메뉴 건너뛰기




Volumn 10, Issue 2, 2003, Pages 221-242

'I don't like writing. It makes my fingers hurt': Students talk about their classroom assessments

Author keywords

[No Author keywords available]

Indexed keywords


EID: 29244472969     PISSN: 0969594X     EISSN: 1465329X     Source Type: Journal    
DOI: 10.1080/0969594032000121298     Document Type: Article
Times cited : (50)

References (28)
  • 1
    • 21644468689 scopus 로고
    • Classrooms: goals, structures, and student motivation
    • AMES, C., 1992. Classrooms: goals, structures, and student motivation. Journal of Educational Psychology, 84: 261–271.
    • (1992) Journal of Educational Psychology , vol.84 , pp. 261-271
    • Ames, C.1
  • 2
    • 44349172578 scopus 로고
    • Achievement goals in the classroom: students' learning strategies and motivation processes
    • AMES, C., and ARCHER, J., 1988. Achievement goals in the classroom: students' learning strategies and motivation processes. Journal of Educational Psychology, 80: 260–267.
    • (1988) Journal of Educational Psychology , vol.80 , pp. 260-267
    • Ames, C.1    Archer, J.2
  • 5
    • 0033462737 scopus 로고    scopus 로고
    • Influences on classroom interest
    • BERGIN, D. A., 1999. Influences on classroom interest. Educational Psychologist, 34: 87–98.
    • (1999) Educational Psychologist , vol.34 , pp. 87-98
    • Bergin, D.A.1
  • 6
    • 0031487553 scopus 로고    scopus 로고
    • A theoretical framework for the role of classroom assessment in motivating student effort and achievement
    • BROOKHART, S. M., 1997. A theoretical framework for the role of classroom assessment in motivating student effort and achievement. Applied Measurement in Education, 10: 161–180.
    • (1997) Applied Measurement in Education , vol.10 , pp. 161-180
    • Brookhart, S.M.1
  • 7
    • 0347655228 scopus 로고    scopus 로고
    • Testing a theory about the role of classroom assessment in student motivation and achievement
    • BROOKHART, S. M., and DEVOGE, J. G., 1999. Testing a theory about the role of classroom assessment in student motivation and achievement. Applied Measurement in Education, 12: 409–425.
    • (1999) Applied Measurement in Education , vol.12 , pp. 409-425
    • Brookhart, S.M.1    Devoge, J.G.2
  • 8
    • 0033465796 scopus 로고    scopus 로고
    • Toward a model of the value aspects of motivation in education: developing appreciation for particular learning domains and activities
    • BROPHY, J., 1999. Toward a model of the value aspects of motivation in education: developing appreciation for particular learning domains and activities. Educational Psychologist, 34: 75–85.
    • (1999) Educational Psychologist , vol.34 , pp. 75-85
    • Brophy, J.1
  • 10
    • 0002647891 scopus 로고
    • Expectancies, values, and academic behaviors
    • SPENCE J.T., (ed), San Francisco, CA: Freeman,. Edited by
    • ECCLES, J., 1983. “ Expectancies, values, and academic behaviors ”. In Achievement and Achievement Motives, Edited by: SPENCE, J. T., San Francisco, CA: Freeman.
    • (1983) Achievement and Achievement Motives
    • Eccles, J.1
  • 13
    • 0034196286 scopus 로고    scopus 로고
    • Motivating the academically unmotivated: a critical issue for the 21st century
    • HIDI, S., and HARACKIEWICZ, J. M., 2000. Motivating the academically unmotivated: a critical issue for the 21st century. Review of Educational Research, 70: 151–179.
    • (2000) Review of Educational Research , vol.70 , pp. 151-179
    • Hidi, S.1    Harackiewicz, J.M.2
  • 15
    • 84972934543 scopus 로고
    • Motivational considerations in the study of instruction
    • LEPPER, M. R., 1988. Motivational considerations in the study of instruction. Cognition and Instruction, 5: 289–309.
    • (1988) Cognition and Instruction , vol.5 , pp. 289-309
    • Lepper, M.R.1
  • 16
    • 0000519976 scopus 로고
    • Students' goal orientations and cognitive engagement in classroom activities
    • MEECE, J., BLUMENFELD, P. C., and HOYLE, R., 1988. Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80: 514–523.
    • (1988) Journal of Educational Psychology , vol.80 , pp. 514-523
    • Meece, J.1    Blumenfeld, P.C.2    Hoyle, R.3
  • 17
    • 0012808823 scopus 로고    scopus 로고
    • Challenge in a mathematics classroom: students' motivation and strategies in project-based learning
    • MEYER, D. K., TURNER, J. C., and SPENCER, C. A., 1997. Challenge in a mathematics classroom: students' motivation and strategies in project-based learning. Elementary School Journal, 97: 501–521.
    • (1997) Elementary School Journal , vol.97 , pp. 501-521
    • Meyer, D.K.1    Turner, J.C.2    Spencer, C.A.3
  • 18
    • 0030352186 scopus 로고    scopus 로고
    • Self-efficacy beliefs in academic settings
    • PAJARES, F., 1996. Self-efficacy beliefs in academic settings. Review of Educational Research, 66: 543–578.
    • (1996) Review of Educational Research , vol.66 , pp. 543-578
    • Pajares, F.1
  • 19
    • 0002645985 scopus 로고
    • Students' motivational beliefs and their cognitive engagement in classroom academic tasks
    • SCHUNK D.H., MEECE J.L., (eds), Hillsdale, NJ: Lawrence Erlbaum, and,. Edited by
    • PINTRICH, P. R., and SCHRAUBEN, B., 1992. “ Students' motivational beliefs and their cognitive engagement in classroom academic tasks ”. In Student Perceptions in the Classroom, Edited by: SCHUNK, D. H., and MEECE, J. L., Hillsdale, NJ: Lawrence Erlbaum.
    • (1992) Student Perceptions in the Classroom
    • Pintrich, P.R.1    Schrauben, B.2
  • 20
    • 84952527430 scopus 로고
    • The differential investment of mental effort in learning from different sources
    • SALOMON, G., 1983. The differential investment of mental effort in learning from different sources. Educational Psychologist, 18: 42–50.
    • (1983) Educational Psychologist , vol.18 , pp. 42-50
    • Salomon, G.1
  • 21
    • 0000078870 scopus 로고
    • Television is 'easy' and print is 'tough': the differential investment of mental effort as a function of perceptions and attributions
    • SALOMON, G., 1984. Television is 'easy' and print is 'tough': the differential investment of mental effort as a function of perceptions and attributions. Journal of Educational Psychology, 76: 647–658.
    • (1984) Journal of Educational Psychology , vol.76 , pp. 647-658
    • Salomon, G.1
  • 22
    • 0002447376 scopus 로고
    • Self-regulation of self-efficacy and attributions in academic settings
    • SCHUNK D.H., ZIMMERMAN B.J., (eds), Hillsdale, NJ: Lawrence Erlbaum,. Edited by
    • SCHUNK, D. H., 1994. “ Self-regulation of self-efficacy and attributions in academic settings ”. In Self-regulation of Learning and Performance: issues and educational applications, Edited by: SCHUNK, D. H., and ZIMMERMAN, B. J., Hillsdale, NJ: Lawrence Erlbaum.
    • (1994) Self-regulation of Learning and Performance: issues and educational applications
    • Schunk, D.H.1
  • 26
    • 84963455606 scopus 로고
    • Toward an educational psychology of assessment for teaching and learning: theories, contexts, and validation arguments
    • TITTLE, C. K., 1994. Toward an educational psychology of assessment for teaching and learning: theories, contexts, and validation arguments. Educational Psychologist, 29: 149–162.
    • (1994) Educational Psychologist , vol.29 , pp. 149-162
    • Tittle, C.K.1
  • 27
    • 0018437959 scopus 로고
    • A theory of motivation for some classroom experiences
    • WEINER, B., 1979. A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71: 3–25.
    • (1979) Journal of Educational Psychology , vol.71 , pp. 3-25
    • Weiner, B.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.