치는 영향
    김태은 차정은 현주 교육심리연구 20 2 443-465 [2006]
  • 초등학교 아동의 목표지향성과 자기조절학습전략 사용 및 자기효능감과의 관계
    조승우 교육과학연구 27 1 71-88 [1998]
  • 집단따돌림 피해경험의 발달양상과 내면화,외현화 문제행동의 변화 -잠재계층 성장분석(LCGA),다집단 성장혼합모형(GMM)을 이용한 종단연구-
    권재기 ( Jae Ki Kwon ) 한국아동복지학 34 95-126 [2011]
  • 중학생의 성취목표지향성 유형에 따른 유능감, 또래지지, 학습몰입의 차이
    양수민 청소년학연구 19 8 241-264 [2012]
  • 중다목표관점에서의 성취목표와 자기조절 학습전략 사용간의 관계
    한순미 교육심리연구 17 3 291-312 [2003]
  • 인식론적 신념, 성취목표지향성, 자기조절학습 및 학업성취 간의 관계
    문병상 초등교육연구 22 4 49-68 [2009]
  • 영재와 일반 중학생의 성취목표지향성 프로파일 분석: 개인-중심적 접근의 활용
    손원숙 한국심리학회지:학교 9 1 65-83 [2012]
  • 성취목표지향성의 안정성 검토
    양명희 교육심리연구 26 1 251-270 [2012]
  • 성취목표지향 프로파일에 따른 자기조절학습 및 학업 성취의 차이분석
    김유진 교육논총 32 1 1-22 [2011]
  • 성취목표와 학업성취의 상관관계에 대한 메타분석
    송주연 교육심리연구 26 1 225-250 [2012]
  • 대학생의 학업성취와 자기조절 학습전략: 아시안 학생을 중심으로 한 다인종 비교연구
    임효진 아시아교육연구 10 4 57-84 [2009]
  • 결측치 처리를 위한 다양한 방법
    홍세희 - [2010]
  • “목표지향성, 자기조절학습, 학업성취와의 관계 연구”
    宋忍燮 朴性玧 교육심리연구 14 2 29-64 [2000]
  • Within-grade changes in Korean girls' motivation and perceptions of the learning environment across domains achievement levels
    Bong, M. Journal of Educational Psychology 97 656-672 [2005]
  • The social-cognitive model of achievement motivation and the achievement goal framework
    Curry, F. Journal of Personality and Social Psychology 90 666-679 [2006]
  • The role of different types of instrumentality in motivation, study strategies, and performance: Know why you learn, so you'll know what you learn!
    Simons, J. British Journal of Educational Psychology 74 343-360 [2004]
  • The role of achievement goal orientations in students' perceptions of and preferences for classroom environment
    Tapola, A. British Journal of Educational Psychology 78 291-312 [2008]
  • The relation between goal orientation and students' motivational beliefs and self-regulated learning
    Wolters, C.A Learning and Individual Differences 8 211-238 [1996]
  • The logic and implications of a person-oriented approach, In Methods and models for studying the individual: Essays in honor of Marian Radke-Yarrow
    Magnusson, D. 33-64 [1998]
  • The effect of achievement goals: Does level of perceived academic competence make a difference?
    Kaplan, A. Contemporary Educational Psychology 22 415-435 [1997]
  • The Role of Goal Orientation Following Performance Feedback
    VandeWalle, D. Journal of Applied Psychology 86 629-640 [2001]
  • Students' goal orientations and cognitive engagement in classroom activities
    Meece, J. L. Journal of Educational Psychology 80 514-523 [1998]
  • Student goal orientation and self-regulation in the college classroom, In Advances in motivation and achievement: Goals and self-regulatory processes Vol. 7
    Pintrich, P. R. 371-402 [1991]
  • Stability and change in achievement goals
    Fryer, J. W. Journal of Educational Psychology 99 700-714 [2007]
  • Stability and change in achievement goal orientations : A person-centerd approach
    Tuominen-Soini Contemporary Educational Psychology 36 82-100 [2011]
  • Social foundations of thought and action: A social cognitive theory
    Bandura, A. - [1986]
  • Short-term and long-term consequences of achievement goals : Predicting interest and performance over time
    Harachiewicz, J. M. Journal of Educational Psychology 92 316-330 [2000]
  • Seeking help in large college classrooms : A person centered approach
    Karabenick, S. A. Contemporary Educational Psychology 28 37-58 [2003]
  • School engagement : Potential of the concept, state of the evidence
    Fredricks, J. A. Review of Educational Research 74 59-109 [2004]
  • Revision of achievement goal theory : Necessary and illuminating
    Harachiewicz, J. M. Journal of Educational Psychology 94 638-645 [2002]
  • Rethinking achievement goals: When are they adaptive for college students and why?
    Harachiewicz, J. M. Educational Psychologist 33 1-21 [1998]
  • Relationships of goal orientation, Meta cognitive activity, and practice strategies with learning outcomes and transfer
    Ford, J. K. Journal of Applied Psychology 83 218-233 [1998]
  • Relation between achievement goals and self-beliefs of middle school students in writing and science
    Pajares, F. Contemporary Educational Psychology 25 406-422 [2000]
  • Regulation of achievement goals : The role of competence feedback
    Senko, C. Journal of Educational Psychology 97 320-336 [2005]
  • Profiling individual differences in student motivation : A longitudinal cluster-analytic study in different academic contexts
    Bråten, I. Contemporary Educational Psychology 30 359-396 [2005]
  • Predicting race performance in triathlon : The role of perfectionism, achievement goals, and personal goal setting
    Stoeber, J. Journal of Sport and Exercise Psychology 31 211-245 [2009]
  • Motivational influences on cognition : Task involvement, ego involvement, and depth of information processing
    Graham, S. Journal of Educational Psychology 83 187-194 [1991]
  • Motivational Processes Affecting Learning
    Dweck, C. S. American Psychologist 41 1040-1048 [1986]
  • Learning within a learner control training environment : The interactive effects of goal orientation and metacognitive instruction on learning outcomes
    Schmidt, A. M. Personal Psychology 56 405-429 [2003]
  • Goal theorists should move on from performance goals
    Brophy, J. Educational Psychologist 40 167-176 [2005]
  • Examining the stability of achievement goal orientation
    Muis, K. R. Contemporary Educational Psychology 34 265-277 [2009]
  • Development and validation of scales assessing students' achievement goal orientation
    Midgley, C. Contemporary Educational Psychology 23 113-131 [1998]
  • Deciding on the number of classes in latent class analysis and growth mixture modeling : A Monte Carlo simulation study
    Nylund, K. L. Structure Equation Modeling 14 4 535-569 [2007]
  • Current issues in achievement goal theory and research
    Pintrich, P. R. International Journal of Educational Research 39 319-337 [2003]
  • Clarifying achievement goals and their impact
    Grant, H. Journal of Personality and Social Psychology 85 541-553 [2003]
  • Avoiding the demonstration of lack of ability : An expected aspect of goal theory
    Middleton, M. Journal of Educational Psychology 89 710-718 [1997]
  • Approach and avoidance motivation and achievement goals
    Elliot, A. J. Educational Psychologist 34 169-190 [1999]
  • Achievement goals in the classroom : Student’s learning strategies and motivation processes
    Ames, C. Journal of Educational Psychology 80 260-267 [1988]
  • Achievement goals and optimal motivation. : Testing multiple goal models
    Barron, K. E. Journal of Educational Psychology 80 706-722 [2001]
  • Achievement goal theory at the crossroads : Old controversies, current challenges, and new directions
    Senko, C. Educational Psychologist 46 26-47 [2011]
  • A social-cognitive approach to motivation and personality
    Dweck, C. S. Psychological Review 95 256-273 [1988]
  • A social cognitive view of self-regulated academic learning
    Zimmerman, B. J. Journal of Educational Psychology 81 329-339 [1989]
  • A pattern analysis of students' achievement goals
    Meece, J. L. Journal of Educational Psychology 85 582-590 [1993]
  • A longitudinal analysis of achievement goals : From affective antecendents to emotional effects and achievement outcomes
    Daniels, L. M. Journal of Educational Psychology 101 948-963 [2009]
  • A latent profile analysis of college students' achievement goal orientation
    Pastor, D. Contemporary Educational Psychology 32 8-47 [2007]
  • A hierarchical model to approach and avoidance achievement motivation
    Elliot, A. J. Journal of Personality and Social Psychology 72 218-232 [1997]
  • A conceptual history of the achievement goal constructs, In Handbook of competence and motivation
    Elliot, A. J. 52-72 [2005]
  • A 2?2 achievement goal framework
    Elliot, A. J. Journal of Personality and Social Psychology 80 501-519 [2001]
  • 2요인 중다목표관점에 의한 성취목표지향성과 성별에 따른 중고생의 과학교과 흥미
    윤미선 교육방법연구 19 1 1-19 [2007]
  • 2x2 성취목표지향성 척도의 개발 및 타당화
    박병기 교육심리연구 19 1 327-353 [2005]
  • 2?2 성취목표지향성과 자기조절학습과의 관련성 검토
    양명희 교육심리연구 20 3 745-764 [2006]