학습동기 변인들과 인지전략 및 학업성취간의 관계

한순미 2004년
논문상세정보
' 학습동기 변인들과 인지전략 및 학업성취간의 관계' 의 주제별 논문영향력
논문영향력 선정 방법
논문영향력 요약
주제
  • 교육학
동일주제 총논문수 논문피인용 총횟수 주제별 논문영향력의 평균
14,345 60

0.1%

' 학습동기 변인들과 인지전략 및 학업성취간의 관계' 의 참고문헌

  • 학원수강이 학습동기와 아동의 학업성취에 미치는 영향
    김아영 김영미 2 (1) 240 ~ 254 [1998]
  • 학습전략과 학업성취와의 관계 분석
    [1988]
  • 초인지초동기,의지통제와 자기조절 학습과의 관계
    박승호 9 (2) 57 ~ 64 [1995]
  • 자기조절학습의 모형탐색과 타당화 연구
    양명희 [2000]
  • 대학생의 학습방략과 학업성취와의 관계(Ⅱ)
    15 (4) 403 ~ 421 [2001]
  • 가정환경과 자기효능감과 학업성취 간의 문화비교연구
    윤운성 10 (3) 159 ~ 182 [1996]
  • paper presented at the annual meeting of the American Educational Research Association
    [1987]
  • and motivational styles as predictors of behaviors
    Journal of Personality 599 ~ 620 [1992]
  • The development of achievement task values:a theoretical analysis 12
    265 ~ 310 [1992]
  • The Teaching of learning strategies Handbook of Research on teaching
    315 ~ 327 [1986]
  • Students' goal orientations and cognitive engagements in classroom activities 80
    514 ~ 523 [1988]
  • Student goal orientation and self-regulation in the college classroom Advances in Motivation and Achievement
    [1991]
  • Self-regulation on a concept-formationtask among average and gifted students
    Bouffard-Bouchare Larive' e Parent Journal of Experimental Child Psychology 115 ~ 134 [1993]
  • Self-efficacy:Toward a unifying theory of behavioral change 84 (2)
    Bandura.A 191 ~ 215 [1977]
  • Self-efficacy: The Exercise of Control
    Bandura.A [1997]
  • Self-efficacy beliefs in academic settings 66 (4)
    543 ~ 578 [1996]
  • Self- determination theory and facilitation of intrinsic motivation,social development,and well-being 55
    68 ~ 78 [2000]
  • Self motivation for academic attainment The role of self-efficacy beliefs and personal goal setting
    663 ~ 676 [1992]
  • Relationship between achievement goal orientations and use of learning strategies. 92 (5)
    267 ~ 277 [1999]
  • Relating instruction to research
    [1985]
  • Regulating motivation and cognition on the classroom The role of self- schemas and self-regulatory strategies Self-regulation of learning and performance
    [1994]
  • Predictors of math anxiety and its influence on young adolescents course enrollment intentions and performance in mathmatics
    Journal of Educational Psychology 60 ~ 70 [1990]
  • Predicting achievement early and late in the semester:The role of motivation and use of learning strategies 82 (1)
    41 ~ 50 [1990]
  • Perceived locus of causality and internalization:Examining reasons for action in two domains 57
    749 ~ 761 [1989]
  • On the assessment of situational intrinsic and extrinsic motivation: The Situational Motivation Scale(SIMS) 24 (3)
    175 ~ 213 [2000]
  • On the assessment of intrinsic and motivation in education Evidence on the concurrent and construct validity of the academic motivation scale
    159 ~ 172 [1993]
  • Motivational influences on cognition and depth of information processing
    Journal of Educational Psychlology ement 187-194 [1991]
  • Motivational and self- regulated learning components of classroom academic performance 82 (1)
    33 ~ 40 [1990]
  • Motivation and studying in high school science 27 (2)
    115 ~ 126 [1990]
  • Impact on student valuing
    2 ~ 14 [1993]
  • Guidelines from theory and practice
    [1988]
  • Exploring the source of self-regulated learning:The influence of internal and external comparisons 27 (2)
    47 ~ 52 [2000]
  • Development of a structured interview for assessing student use of self-regulated learning strategies
    614 ~ 628 [1986]
  • Construct validation of a strategymodel student self-regulated learning
    Martinez-Ponz Zimmerman Journal of Educational Psychology 284 ~ 290 [1988]
  • College instruction & concomitant changes in students's knowledge, interest & strategy use: a study of domain learning. 22
    125 ~ 146 [1997]
  • Change in children's competence beliefs and subjective task values across the elementary school years: a 3-year study. 89
    451 ~ 469 [1997]
  • Between­and within­domain relations of academic motivation among middle and high school students: Self-efficacy, task-value, and achievement goals. 93
    23 ~ 34 [2001]
  • Between intrinsic and extrinsic motivation:Examination of reasons for academic study based on the theory of internalization 39
    98 ~ 108 [1997]