Effects of Academic Emotion Regulation and Group Cohesiveness on Learning Satisfaction and Learning Interest in the University Flipped Learning |
Lee, Jeongmin
(Ewha Womans University)
Jung, Yeonji (Ewha Womans University) Park, HyeonKyeong (Ewha Womans University) Cho, Boram (Ewha Womans University) |
1 | Fulton, K. (2012). Upside down and inside out: flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12-17. |
2 | Goodman, P. S., Ravlin, E., & Schminke, M. (1987). Understanding groups in organizations. Research in Organizational Behavior, 9, 121-173. |
3 | Gratz, K. L., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 26(1), 41-54. DOI |
4 | Hahm, K. J., & Yun, W. S. (2008). The effect of leader's emotional intelligence on team's affective conflict, cohesiveness, creativity. Journal of Human Resource Management Research, 15(4), 265-284. |
5 | Han, H. J., Lim, C. L., Han, S. L., & Park, J. W. (2015). Instructional strategies for integrating online and offline modes of flipped learning in higher education. Journal of Educational Technology, 31(1), 1-38. DOI |
6 | Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66. |
7 | Hulleman, C. S., Godes, O., Hendricks, B. L., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102(4), 880-890. DOI |
8 | Jamaludin, R., & Osman, S. Z. M. (2014). The use of a flipped classroom to enhance engagement and promote active learning. Journal of Education and Practice, 5(2), 124-131. |
9 | Johnson, G. B. (2013). Student perceptions of the flipped classroom. Retrieved from https://circle.ubc.ca/ |
10 | Suk, Y. K. (2014). Team project activity and satisfaction in business education. Journal of Digital Convergence, 12(7), 217-227. |
11 | Thompson, R. A. (1991). Emotional regulation and emotional development. Educational Psychology Review, 3(4), 267-307. DOI |
12 | Trogolo, M., & Medrano, L, A. (2012). Personality traits, difficulties in emotion regulation and academic satisfaction in a sample of argentine college students. International Journal of Psychological Research, 5(2), 30-39. DOI |
13 | Van Dyne, L., Graham, J. W., & Dienesch, R. M. (1994). Organizational citizenship behavior, construct redefinition, measurement, and validation. Academy of Management Journal, 37(4), 765-802. DOI |
14 | Waters, J. (1960). Group guidance. New York: McGraw-Hill. |
15 | Williams, E. A., Duray, R., & Reddy, V. (2006). Teamwork orientation, group cohesiveness, and student learning: A study of the use of teams in online distance education. Journal of Management Education, 30(4), 592-616. DOI |
16 | Yang, H. K. (2012). Hotel employees' leadership styles on the empowerment, group cohesiveness and organizational citizen behavior - focused on the super deluxe hotels in Seoul -. Tourism Study, 27(4), 317-334. |
17 | Yu, J. H. (2013). Test of a structural equation model among academic emotion regulation, learning strategy, academic self-efficacy and academic achievement. The Korean Journal of Educational Psychology, 27(3), 715-738. |
18 | Yu, J. H., & Lee, S. J. (2012). Development and validation of academic emotion regulation scale. The Korean Journal of Educational Psychology, 26(4), 1137-1159. |
19 | Kim, B. H., & Kim, B. H. (2014). Korean language culture and discussion class-'role-exchange discussion class based on flipped learning'. Korean Language Research, 37(1), 141-166 |
20 | Jung, D. S. (2015). A proposal of class design model of the spanish language class in the college. The Korean Journal of Hispanic Studies, 8(1), 127-150. DOI |
21 | Kim, C., & Hodges, C, B. (2012). Effects of an emotion control treatment on academic emotions, motivation and achievement in an online mathematics course. Instructional Science, 40(1), 173-192. DOI |
22 | Kim, D. S., & Lee, J. W. (2014). A study on effectiveness of job satisfaction and organizational commitment on organizational citizenship behavior: focus on mediating effects of group cohesiveness. Journal of Learning and Performance, 16(2), 1-23. |
23 | Kim, E. J., & Yang, M. H. (2012). Development and validation of a emotional regulation scale in academic settings. Korean Journal of Educational Research, 50(3), 253-275. |
24 | Kim, E. Y., & Seo, E. H. (2015). The relationship among achievement goal, learning strategy, and academic achievement: the mediating effects of academic emotional regulation. Journal of Learner-Centered Curriculum and Instruction, 15(10), 99-119. |
25 | Kim, H. J., & Jung, J. H. (2011). Relations among teaching factors, student's interest, enjoyment, intrinsic motivation, student learning. The Korean Journal of Educational Psychology, 25(3), 569-589. |
26 | Kim, N. I., Chun, B. A., & Choi, J. I. (2014). A case study of flipped learning at college: focused on effects of motivation and self-efficacy. Journal of Educational Technology, 30(3), 467-492. DOI |
27 | Kim, S. H. (2015). Development of instructional model for flipped learning based on smart education (Unpublished doctoral dissertation). Incheon National University, Incheon. |
28 | Bates, S., & Galloway, R. (2012). The inverted classroom in a large enrollment introductory physics course: A case study. In Proceedings of the Higher Education Academy STEM conference, London, United Kingdom. |
29 | Zaccaro, S. (1991). Nonequivalent association between forms of cohesiveness and group-related outcomes: evidence for miltidimentionality. Journal of Social Psychology, 131(3), 389-399. |
30 | Zaccaro, S., & Lowe, C. (1988). Cohesiveness and performance on an additive task: evidence for multidimensionality. Journal of Social Psychology, 128(4), 547-558. DOI |
31 | Lee, G. Y. (2001). Comparison of elementary and secondary school students' perceptions about English teachers and English learning: in pursuit of the link between elementary and secondary English education. Foreign Languages Education, 8(2), 101-132. |
32 | Kim, S. H., Park, N. H., & Joo, K. H. (2014). Effects of flipped classroom based on smart learning on self-directed and collaborative learning. International Journal of Control and Automation, 7(12), 69-80. |
33 | Kim, W. J., Park, K. Y., & Seo, W. S. (2011). Multi-structural analysis of group cohesiveness, job satisfaction and team and organizational commitment of hotel employees. Journal of Tourism and Leisure Research, 23(7), 567-586. |
34 | Kwon, J. H., & Park, H. H. (2014). Verification of a structural model of the relationship between parents' rearing attitudes, professor's support, learning motivation, and school adjustment of university students. The Korean Journal of the Human Development, 21(2), 55-73. |
35 | Lee, H. S., Heo, S. J., & Kim, C. S. (2015). A comparative analysis of verbal interaction on traditional instruction and flipped learning. Journal of the Korean Association of information Education, 19(1), 113-126. DOI |
36 | Lee, J. K. (2015). Online education in universities. Seoul: Communication Books. |
37 | Lee, J. Y., Kim, Y. H., & Kim. Y. B. (2014). A study on application of learner-centered flipped learning model. Journal of Educational Technology, 30(2), 163-191. DOI |
38 | Lee, M. K. (2014). Case study on effects and signification of flipped classroom. Journal of Korean Education, 41(1), 87-116. |
39 | Meyer, D. K., & Turner, J. C. (2006). Re-conceptualizing emotion and motivation to learn in classroom context. Educational Psychology Review, 18(4), 377-390. DOI |
40 | Bergmann, J., & Sams, A. (2012). Flip your students' learning. Educational Leadership, 70(6), 16-20. |
41 | Carron, A. V. (1982). Cohesiveness in sport group interpretations and considerations. Journal of Sport Psychology, 4(2), 123-138. DOI |
42 | Carron, A., Widmeyer, W., & Brawley, L. (1985). The development of an instrument to assess cohesion in sport teams: the group environment questionnaire. Journal of Sport Psychology, 7(4), 244-266. DOI |
43 | Cho, S. B., Kim, S. Y., & Jeong, S. H. (2009). The effect of hotel & restaurant employee's job characteristics on the group cohesiveness, job satisfaction, and job commitment. Korean Journal of Hotel Administration, 18(4), 201-215. |
44 | Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research & Development, 61(4), 563-580. DOI |
45 | Dewiyanti, S., Brand-Gruwel, S., Jochems, W., & Broers, N, J. (2007). Students' experiences with collaborative learning in asynchronous compute-supported collaborative learning environments. Computers in Human Behavior, 23(1), 496-514. DOI |
46 | Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. Techtrends: Linking Research & Practice To Improve Learning, 57(6), 14-27. DOI |
47 | Evans, C. R., & Jarvis, P. A. (1980). Group cohesion: a review and re-evaluation. Small Group Behavior, 11(4), 359-370. DOI |
48 | Festinger, L. M. (1950). Informal social communication. Psychology Review, 57(5), 271-282. DOI |
49 | Park, T. J., & Cha, H. J. (2015). Investigation of teachers' awareness of flipped classroom to explore its educational feasibility. The Journal of Korean Association of Computer Education, 18(1), 81-97. |
50 | Nam, C. W., & Lee, H. E. (2013). Analyzing the structural relationships among social presence, collective self-esteem, group cohesion, and academic achievement in online cooperative learning environments. Journal of Educational Technology, 29(2), 407-434. DOI |
51 | Pekrun, R. (2006). The control-value theory of achievement emotions: assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341. DOI |
52 | Pierce, R., & Fox, J. (2012). VODcasts and active- learning exercises in a "Flipped Classroom" model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education. 76(10), 1-5. DOI |
53 | Seo, J. M. (2015). A study on the operation of convergence- based English subjects using flipped learning methodology - centered around screen English, SNS English and TED English. Korean Journal of General Education, 9(3), 193-214. |
54 | Shin, N. (2003). Transactional presence as a critical predictor of success in distance learning. Distance Education, 24(1), 69-86. DOI |
55 | So, Y. H. (2013). The effect of academic emotional regulation of academic stress, epistemological belief, and learning flow of 4th and 6th graders. The Journal of Child Education, 22(3), 139-154. |
56 | Son, E. J., Park, J. H., Im, I. C., Lim, Y., & Hong, S. W. (2015). Impact of flipped learning applied at a class on learning motivation of collage students. Journal of Cognitive Enhancement and Intervention, 6(2), 97-117. |