References
- B. Ryan, M. Julian, S. David, H. Rose, J. H. Stanley, Z. Benjamin & A. C. David. (2015). Self‐regulated learning in simulation‐based training: a systematic review and meta‐analysis. Medical Education 49, 368-378 DOI: 10.1111/medu.12649.
- C. Patterson, D. Crooks & O. Lunyk-Child. (2002). A new perspective on competencies for self- directed learning. J of Nursing Education 4(1), 25-31. DOI :10.3928/0148-4834-20020101-06
- B. J. Zimmerman & M. Martinez-Pons. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80, 284-290. DOI : 10.1037/0022-0663.80.3.284
- P. R., Pintrich & E. V. De Groot. (1990). Motivational & self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 92-100. https://doi.org/10.1037//0022-0663.82.1.92
- A. Y. Kim, J. E. Cha, D. S. Lee, I. H. Lim, H. Y. Tack & Y. N. Song. (2008). Influence of parents' autonomous support on elementary students' self-regulated learning efficacy: The mediating effect of self-determined motivation. The Journal of Educationa 35(4). 3-24.
- Y. B. Heo & A. Y. Kim. (2012). The mediating effects of basic psychological needs in the relationship between students' perception of their teacher's autonomous support and self-directed learning. The Korean Journal of Educational Psychology. 26(4), 1075-1096.
- R. M. Ryan & E. L. Deci. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78. DOI : 10.1037/0003-066X.55.1.68
- W. S. Grolnick & R. M. Ryan. (1989). Parent styles associated with children's self-regulation and competence in schools. Journal of Educational Psychology, 81, 143-154. DOI: 10.1037/0022-0663.81.2.143
- Skaalvik, E. M. (1997). Self-enhancing and selfdefeating ego orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology. 89, 71-81. https://doi.org/10.1037/0022-0663.89.1.71
- B. J. Zimmerman. (1989). A social-cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329-339. https://doi.org/10.1037/0022-0663.81.3.329
- B. R. Choi. (2014). The effect of personality on learning flow: with self-directed learning as mediating variable. Korean Jounal of Youth Studies. 21(5), 247-267.
- Pintrich, P. R. (1995). Understanding self-regulated learning. San Francisco: Jossey-Bass.
- M. H. Yang & J. C. Oh. (2006). The study on the relationship between 2*2 achievement goal orientation and self-regulated learning. The Korean Journal of Educational Psychology. 20(3), 747-764.
- C. Ames. (1992). Classroom: goal structures, and student motivation. Journal of Educational psychology. 84, 261-271. https://doi.org/10.1037/0022-0663.84.3.261
- J. L. Meece, P. C. Blumenfeld & R. H. Holye. (1988). Student's goal orientations and cognitive engagement in classroom activities. Journal of Educational psychology. 80, 514-523. https://doi.org/10.1037/0022-0663.80.4.514
- F. S. Elliot & C. S. Dweck. (1988). Goal: An approach to motivation and achievement. Journal of Personality and Social Psychology. 54, 5-12. https://doi.org/10.1037/0022-3514.54.1.5
- A. J. Elliot. (1999). Approach and avoidance motivation and achievement goals. American Psychologist, 34, 169-189. DOI : 10.1207/s15326985ep3403_3
- M. Middleton & C. Midgley. (1997). Avoiding the demonstration of lack of ability: An under explored aspect of theory. Journal of Educational Psychology. 89, 710-718. https://doi.org/10.1037/0022-0663.89.4.710
- H. T. Shin & H. J. Ahn. (2014). The experience of the stop-out of female nursing students. Journal of Korean Academy of Psychiatric and Mental Health Nursing, 23(3). DOI : 10.12934/jkpmhn.2014.23.3.165
- Y. S. Kim. & H. I. Cho. (2014). A Meta-Analysis of the Relationship between Achievement Goal Orientation and Self-Regulated Learning. Korean Journal of Educational Research 52(3) 147-174.
- E. A. Park & K. H. Chun. (2014). Differences in non-cognitive factors influencing the academic achievement of medical and nursing students: focusing on achievement goal orientation and self-regulated learning. Korean Medical Education Review 16(1), 32-41. https://doi.org/10.17496/kmer.2014.16.1.032
- A. Elliot & M. A. Church. (1997). A Hierarchial Model of Approach and Avoidance Achievement Motivation. Journal of Personality and Social Psychology, 72, 461-475.
- A. R. Yoon. (2009) The relationship among perceived parenting attitude, achievement goal, and self-regulated learning strategies in college students. Master's thesis Hanyang University, Seoul.
- M. K. Chung. (2005). The Development of Self- Regulated Learning Test for University Students. Journal of Education Evaluation, 18(3), 155-181.
- G. C. Williams, & E. L. Deci. (1996). Internalization of biopsychological value by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70, 767-779. https://doi.org/10.1037/0022-3514.70.4.767
- J. W. You. (2011). The structural relationship among social factor, psychological mediators and motivational factor for enhancing learners' engagement. Doctoral dissertation, Ewha Womans University, Seoul.
- Y. M. Cha. (2017). Structural relations among autonomy support, self determination motivation, self-regulated learning ability and learning flow as perceived by junior college students. Doctoral dissertation, Keimyung University, Daegu.
- M. H. Park. (2017). Convergence effects of nursing professional and critical thinking disposition on patient safety attitude on nursing students. Journal of digital convergence 15(11), 317-327. https://doi.org/10.14400/JDC.2017.15.11.317
- H. S. Kang & Y. Y. Kim. (2017). Influence of self-efficacy and critical thinking disposition on self-leadership of Nursing students. Journal of the Korea Academia-Industrial cooperation Society. 18(5) 617-625. https://doi.org/10.5762/KAIS.2017.18.5.617
- M. L. Lee & H. C. Lee. (2018). A study of satisfaction and motivation of major selection in department health science students. Journal of the Korea Entertainment Industry Association. 12(2), 137-153. https://doi.org/10.21184/jkeia.2018.2.12.2.137
- J. Y. Park, C. H. Woo, J. H. Lee & J. M. Kim. (2018). The impact of self-regulated learning ability on learning persistence intention in freshmen in nursing college: Focusing on the mediating effects of learning motivation. J. Korean Acad Soc Nurs Educ 24(2), 127-136. https://doi.org/10.5977/JKASNE.2018.24.2.127
- B. S. Kim. (2016). Relationship between attachment for intimate relations and self-regulated learning ability of college students. Journal of the Korea Academia-Industrial cooperation Society 17(10), 245-252. https://doi.org/10.5762/KAIS.2016.17.10.245
- M. O. Suh. (2012). Exploring the relationship among self-regulation strategies, achievement of goal-oriented and learning styles in undergraduates. Korean Journal of Educational Research 50(1), 55-79.
- Y. J. Kim. (2011). The differences in self-regulated learning and academic achievement according to achievement goal profiles. J Educ Stud, 32(1), 1-22.
- S. Y. Kwon. (2008). Analysis of relationship between 2x2 achievement goal orientation and self-regulated learning. Journal of Educational Technology, 24(1), 213-240. https://doi.org/10.17232/KSET.24.1.213
- Y. M. Cha & W. Y. Eom. (2015). Effects of selfregulated learning abilities of junior college students on learning flow. Korean Journal of the Learning Sciences, 9(1), 83-105.
- M. O. Lee, S. Y. Kim & M. Y. Lee. (2015). The influence of autonomous support and self-determinated motivation on learning outcomes among college students. Journal of the Korea Academia-Industrial cooperation Society, 16(8), 5223-5231. https://doi.org/10.5762/KAIS.2015.16.8.5223
- E. L. Deci. & R. M .Ryan. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychology Inquiry, 11(4), 227-268. DOI : 10.1207/S15327965PLI1104_01
- J. H. Park. (2016). The effect of clinical convergence self-directedness practice learning program on self-directedness and competency in fundamental nursing skills in undergraduate nursing students. Journal of Korean Convergence Society, 7(4), 51-58.
- H. Y. Jung & S. Kang. (2018). The influence of recognition of importance and self-directed learning ability on confidence in performance of basic nursing skills among nursing students. Journal of Digital Convergence, 16(6), 241-250. https://doi.org/10.14400/JDC.2018.16.6.241