참고문헌
- Aschbacher, P. R., Ing, M., & Tsai, S. M. (2013). Boosting student interest in science. The Phi Delta Kappan, 95(2), 47-51. https://doi.org/10.1177/003172171309500211
- Bak, B. & Kang, H. (2006). Development and validation of a self-report form of integrative creativity scale, Journal of Educational Psychology, 21(1), 155-177.
- Baram-Tsabari, A. & Yarden, A. (2009). Identifying meta-clusters of students' interest in science and their change with age. Journal of Research in Science Teaching, 46(9), 999-1022. https://doi.org/10.1002/tea.20294
- Bazelais, P., Lemay, J. D., & Doleck, T. (2016). How does grit impact college students' academic achievement in science? European Journal of Science and Mathematics Education, 4(1), 33-34.
- Bloom, B. S. & Sosniak, L. A. (1981). Talent development vs. schooling. Educational Leadership, 38, 86-94.
- Bong, M., Kim, S., Reeve, J., Im, H., Lee, W., Jiang, Y., Kim, J., Kim, H., Noh, A., Noh, U., Paek, S., Song, J., Shin, J., Ahn, H., Woo, Y., Won, S., Lee, K., Lee, M., Lee, S., Lee, S., Lee, J., Jung, Y., Cho, C., & Hwang, A. (2012). SMILES (Student Motivation in the Learning Environment Scales). Korea University Brain Motivation Research Institute. Retrieved from http://bmri.korea.ac.kr/korean/research/assessment_scales/list.html?id=assessment.
- Bowman, A. N., Hill, L. P., & Denson, N. (2015). Keep on truckin' or stay the course? exploring grit dimensions as differential predictors of educational achievement, satisfaction, and intentions. Social Psychological and Personality Science, 6, 639-645. https://doi.org/10.1177/1948550615574300
- Britner, S. L. (2008). Motivation in high school science students: A comparison of gender differences in life, physical, and earth science classes. Journal of Research in Science Teaching, 45(8), 955-970. https://doi.org/10.1002/tea.20249
- Charness, N., Tuffiash, M. I., Krampe, R. T., Reingold, E., & Vasyukova, E. (2005). The role of deliberate practice in chess expertise. Applied Cognitive Psychology, 19, 151-165. https://doi.org/10.1002/acp.1106
- Chi, E. & Ju, U. (2012). Exploring the construct and developing the scale for the measurement of creative leader competency. Journal of Educational Evaluation, 25(1), 69-94.
- Chung, Y. & Ahn, M. (2010). Effects of self-regulated learning on academic self-regulation, science achievement and science related affective domains. Journal of Korean Elementary Science Education, 29(4), 389-400.
- Duckworth, A. L. & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (Grit-S). Journal of Personality Assessment, 91(2), 166-174. https://doi.org/10.1080/00223890802634290
- Duckworth, A. L., Kirby, T. A., Tsukayama, E., Berstein, H., & Ericsson, K. A. (2011). Deliberate Practice Spells Success: Why Grittier Competitors Triumph at the National Spelling Bee. Social Psychological and Personality Science, 2, 174-181. https://doi.org/10.1177/1948550610385872
- Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. https://doi.org/10.1037/0022-3514.92.6.1087
- Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363-406. https://doi.org/10.1037/0033-295X.100.3.363
- Ericsson, K. A. & Ward, P. (2007). Capturing the naturally occurring superior performance of experts in the laboratory: Toward a science of expert and exceptional performance. Current Directions in Psychological Science, 16, 346-350. https://doi.org/10.1111/j.1467-8721.2007.00533.x
- Fortus, D. (2014). Attending to affect. Journal of Research in Science Teaching, 51(7), 821-835. https://doi.org/10.1002/tea.21155
- Glynn, S. M., Brickman, P., Armstrong, N., & Taasoobshirazi, G. (2011). Science motivation questionnaire II: Validation with science majors and nonscience majors. Journal of Research in Science Teaching, 48(10), 1159-1176. https://doi.org/10.1002/tea.20442
- Gungor, A., Eryilmaz, A., & Fakioglu, T. (2007). The relationship of freshmen's physics achievement and their related affective characteristics. Journal of Research in Science Teaching, 44(8), 1036-1056. https://doi.org/10.1002/tea.20200
- Hidi, S. & Harackiewicz, J. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70(2), 151-179. https://doi.org/10.3102/00346543070002151
- Hidi, S. & Renninger, K.A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127. https://doi.org/10.1207/s15326985ep4102_4
- Hope, K. (1974). The Interpretation of path coefficients. Sociology, 8(3), 485-489. https://doi.org/10.1177/003803857400800309
- Ivcevic, Z. & Brackett, M. (2014). Predicting school success: Comparing conscientiousness, grit, and emotion regulation ability. Journal of Research in Personality, 52(0), 29-36. https://doi.org/10.1016/j.jrp.2014.06.005
- Jang, J., Chung, Y., Choi, Y., & Kim, S.-W. (2013). Exploring the characteristics of science gifted students' ask commitment. Journal of the Korean Association for Research in Science Education, 33(1), 1-16. https://doi.org/10.14697/jkase.2013.33.1.001
- Jeon, K., Park, H., & Noh, T. (2006). The impact of motivational and cognitive variables on multiple-choice algorithmic chemistry problem solving achievement goal, perceived ability, learning strategy, and self-regulation. Journal of the Korean Association for Science Education, 26(1), 1-8.
- Jeong, M. & Park, W. (2006). Analysis of self-regulated learning factors on students' science process skills. Biology Education, 34(2), 145-154.
- Jeong, S., Kim, B., Koo, I., & Park, J. (2010). Effects on scientific inquiry, scientific attitudes, and scientific achievements of experimental classes for kinetics unit using self-regulated learning strategy. Journal of the Korean Association for Research in Science Education, 30(6), 681-692.
- Jo, S. (2011). The mediation effect of cognitive self-regulated learning strategy in the relationships between self-efficacy and achievement in science. Journal of the Korean Association for Research in Science Education, 31(6), 958-969.
- Kang, S., Yang, J., & Yeau, S. (2002). Analysis of self-regulated learning ability and psychological learning environment which influence on science achievement of middle school students. Biology Education, 30(2), 190-196.
- Kim A. & Cho, Y.-M. (2001). Relative potency of intelligence and motivation variables in predicting academic achievement. Journal of Educational Psychology, 15(4), 121-138.
- Kim, K. & Lee, H. (2009). The impact factors and longitudinal change of interest on scientific subject. Journal Science Education, 33(1), 100-110. https://doi.org/10.21796/jse.2009.33.1.100
- Kim, S. & Seo, H. (2011). Self-regulated learning ability related to science inquiry skill and affective domain of science in middle school students. Journal of the Korean Association for Research in Science Education, 35(2), 307-323.
- Kline, R. B. (2005). Principles and practice of structural equation modeling. New York, NY: Guilford Press.
- Komarraju, M. K., Karau, S. J., & Schmeck, R. R. (2009). Role of the big five personality traits in predicting college students' academic motivation and achievement. Learning and Individual Differences, 19(1), 47-52. https://doi.org/10.1016/j.lindif.2008.07.001
- Krajcik, J., Czerniak, C., & Berger, C. (2003), Teaching science in elementary and middle school classrooms: Project-based approach, 2nd ed., McGraw-Hill, New York.
- Krapp, A., Hidi, S., & Renninger, K. A. (1992). Interest, learning and development. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The Role of Interest in Learning and Development (pp. 3-25). Hillsdale, NJ: Erlbaum.
- Ku, B.-D., Yang, A.-K., & Choi, J.-J. (2014). A meta-analysis on the effects of academic achievement in self-efficacy: Focused on theses and journal paper in Korea since 2000. Korean Journal of Counseling, 15(5), 1979-2000. https://doi.org/10.15703/kjc.15.5.201410.1979
- Lee, J. & Chung, Y. (2014). An analysis of structural relationship among the attitude toward science, science motivation, self-regulated learning strategy, and science achievement in middle school students. Journal of the Korean Association for Research in Science Education, 34(5), 491-497. https://doi.org/10.14697/jkase.2014.34.5.0491
- Lee, J.-A., Park, S., & Kim, Y. (2011). Thinking styles and their relationship with self-regulated learning ability and scientific inquiry ability of the scientifically gifted students. Journal of Gifted/Talented Education, 21(3), 773-796. https://doi.org/10.9722/JGTE.2011.21.3.773
- Lee, S. & Sohn, Y. (2013). What are the strong predictors of academic achievement?: Deliberate practice and Grit. The Korean Journal of School Psychology, 10(3), 349-366. https://doi.org/10.16983/kjsp.2013.10.3.349
- MacCann, C. & Roberts, R. (2010). Do time management, grit, and self-control relate to academic achievement independently of conscientiousness? In R. Hicks (Ed.), Personality and individual differences: Current directions (pp. 79-90). Bowen Hills, QLD, AUS: Australian Academic Press.
- Maddi, S. R., Matthews, M. D., Kelly, D. R., Villarreal, B., & White, M. (2012). The role of hardiness and grit in predicting performance and retention of USMA cadets. Military Psychology, 24(1), 19-28. https://doi.org/10.1080/08995605.2012.639672
- Meece, J. & Painter, J. (2008). Gender, self-regulation, and motivation. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and Self-regulated Learning: Theory, Research, and Applications (pp. 339-367). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
- Mun, K., Mun, J., Shin, S., & Kim, S. (2014). Development and application of high school students' physics self-efficacy. Journal of the Korean Association for Research in Science Education, 34(7), 693-701. https://doi.org/10.14697/jkase.2014.34.7.0693
- National Research Council[NRC]. (2009). Learning science in informal environments: People, places, and pursuits. Washington DC: The National Academies Press.
- Park, H.-J. (2008). Test of Group invariance for the structural model among motivation, self-concept and student achievement: Using PISA 2006 data. Journal of Educational Evaluation, 21(3), 43-67. https://doi.org/10.2167/eri413.0
- Park, J. & Jhun, Y. (2014). An analysis of difficulties of teachers and students in class on weight. Journal of the Korean Association for Research in Science Education, 34(3), 295-301. https://doi.org/10.14697/jkase.2014.34.3.0295
- Park, J., Paik, S., & Kim, D. (2003). An analysis of conceptual difficulities in electrolysis of high school students, in-service chemistry teachers, and chemistry teachers. Journal of the Korean Association for Research in Science Education, 23(6), 660-670.
- Park, M. & Lee, Y. (2011). The relationship between learning motivation and task commitment of science-gifted. Journal of Gifted/Talented Education, 21(4), 961-977. https://doi.org/10.9722/JGTE.2011.21.4.961
- Patrick, H., Mantzicopoulos, P., & Samarapungavan, A. (2009). Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference. Journal of Research in Science Teaching, 46(2), 166-191. https://doi.org/10.1002/tea.20276
- Reed, J., Pritschet, B. L., & Cutton, D. M. (2013). Grit, conscientiousness, and the transtheoretical model of change for exercise behavior. Journal of Health Psychology, 18(5), 612-619. https://doi.org/10.1177/1359105312451866
- Renzulli, J. S. (2000). The identification and development of giftedness as a paradigm for school reform. Journal of Science Education and Technology, 9(2), 95-114. https://doi.org/10.1023/A:1009429218821
- Robertson-Kraft, C. & Duckworth, A. L. (2014). True Grit: Trait-level Perseverance and Passion for Long-term Goals Predicts Effectiveness and Retention among Novice Teachers. Teachers College Record, 116(3), 1-27.
- Schunk, D. H. & Zimmerman, B. (1994). Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ: Lawrence Erlbaum Associates.
- Seo, H. (2009). Characteristics of Middle School Students in a Biology Special Class at Science Gifted Education Center: Self-regulated learning abilities, personality traits and learning preferences. Journal of Gifted/Talented Education, 19(3), 457-476.
- Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2006). Math and science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42(1), 70-83. https://doi.org/10.1037/0012-1649.42.1.70
- Strayhorn, T. L. (2013). What role does grit play in the academic success of Black male collegians at predominantly White institutions?. Journal of African American Studies, 18, 1-10. https://doi.org/10.1080/13629387.2012.702013
- Swarat, S., Ortony, A., & Revelle, W. (2012). Activity matters: Understanding student interest in school science. Journal of Research in Science Teaching, 49(4), 515-537. https://doi.org/10.1002/tea.21010
- Wolters, C. A. & Hussain, M. (2015). Investigating grit and its relations with college students' self-regulated learning and academic achievement. 10(3), 293-311. https://doi.org/10.1007/s11409-014-9128-9
- Woo, Y. (2014). Relationships among utility value, persistence, and achievement depending on the self-efficacy: The mediating role of situational interest. The Korean Journal of Educational Psychology, 28(3), 405-420.
- Yune, S. & Bae, S. (2011). Learning difficulties of science gifted high-school students based on Korea science academy survey. Journal of the Korean Association for Research in Science Education, 31(6), 920-930.
- Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-399. https://doi.org/10.1037/0022-0663.81.3.329
- Zimmerman, B. J. & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80(3), 284-290. https://doi.org/10.1037/0022-0663.80.3.284
- Zimmerman, B. J. & Martinez-Pons, M. (1990). Student differences in self regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51-59. https://doi.org/10.1037/0022-0663.82.1.51
피인용 문헌
- Growth mindset and motivation: a study into secondary school science learning vol.32, pp.4, 2017, https://doi.org/10.1080/02671522.2017.1318809
- Grit and Preference for Challenging Task: Focusing on the Moderational Effect of Academic Competence on Interest and Effort vol.29, pp.4, 2016, https://doi.org/10.17927/tkjems.2017.29.4.657
- 초등 과학영재와 일반학생의 그릿(Grit)과 학업적 실패내성 및 심리적 안녕감과의 비교 vol.36, pp.4, 2016, https://doi.org/10.15267/keses.2017.36.4.439
- Differences in Middle School Students’ Behavioral Control and Self-Determination by 그릿 Type vol.30, pp.1, 2016, https://doi.org/10.17927/tkjems.2018.30.1.73
- Analysis of Latent Profiles in Self-regulated Learning among University Students: Focusing on Grit's Prediction vol.30, pp.2, 2018, https://doi.org/10.17927/tkjems.2018.30.2.91
- 초등예비교사의 Jigsaw 협동학습 수업이 과제집착력 및 창의적 인성에 미치는 효과 vol.12, pp.3, 2016, https://doi.org/10.15523/jksese.2019.12.3.198
- 초등학생들의 '계절의 변화' 단원에 대한 Jigsaw 협동학습이 과제집착력 및 창의적 인성에 미치는 효과 vol.13, pp.2, 2016, https://doi.org/10.15523/jksese.2020.13.2.186
- 디지털 시대에 요구되는 예비 초등교사의 과학 관련 협력적 문제해결역량 분석 vol.39, pp.4, 2020, https://doi.org/10.15267/keses.2020.39.4.494