1 |
김명숙, 한기순(2008). 과학영재의 과학문제발견력 관련변인에 대한 구조방정식모형 분석: 과학관련 태도와 동기 및 자기조절 학습전략을 중심으로. 영재교육연구, 18(1), 23-52.
|
2 |
김수겸, 유미현(2012). 중학교 과학영재 학생과 일반학생의 직업가치관과 과학 진로지향도 비교. 한국과학교육학회지, 32(7), 1222-1240.
DOI
|
3 |
김은진, 양명희 (2011). 우리나라 학생들이 경험하는 학업상황의 정서 연구. 교육심리연구, 25(3), 501-521.
|
4 |
김지영, 성숙경, 박종윤, 최병순(2002). 사회적 상호작용을 강조한 과학 탐구실험의 효과. 한국과학교육학회지, 22(4), 757-767.
|
5 |
노국향, 최미숙, 최승현, 박경미, 신동희 (2001). PISA 2000 평가결과 분석 연구. 한국교육과정평가원 연구보고, RRE 2001-9-1, 219.
|
6 |
도승이 (2008). 학습상황에서의 정서연구의 쟁점과 전망. 교육심리연구, 22(4), 747-765.
|
7 |
도승이 (2008). 정서와 교수-학습 연구의 쟁점과 전망. 교육심리연구, 22(4), 919-937.
|
8 |
양명희, 김은진 (2010). 정서조절이 학습전략에 미치는 영향: 정서를 매개로 하는 관계검증. 교육심리연구, 24(2), 449-467.
|
9 |
이미경, 손원, 노언경 (2007). OECD/PISA 평가틀 및 공개문항 분석 - PISA 2000, PISA 2003, PISA 2006 공개문항 -. 연구자료 ORM 2007-25. 서울: 한국교육과정평가원.
|
10 |
이지현, 남정희, 문성배(2003). 실험실습법에 의한 수행평가가 중학생의 과학성취도 및 정의적 영역에 미치는 영향. 한국과학교육학회지, 23(1), 66-74.
|
11 |
전지영 (2014). 한국 중학생의 과학영역 성취정서 질문지(AEQ-KMS) 개발과 타당화. 한국과학교육학회, 34(8), 745-754.
DOI
|
12 |
조지민, 옥현진, 이상하, 임효진, 차성현, 김동원, 임재근, 손수경(2012). 국제 학업성취도 평가 결과에 기반한 교육정책 개선 방안. CRE2012-1. 서울: 한국교육과정평가원.
|
13 |
Boekaerts, M. (2007). Understanding Students' Affective Processes in the Classroom. In P. Schutz, & R. Pekrun (Eds.), Emotion in Education (pp.37-56). San Digo: Elsevier Inc.
|
14 |
Efklides, A., & Volet, S. (2005). Emotional experiences during learning: Multiple, situated and dynamic. Learning and Instruction, 15(5), 377-380.
DOI
|
15 |
Kleine, M., Goetz, T., Pekrun, R., & Hall, N. (2005). The structure of students' emotions experienced during a mathematical achievement test. ZDM, 37(3), 221-225.
DOI
|
16 |
Grieder, S., Tiaden, C., Elke, A., & Steiner, G. (2006). Emotional Facets of Self-Regulated Learning in a Longitudinal Study. Retrieved March 16, 2010, from http://www.psycho.unibas.ch/files/lernstrategien/Dok_Kongressbeitraege/PaperAERA05_Grieder.pdf.
|
17 |
Isen, A. M. (2000). Some perspectives on Positive Affect and Self-Regulation. Psychological Inquiry, 11, 184-187.
|
18 |
James, W. K., & Michelle, N. S. (2012). 정서심리학 [민경환, 이옥경, 김지현, 김민희, 김수안, 역]. 서울: 센게이지러닝코리아. (원본출간년도: 2007).
|
19 |
Kuklinski, M. R., & Weinsterin, R. S. (2001). Classroom and developmental differences in a path model of teacher expectancy effects. Child Development, 72(5), 1554-1578.
DOI
|
20 |
Linnenbrink, E. A. (2006). Emotion research in education: Theoretical and methodological perspectives on the integration of affect, motivation, and cognition. Educational Psychology Review, 18, 307-314
DOI
|
21 |
Linnenbrink, E. A. (2007). The Role of Affect in Student Learning: A Multi-Dimensional Approach to Considering the Interaction of Affect, Motivation, and Engagement. In P. A. Schutz & R. Pekrun (Eds.), Emotion in Education (pp. 107-124). San Diego: Elsevier Inc.
|
22 |
Linnenbrink, E. A., & Pintrich, P. R. (2002). Achievement goal theory and affect: Anasymmetrical bidirectional model. Educational Psychologist, 37, 69-78.
DOI
|
23 |
Linnenbrink, E. A. & Pintrich, P. R. (2003). Motivation, affect, and cognitive processing: What role does affect play? Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
|
24 |
Pekrun, R. (2000). A social-cognitive, control-value theory of achievement emotion. In J. Heckhausen (Ed.), Motivational psychology of human development (pp.143-163). Oxford, UK: Elsevier.
|
25 |
Meyer, D. K., & Turner, J. C. (2002). Discovering emotion in classroom motivation research. Educational Psychologist, 37(2), 107-114.
DOI
|
26 |
Murdock, T. B., & Miller, A. (2003). Teachers as sources of middle school students' motivational identity: Variable-centered and person-centered analytic approaches. The Elementary School Journal, 103(4), 383-399.
DOI
|
27 |
Pekrun, R. (1990). Social support, achievement evaluations, and self-concepts in adolescence. In L. Oppenheimer (Ed.), The self-concept. European perspectives on its development, aspects, and applications (pp.107-119). Berlin: Springer.
|
28 |
Pekrun, R. (2006). The control-value theory of achievemant emotion: Assumption, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341
DOI
|
29 |
Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A Theoretical model and prospective test. Journal of Educational Psychology, 98(3), 583-597.
DOI
|
30 |
Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions:Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115-135.
DOI
|
31 |
Pekrun, R., Frenzel, A., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. A. Schutz & R. Pekrun (Eds), Emotion in education (pp. 13-36). San Diego, CA: Academic Press.
|
32 |
Schunk, D. H. (1983). Developing children's self-efficacy and skills; The roles of social comparative information and goal setting. Contemporary Educational Psychology, 8, 76-86.
DOI
|
33 |
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P.(2011). Measuring emotion in student's learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36-48
DOI
ScienceOn
|
34 |
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students'self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105.
DOI
|
35 |
Plutchik, R. (2003). Emotions and life: Perspectives from psychology, biology, and evolution. Washington DC: American Psychological Association.
|
36 |
Turner, J. E., Husman, J., & Schallert, D. L. (2002). The important of student's goals in their emotional experience of academic failure: Investigating the precursors and consequences of shame. Educational Psychologist, 37(2), 79-89.
DOI
|
37 |
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663-676.
DOI
|