메뉴 건너뛰기




Volumn 41, Issue 4, 2006, Pages 218-227

Improving self-efficacy and motivation: What to do, what to say

Author keywords

[No Author keywords available]

Indexed keywords


EID: 33644956894     PISSN: 10534512     EISSN: None     Source Type: Journal    
DOI: 10.1177/10534512060410040401     Document Type: Article
Times cited : (229)

References (54)
  • 3
    • 0040516763 scopus 로고    scopus 로고
    • What do we know about effective fourth-grade teachers and their classrooms?
    • C. Roller (Ed.). Newark, DE: International Reading Association
    • Allington, R. L., & Johnston, P. H. (2001). What do we know about effective fourth-grade teachers and their classrooms? In C. Roller (Ed.), Learning to teach reading: Setting the research agenda (pp. 150-165). Newark, DE: International Reading Association.
    • (2001) Learning to Teach Reading: Setting the Research Agenda , pp. 150-165
    • Allington, R.L.1    Johnston, P.H.2
  • 6
    • 15944374543 scopus 로고    scopus 로고
    • (ERIC Digest No. ED419625). Retrieved January 14, 2003
    • Brophy, J. (1998). Failure syndrome students (ERIC Digest No. ED419625). Retrieved January 14, 2003, from http://search.epnet.com/direct.asp?an= ED419625&db=eric
    • (1998) Failure Syndrome Students
    • Brophy, J.1
  • 7
    • 0012120034 scopus 로고    scopus 로고
    • Self-regulated strategy instruction in regular education settings: Improving outcomes for students with and without learning disabilities
    • De La Paz, S. (1999). Self-regulated strategy instruction in regular education settings: Improving outcomes for students with and without learning disabilities. Learning Disabilities Research & Practice, 14, 92-106.
    • (1999) Learning Disabilities Research & Practice , vol.14 , pp. 92-106
    • De La Paz, S.1
  • 9
    • 0022160067 scopus 로고
    • Attributional retraining: A review
    • Fosterling, F. (1985). Attributional retraining: A review. Psychological Bulletin, 98, 495-512.
    • (1985) Psychological Bulletin , vol.98 , pp. 495-512
    • Fosterling, F.1
  • 11
    • 0034377430 scopus 로고    scopus 로고
    • Self-regulated strategy development revisited: Teaching writing strategies to struggling writers
    • Graham, S., Harris, K. R., & Troia, G. A. (2000). Self-regulated strategy development revisited: Teaching writing strategies to struggling writers. Topics in Language Disorders, 20(4), 1-14.
    • (2000) Topics in Language Disorders , vol.20 , Issue.4 , pp. 1-14
    • Graham, S.1    Harris, K.R.2    Troia, G.A.3
  • 12
    • 84937284929 scopus 로고
    • The reader self-perception scale
    • Henk, W. A., & Melnick, S. A. (1995). The reader self-perception scale. The Reading Teacher, 48, 470-482.
    • (1995) The Reading Teacher , vol.48 , pp. 470-482
    • Henk, W.A.1    Melnick, S.A.2
  • 15
    • 0141753533 scopus 로고    scopus 로고
    • The dialogue page: Teacher and student dialogues to improve learning motivation
    • Kozminsky, E., & Kozminsky, L. (2002). The dialogue page: Teacher and student dialogues to improve learning motivation. Intervention in School and Clinic, 38, 88-95.
    • (2002) Intervention in School and Clinic , vol.38 , pp. 88-95
    • Kozminsky, E.1    Kozminsky, L.2
  • 16
    • 0141685872 scopus 로고    scopus 로고
    • Improving motivation through dialogue
    • Kozminsky, E., & Kozminsky, L. (2003). Improving motivation through dialogue. Educational Leadership, 61(1), 50-54.
    • (2003) Educational Leadership , vol.61 , Issue.1 , pp. 50-54
    • Kozminsky, E.1    Kozminsky, L.2
  • 22
    • 10244244368 scopus 로고
    • Self-induced relaxation: A practical strategy to improve self-concepts, reduce anxiety and prevent behavioral problems
    • Margolis, H. (1987). Self-induced relaxation: A practical strategy to improve self-concepts, reduce anxiety and prevent behavioral problems. The Clearing House, 60, 355-358.
    • (1987) The Clearing House , vol.60 , pp. 355-358
    • Margolis, H.1
  • 23
  • 25
    • 33644950389 scopus 로고    scopus 로고
    • Pow + www, what = 2, how = 2 equals fun and exciting stories
    • Mason, L. H., Harris, K. R., & Graham, S. (2004). Pow + www, what = 2, how = 2 equals fun and exciting stories. TEACHING Exceptional Children, 36(6), 70-73.
    • (2004) TEACHING Exceptional Children , vol.36 , Issue.6 , pp. 70-73
    • Mason, L.H.1    Harris, K.R.2    Graham, S.3
  • 27
    • 84948066464 scopus 로고    scopus 로고
    • [Video; Item No. AMER6506]. Retrieved July 22, 2004
    • The murder of Emmett Till. (2003). [Video; Item No. AMER6506]. Retrieved July 22, 2004, from http://www.shoppbs.org/product
    • (2003) The Murder of Emmett Till
  • 30
    • 85008827361 scopus 로고    scopus 로고
    • Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature
    • Pajares, E (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly: Overcoming Learning Difficulties, 19, 139-158.
    • (2003) Reading & Writing Quarterly: Overcoming Learning Difficulties , vol.19 , pp. 139-158
    • Pajares, E.1
  • 32
    • 84948066464 scopus 로고    scopus 로고
    • [teacher's guide]. Retrieved July 22, 2004
    • PBS American Experience. (2003). The murder of Emmett Till [teacher's guide]. Retrieved July 22, 2004, from http://www.pbs.org/wgbh/amex/till/tguide/ index.html
    • (2003) The Murder of Emmett Till
  • 35
    • 0009888711 scopus 로고    scopus 로고
    • Modification effects on attributions of middle school students with learning disabilities
    • Ring, M. M., & Reetz, L. (2000). Modification effects on attributions of middle school students with learning disabilities. Learning Disabilities Research & Practice, 15, 34-42.
    • (2000) Learning Disabilities Research & Practice , vol.15 , pp. 34-42
    • Ring, M.M.1    Reetz, L.2
  • 36
    • 0034381286 scopus 로고    scopus 로고
    • Is attribution training a worthwhile classroom intervention for K-12 students with learning difficulties?
    • Robertson, J. S. (2000). Is attribution training a worthwhile classroom intervention for K-12 students with learning difficulties? Educational Psychology Review, 12, 111-134.
    • (2000) Educational Psychology Review , vol.12 , pp. 111-134
    • Robertson, J.S.1
  • 38
    • 0000779573 scopus 로고
    • Teaching functions in instructional programs
    • Rosenshine, B. (1983). Teaching functions in instructional programs. Elementary School Journal, 83, 335-351.
    • (1983) Elementary School Journal , vol.83 , pp. 335-351
    • Rosenshine, B.1
  • 40
    • 0033262720 scopus 로고    scopus 로고
    • Social-self interaction and achievement behavior
    • Schunk, D. H. (1999). Social-self interaction and achievement behavior. Educational Psychologist, 34, 219-227.
    • (1999) Educational Psychologist , vol.34 , pp. 219-227
    • Schunk, D.H.1
  • 41
    • 0009960136 scopus 로고    scopus 로고
    • Social cognitive theory and self-regulated learning
    • B. J. Zimmerman & D. H. Schunk (Eds.). Mahwah, NJ: Erlbaum
    • Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 125-151). Mahwah, NJ: Erlbaum.
    • (2001) Self-regulated Learning and Academic Achievement: Theoretical Perspectives , pp. 125-151
    • Schunk, D.H.1
  • 42
    • 10244250936 scopus 로고    scopus 로고
    • Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation
    • Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading & Writing Quarterly: Overcojning Learning Difficulties, 19, 159-172.
    • (2003) Reading & Writing Quarterly: Overcojning Learning Difficulties , vol.19 , pp. 159-172
    • Schunk, D.H.1
  • 43
    • 0002222185 scopus 로고    scopus 로고
    • Developing self-efficacious readers and writers: The role of social and self-regulatory processes
    • J. T. Guthrie & A. Wigfield (Eds.). Newark, DE: International Reading Association
    • Schunk, D. H., & Zimmerman, B.J. (1997). Developing self-efficacious readers and writers: The role of social and self-regulatory processes. In J. T. Guthrie & A. Wigfield (Eds.), Reading engagement: Motivating readers through integrated instruction (pp. 34-50). Newark, DE: International Reading Association.
    • (1997) Reading Engagement: Motivating Readers Through Integrated Instruction , pp. 34-50
    • Schunk, D.H.1    Zimmerman, B.J.2
  • 46
    • 0007332450 scopus 로고    scopus 로고
    • What instruction works for students with learning disabilities? Summarizing the results from a meta-analysis of intervention studies
    • R. Gersten, E. P. Schiller, & S. Vaughn (Eds.). Mahwah, NJ: Erlbaum
    • Swanson, H. L. (2000). What instruction works for students with learning disabilities? Summarizing the results from a meta-analysis of intervention studies. In R. Gersten, E. P. Schiller, & S. Vaughn (Eds.), Contemporary special education research: Synthesis of the knowledge base on critical instructional issues (pp. 1-30). Mahwah, NJ: Erlbaum.
    • (2000) Contemporary Special Education Research: Synthesis of the Knowledge Base on Critical Instructional Issues , pp. 1-30
    • Swanson, H.L.1
  • 47
    • 0037354949 scopus 로고    scopus 로고
    • Instructing adolescents with learning disabilities: Converting a meta-analysis into practice
    • Swanson, H. L., & Deshler, D. (2003). Instructing adolescents with learning disabilities: Converting a meta-analysis into practice. Journal of Learning Disabilities, 36, 124-135.
    • (2003) Journal of Learning Disabilities , vol.36 , pp. 124-135
    • Swanson, H.L.1    Deshler, D.2
  • 48
    • 0001621629 scopus 로고
    • The influence of classroom contexts on young children's motivation for literacy
    • Turner, J. C. (1995). The influence of classroom contexts on young children's motivation for literacy. Reading Research Quarterly, 30, 410-441.
    • (1995) Reading Research Quarterly , vol.30 , pp. 410-441
    • Turner, J.C.1
  • 52
    • 0030533352 scopus 로고    scopus 로고
    • The effects of combining peer tutoring and attribution training on students' perceived self-competence [Electronic version]
    • Retrieved February 2, 2004
    • Yasutake, D., & Bryan, T. (1996). The effects of combining peer tutoring and attribution training on students' perceived self-competence [Electronic version]. Remedial & Special Education, 17. Retrieved February 2, 2004, from http://web13.epnet.com
    • (1996) Remedial & Special Education , vol.17
    • Yasutake, D.1    Bryan, T.2
  • 54
    • 0001826648 scopus 로고    scopus 로고
    • Theories of self-regulated learning and academic achievement: An overview and analysis
    • B. J. Zimmerman & D. H. Schunk (Eds.). Mahwah, NJ: Erlbaum
    • Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 1-37). Mahwah, NJ: Erlbaum.
    • (2001) Self-regulated Learning and Academic Achievement: Theoretical Perspectives , pp. 1-37
    • Zimmerman, B.J.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.