지능에 대한 암묵적 신념의 종단적 변화가 자기주도학습 시간을 매개로 학업성취에 미치는 효과

키워드

참고문헌 (50)

1. 권준모, "지능에 대한 암묵적 이론과 성취 동기", 교육심리연구, 17(1), pp.95~107 (2003), 한국교육심리학회
2. 김계수, "구조방정식모형 분석" (2010), 한나래아카데미
3. 김주환, "구조방정식으로 논문쓰기" (2010), 커뮤니케이션북스
4. 문병상, "청소년들의 지능변화신념의 종단적 변화가 성취목표지향성에 미치는 영향", 교육심리연구, 27(4), pp.875~890 (2013), 한국교육심리학회
5. 박병기, "변화신념, 목표지향성, 자기조절학습, 학업성취 및 주관적 안녕의 인과구조 탐색: Dweck 모형의 확장", 교육심리연구, 22(2), pp.333~350 (2008), 한국교육심리학회
6. 박은, "암묵증진이론에 기반한 학습목표지향성 향상 프로그램의 개발과 효과", 사회과학연구, 26(1), pp.227~250 (2015), 사회과학연구소[DOI]
7. 오숙영, "PLS 구조방정식 모형을 활용한 부모 SES, 사교육, 자기조절학습능력, 학업성취 간의 관계 연구", 교육문제연구, (42), pp.203~243 (2012), 교육문제연구소
8. 이기종, "학업성취 변화에 영향을 미치는 공부시간 효과 추정", 조사연구, 11(1), pp.43~61 (2010), 한국조사연구학회
9. 이소희, "부모의 학업지원이 지능에 대한 변화신념과 성취목표지향성을 매개로 자기조절학습에 미치는 영향 관계 구조 모형 검증", 청소년학연구, 17(10), pp.77~103 (2010), 한국청소년학회
10. 장유진, "청소년의 지능변화신념과 수업이해도 간의 종단적 관계에서 도움요청 행동의 매개효과 검증", The SNU Journal of Education Research, 26(3), pp.149~169 (2017), 교육종합연구원
11. 허은정, "고등학생의 학습유형별 참여 시간이 학업성취도 및 학업자아개념에 미치는 영향: 자기주도학습 시간의 매개효과를 중심으로", 한국교육문제연구, 32(4), pp.121~139 (2014), 한국교육문제연구소
12. Joshua Aronson, "Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence", Journal of Experimental Social Psychology, 38(2), pp.113~125 (2002), Elsevier BV[DOI]
13. Joe Beer, "Classroom and Home Study Times and Grades While at College Using a Single-Subject Design", Psychological Reports, 71(1), pp.233~234 (2016), SAGE Publications[DOI]
14. Lisa S. Blackwell, "Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention", Child Development, 78(1), pp.246~263 (2007), Wiley[DOI]
15. KENNETH A. BOLLEN, "A New Incremental Fit Index for General Structural Equation Models", Sociological Methods & Research, 17(3), pp.303~316 (2016), SAGE Publications[DOI]
16. Jeni L. Burnette, "Implicit Theories of Body Weight: Entity Beliefs Can Weigh You Down", Personality and Social Psychology Bulletin, 36(3), pp.410~422 (2009), SAGE Publications[DOI]
17. Jeni L. Burnette, "Mind-sets matter: A meta-analytic review of implicit theories and self-regulation.", Psychological Bulletin, 139(3), pp.655~701 (2013), American Psychological Association (APA)[DOI]
18. Kathleen C. Burns, "Promoting malleability is not one size fits all: Priming implicit theories of intelligence as a function of self-theories", Self and Identity, 6(1), pp.51~63 (2007), Informa UK Limited[DOI]
19. Jason A. Chen, "Implicit theories of ability of Grade 6 science students: Relation to epistemological beliefs and academic motivation and achievement in science", Contemporary Educational Psychology, 35(1), pp.75~87 (2010), Elsevier BV[DOI]
20. Claro, S., "Growth mindset tempers the effects of poverty on academic achievement", Proceedings of the National Academy of Sciences, 113(31), pp.8664~8668 (2016)
21. Felix C. Dinger, "Does implicit theory of intelligence cause achievement goals? Evidence from an experimental study", International Journal of Educational Research, 61, pp.38~47 (2013), Elsevier BV[DOI]
22. Julie Doron, "Coping with examinations: Exploring relationships between students' coping strategies, implicit theories of ability, and perceived control", British Journal of Educational Psychology, 79(3), pp.515~528 (2009), Wiley[DOI]
23. Dweck, C. S., "Even geniuses work hard", Educational Leadership, 68(1), pp.16~20 (2010)
24. Carol S. Dweck, "Mindsets: A View From Two Eras", Perspectives on Psychological Science, 14(3), pp.481~496 (2019), SAGE Publications[DOI]
25. Joyce Ehrlinger, "Understanding overconfidence: Theories of intelligence, preferential attention, and distorted self-assessment", Journal of Experimental Social Psychology, 63, pp.94~100 (2016), Elsevier BV[DOI]
26. Elliot, A., "Handbook of Competence and Motivation" (2005), Guilford
27. Eleftheria Gonida, "Implicit Theories of Intelligence, Perceived Academic Competence, and School Achievement: Testing Alternative Models", The American Journal of Psychology, 119(2), pp.223~ (2006), JSTOR[DOI]
28. Catherine Good, "Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat", Journal of Applied Developmental Psychology, 24(6), pp.645~662 (2003), Elsevier BV[DOI]
29. Elizabeth A. Gunderson, "Parent Praise to 1- to 3-Year-Olds Predicts Children's Motivational Frameworks 5 Years Later", Child Development, 84(5), pp.1526~1541 (2013), Wiley[DOI]
30. Ying-yi Hong, "Implicit theories, attributions, and coping: A meaning system approach.", Journal of Personality and Social Psychology, 77(3), pp.588~599 (1999), American Psychological Association (APA)[DOI]
31. Sehee Hong, "Testing Configural, Metric, Scalar, and Latent Mean Invariance Across Genders in Sociotropy and Autonomy Using a Non-Western Sample", Educational and Psychological Measurement, 63(4), pp.636~654 (2016), SAGE Publications[DOI]
32. Li‐tze Hu, "Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives", Structural Equation Modeling: A Multidisciplinary Journal, 6(1), pp.1~55 (1999), Informa UK Limited[DOI]
33. Lee, H. S., "Structural equation modeling with AMOS 7. 0" (2008), Bobmunsa Co
34. Levontin, L., "Implicit theories block negative attributions about a longstanding adversary : The case of Israelis and Arabs", Journal of Experimental Social Psychology, 49(4), pp.670~675 (2013)[DOI]
35. Miele, D. B., "Children’s naive theories of intelligence influence their metacognitive judgments", Child Development, 84, pp.1879~1886 (2013)[DOI]
36. Molden, D. C., "Finding"meaning"in psychology : A lay theories approach to self-regulation, social perception, and social development", American Psychologist, 61(3), pp.192~203 (2006)[DOI]
37. Claudia M. Mueller, "Praise for intelligence can undermine children's motivation and performance.", Journal of Personality and Social Psychology, 75(1), pp.33~52 (1998), American Psychological Association (APA)[DOI]
38. A. David Nussbaum, "Defensiveness Versus Remediation: Self-Theories and Modes of Self-Esteem Maintenance", Personality and Social Psychology Bulletin, 34(5), pp.599~612 (2008), SAGE Publications[DOI]
39. Daeun Park, "Young children’s motivational frameworks and math achievement: Relation to teacher-reported instructional practices, but not teacher theory of intelligence.", Journal of Educational Psychology, 108(3), pp.300~313 (2016), American Psychological Association (APA)[DOI]
40. E. Ashby Plant, "Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance", Contemporary Educational Psychology, 30(1), pp.96~116 (2005), Elsevier BV[DOI]
41. Richard W. Robins, "Implicit Self-Theories in the Academic Domain: Implications for Goal Orientation, Attributions, Affect, and Self-Esteem Change", Self and Identity, 1(4), pp.313~336 (2002), Informa UK Limited[DOI]
42. Schuman, H., "Effort and reward : The assumption that college grades are affected by quantity of study", Social Forces, 63, pp.945~966 (1985)[DOI]
43. Rebecca L. Shively, "Longitudinal changes in college math students’ implicit theories of intelligence", Social Psychology of Education, 16(2), pp.241~256 (2013), Springer Science and Business Media LLC[DOI]
44. Kusum Singh, "Mathematics and Science Achievement: Effects of Motivation, Interest, and Academic Engagement", The Journal of Educational Research, 95(6), pp.323~332 (2002), Informa UK Limited[DOI]
45. Christopher M. Spray, "An experimental test of self-theories of ability in youth sport", Psychology of Sport and Exercise, 7(3), pp.255~267 (2006), Elsevier BV[DOI]
46. John W. Thomas, "Relationships among student characteristics, study activities, and achievement as a function of course characteristics", Contemporary Educational Psychology, 12(4), pp.344~364 (1987), Elsevier BV[DOI]
47. Gregory M. Walton, "The New Science of Wise Psychological Interventions", Current Directions in Psychological Science, 23(1), pp.73~82 (2014), SAGE Publications[DOI]
48. Wigfield, A., "Handbook of self-regulation of learning and performance", pp.33~48 (2011), Taylor & Francis
49. David S. Yeager, "Why Interventions to Influence Adolescent Behavior Often Fail but Could Succeed", Perspectives on Psychological Science, 13(1), pp.101~122 (2017), SAGE Publications[DOI]
50. David S. Yeager, "Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school.", Journal of Educational Psychology, 108(3), pp.374~391 (2016), American Psychological Association (APA)[DOI]

관련 논문AI추천