대학생의 성취감성이 자기주도학습전략과 자기손상전략에 미치는 영향
송윤희
2018년
' 대학생의 성취감성이 자기주도학습전략과 자기손상전략에 미치는 영향' 의 참고문헌
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University students' emotions, interest and activities in a web-based learning environmentMinna. Nummenmaa [2008]
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Understanding Emotions in the ClassroomC. Shelton [2003]
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The dynamic architecture of emotion: Evidence for the component process modelKlaus R. Scherer [2009]
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The Role of Classroom Goal Structure in Students' Use of Self-Handicapping StrategiesTim Urdan [1998]
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Self-Regulation and Academic ProcrastinationCaroline Senécal [1995]
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Predictors of Middle School Students' Use of Self-Handicapping StrategiesCarol Midgley [2016]
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Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ)Reinhard Pekrun [2011]
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Korea Education Longitudinal Study 2005(Ⅰ)H. G. Ryu [2005]
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Implicit beliefs, achievement goals, and procrastination: A mediational analysisAndrew J. Howell [2009]
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Handbook of self-regulationB. J. Zimmerman. [2000]
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Emotional intelligence : Why it can matter more than IQD. Goleman [1997]
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Does what we feel affect what we learn? Some answers and new questionsCarol Sansone [2005]
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Discovering Emotion in Classroom Motivation ResearchDebra K. Meyer [2002]
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Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning StrategiesBarry J. Zimmerman [2016]
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Control of Attributions about the Self Through Self-handicapping Strategies: The Appeal of Alcohol and the Role of UnderachievementEdward E. Jones [2016]
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Academic self-handicapping: What we know, what more there is to learnTim Urdan [2001]
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Academic emotions in students' self-regulated learning and achievement : A program of qualitative and quantitative researchR. Pekrun [2002]