메뉴 건너뛰기




Volumn , Issue , 2012, Pages 169-196

The role of achievement values in the regulation of achievement behaviors

Author keywords

[No Author keywords available]

Indexed keywords


EID: 61849110691     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203831076     Document Type: Chapter
Times cited : (42)

References (67)
  • 1
    • 0002721727 scopus 로고
    • Achievement goals and the classroom motivational cli­mate
    • D. Schunk & J. Meece (Eds.), Hillsdale, NJ: Erlbaum
    • Ames, C. (1992). Achievement goals and the classroom motivational cli­mate. In D. Schunk & J. Meece (Eds.) Student perceptions in the class­room (pp. 327-349). Hillsdale, NJ: Erlbaum.
    • (1992) Student Perceptions in the class­room , pp. 327-349
    • Ames, C.1
  • 2
    • 0000518439 scopus 로고
    • Motivational determinants of risk taking behavior
    • Atkinson, J. W. (1957). Motivational determinants of risk taking behavior. Psychological Review, 64, 359-372.
    • (1957) Psychological Review , vol.64 , pp. 359-372
    • Atkinson, J.W.1
  • 3
    • 0002026622 scopus 로고    scopus 로고
    • Ownership, literacy achievement, and students of diverse cultural backgrounds
    • J. T. Guthrie & A. Wigfield (Eds.), Newark, DE: International Reading Association
    • Au, K. H. (1997). Ownership, literacy achievement, and students of diverse cultural backgrounds. In J. T. Guthrie & A. Wigfield (Eds.), Read­ing engagement: Motivating readers through integrated instruction (pp. 168-182). Newark, DE: International Reading Association.
    • (1997) Read­ing Engagement: Motivating Readers through Integrated Instruction , pp. 168-182
    • Au, K.H.1
  • 5
    • 0037318578 scopus 로고    scopus 로고
    • College women’s value orientations toward family, career, and graduate school
    • Battle, A., & Wigfield, A. (2003). College women’s value orientations toward family, career, and graduate school. Journal of Vocational Behavior, 62, 56-75.
    • (2003) Journal of Vocational Behavior , vol.62 , pp. 56-75
    • Battle, A.1    Wigfield, A.2
  • 6
    • 0013245060 scopus 로고
    • Motivational determinants of academic task persistence
    • Battle, E. (1965). Motivational determinants of academic task persistence. Journal ofPersonality and Social Psychology, 2, 209-218.
    • (1965) Journal Ofpersonality and Social Psychology , vol.2 , pp. 209-218
    • Battle, E.1
  • 9
    • 0033465796 scopus 로고    scopus 로고
    • Toward a model of the value aspects of motivation for education: Developing appreciation for particular learning domains and activities
    • Brophy, J. E. (1999). Toward a model of the value aspects of motivation for education: Developing appreciation for particular learning domains and activities. Educational Psychologist, 34, 75-86.
    • (1999) Educational Psychologist , vol.34 , pp. 75-86
    • Brophy, J.E.1
  • 11
    • 0027637720 scopus 로고
    • Decision field theory: A dynamic cognitive approach to decision making in an uncertain environment
    • Busemeyer, J. R., & Townsend, J. T. (1993). Decision field theory: A dynamic cognitive approach to decision making in an uncertain environment. Psychological Review, 100, 432-459.
    • (1993) Psychological Review , vol.100 , pp. 432-459
    • Busemeyer, J.R.1    Townsend, J.T.2
  • 13
    • 0002452383 scopus 로고    scopus 로고
    • On the structural of behavioral self­regulation
    • M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), San Diego, CA: Academic Press
    • Carver, C. S., & Scheier, M. F. (2000). On the structural of behavioral self­regulation. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 41-84). San Diego, CA: Academic Press.
    • (2000) Handbook of Self-Regulation , pp. 41-84
    • Carver, C.S.1    Scheier, M.F.2
  • 14
    • 84917162379 scopus 로고    scopus 로고
    • Diverse texts and technology for reading
    • J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.), Mahwah, NJ: Erlbaum
    • Davis, M. H., & Tonks, S. (2004). Diverse texts and technology for reading. In J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.), Motivat­ing reading comprehension: Concept-Oriented Reading Instruction (pp. 143-172). Mahwah, NJ: Erlbaum.
    • (2004) Motivat­ing Reading Comprehension: Concept-Oriented Reading Instruction , pp. 143-172
    • Davis, M.H.1    Tonks, S.2
  • 15
    • 33745131409 scopus 로고    scopus 로고
    • Task values and ability beliefs as predictors of high school literacy choices: A developmental analy­sis
    • Durik, A. M., Vida, M., & Eccles, J. S. (2006). Task values and ability beliefs as predictors of high school literacy choices: A developmental analy­sis. Journal ofEducational Psychology, 98, 382-393.
    • (2006) Journal Ofeducational Psychology , vol.98 , pp. 382-393
    • Durik, A.M.1    Vida, M.2    Eccles, J.S.3
  • 16
    • 0021700748 scopus 로고
    • Sex differences in achievement patterns
    • T. Sondereg- ger (Ed.), Lincoln: University of Nebraska Press
    • Eccles, J. S. (1984). Sex differences in achievement patterns. In T. Sondereg- ger (Ed.), Nebraska Symposium on Motivation (Vol. 32, pp. 97-132). Lincoln: University of Nebraska Press.
    • (1984) Nebraska Symposium on Motivation , vol.32 , pp. 97-132
    • Eccles, J.S.1
  • 17
    • 0027059306 scopus 로고
    • School and family effects on the ontogeny of children’s interests, self-perceptions, and activity choice
    • J. Jacobs (Ed.), Lincoln: University of Nebraska Press
    • Eccles, J. S. (1993). School and family effects on the ontogeny of children’s interests, self-perceptions, and activity choice. In J. Jacobs (Ed.), Nebraska Symposium on Motivation, 1992: Developmentalperspectives on motivation (pp. 145-208). Lincoln: University of Nebraska Press.
    • (1993) Nebraska Symposium on Motivation, 1992: Developmentalperspectives on Motivation , pp. 145-208
    • Eccles, J.S.1
  • 19
    • 78649716820 scopus 로고
    • Gender differences in sport involve­ment: Applying the Eccles’ expectancy-value model
    • Eccles, J. S., & Harold, R. D. (1991). Gender differences in sport involve­ment: Applying the Eccles’ expectancy-value model. Journal of Applied SportPsychology, 3, 7-35.
    • (1991) Journal of Applied Sportpsychology , vol.3 , pp. 7-35
    • Eccles, J.S.1    Harold, R.D.2
  • 20
    • 0043054833 scopus 로고
    • In the mind of the achiever: The struc­ture of adolescents’ academic achievement related-beliefs and self­perceptions
    • Eccles, J. S., & Wigfield, A. (1995). In the mind of the achiever: The struc­ture of adolescents’ academic achievement related-beliefs and self­perceptions. Personality and Social Psychology Bulletin, 21, 215-225.
    • (1995) Personality and Social Psychology Bulletin , vol.21 , pp. 215-225
    • Eccles, J.S.1    Wigfield, A.2
  • 21
    • 0036635765 scopus 로고    scopus 로고
    • Children’s competence and value beliefs from childhood through adolescence: Growth trajectories in two male sex-typed domains
    • Fredricks, J., & Eccles, J. S. (2002). Children’s competence and value beliefs from childhood through adolescence: Growth trajectories in two male sex-typed domains. Developmental Psychology, 38, 519-533.
    • (2002) Developmental Psychology , vol.38 , pp. 519-533
    • Fredricks, J.1    Eccles, J.S.2
  • 22
    • 34250159260 scopus 로고    scopus 로고
    • Classroom contexts for engaged reading: An over­view
    • J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.), Mahwah, NJ: Erlbaum
    • Guthrie, J. T. (2004). Classroom contexts for engaged reading: An over­view. In J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.), Moti­vating reading comprehension: Concept-Oriented Reading Instruction (pp. 1-24). Mahwah, NJ: Erlbaum.
    • (2004) Moti­vating Reading Comprehension: Concept-Oriented Reading Instruction , pp. 1-24
    • Guthrie, J.T.1
  • 23
    • 84917090554 scopus 로고    scopus 로고
    • Fostering the cognitive strategies of reading comprehension
    • J. T. Guthrie, A. Wigfield, & K. C. Per­encevich (Eds.), Mahwah, NJ: Erlbaum
    • Guthrie, J. T., & Taboada, A. (2004). Fostering the cognitive strategies of reading comprehension. In J. T. Guthrie, A. Wigfield, & K. C. Per­encevich (Eds.), Motivating reading comprehension: Concept-Oriented Reading Instruction (pp. 87-112). Mahwah, NJ: Erlbaum.
    • (2004) Motivating Reading Comprehension: Concept-Oriented Reading Instruction , pp. 87-112
    • Guthrie, J.T.1    Taboada, A.2
  • 26
    • 85071549653 scopus 로고    scopus 로고
    • Engagement and motivation in read­ing
    • M. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Mahwah, NJ: Erlbaum
    • Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in read­ing. In M. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403-422). Mahwah, NJ: Erlbaum.
    • (2000) Handbook of Reading Research , vol.3 , pp. 403-422
    • Guthrie, J.T.1    Wigfield, A.2
  • 29
    • 84937185920 scopus 로고    scopus 로고
    • Motivational and cognitive predictors of text comprehension and reading amount
    • Guthrie, J. T., Wigfield, A., Metsala, J. L., & Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. ScientificStudies ofReading, 3, 231-257.
    • (1999) Scientificstudies Ofreading , vol.3 , pp. 231-257
    • Guthrie, J.T.1    Wigfield, A.2    Metsala, J.L.3    Cox, K.E.4
  • 32
    • 0034195035 scopus 로고    scopus 로고
    • Effects of integrated instruction on motivation and strategy use in reading
    • Guthrie, J. T., Wigfield, A., Von Secker, C. (2000) Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92, 331-341.
    • (2000) Journal of Educational Psychology , vol.92 , pp. 331-341
    • Guthrie, J.T.1    Wigfield, A.2    Von Secker, C.3
  • 33
    • 0000242514 scopus 로고
    • A new self-report scale of intrinsic versus extrinsic ori­entation in the classroom: Motivational and informational compo­nents
    • Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic ori­entation in the classroom: Motivational and informational compo­nents. Developmental Psychology, 17, 300-312.
    • (1981) Developmental Psychology , vol.17 , pp. 300-312
    • Harter, S.1
  • 34
    • 0034196286 scopus 로고    scopus 로고
    • Motivating the academically unmo­tivated: A critical issue for the 21st century
    • Hidi, S., & Harackiewicz, J. M. (2001). Motivating the academically unmo­tivated: A critical issue for the 21st century. Review of Educational Research, 70, 151-179.
    • (2001) Review of Educational Research , vol.70 , pp. 151-179
    • Hidi, S.1    Harackiewicz, J.M.2
  • 35
    • 0036515857 scopus 로고    scopus 로고
    • Ontogeny of children’s self-beliefs: Gender and domain differences across grades 1 through 12
    • Jacobs, J., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Ontogeny of children’s self-beliefs: Gender and domain differences across grades 1 through 12. ChildDevelopment, 73, 509-527.
    • (2002) Childdevelopment , vol.73 , pp. 509-527
    • Jacobs, J.1    Lanza, S.2    Osgood, D.W.3    Eccles, J.S.4    Wigfield, A.5
  • 36
    • 33749338066 scopus 로고    scopus 로고
    • Scaffolding for engage­ment in elementary school reading instruction
    • Lutz, S. L., Guthrie, J. T., & Davis, M. H. (2006). Scaffolding for engage­ment in elementary school reading instruction. Journal ofEducational Research, 100, 3-20.
    • (2006) Journal Ofeducational Research , vol.100 , pp. 3-20
    • Lutz, S.L.1    Guthrie, J.T.2    Davis, M.H.3
  • 37
    • 0346947327 scopus 로고
    • Predictors of math anxi­ety and its consequences for young adolescents’ course enrollment intentions and performances in mathematics
    • Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxi­ety and its consequences for young adolescents’ course enrollment intentions and performances in mathematics. Journal of Educational Psychology, 82, 60-70.
    • (1990) Journal of Educational Psychology , vol.82 , pp. 60-70
    • Meece, J.L.1    Wigfield, A.2    Eccles, J.S.3
  • 38
    • 0000931132 scopus 로고    scopus 로고
    • The role of goal orientation in self-regulated learn­ing
    • M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), San Diego, CA: Academic Press
    • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learn­ing. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook ofself-regulation (pp. 451-502). San Diego, CA: Academic Press.
    • (2000) Handbook Ofself-Regulation , pp. 451-502
    • Pintrich, P.R.1
  • 39
    • 0002720721 scopus 로고
    • Motivational and self-regulated learning components of classroom academic performance
    • Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
    • (1990) Journal of Educational Psychology , vol.82 , pp. 33-40
    • Pintrich, P.R.1    De Groot, E.V.2
  • 40
    • 0345525832 scopus 로고    scopus 로고
    • The development of academic self-reg­ulation: The role of cognitive and motivational factors
    • A. Wig- field & J. S. Eccles (Eds.), San Diego, CA: Academic Press
    • Pintrich, P. R., & Zusho, A. (2002). The development of academic self-reg­ulation: The role of cognitive and motivational factors. In A. Wig- field & J. S. Eccles (Eds.), Development of achievement motivation (pp. 173-195). San Diego, CA: Academic Press.
    • (2002) Development of Achievement Motivation , pp. 173-195
    • Pintrich, P.R.1    Zusho, A.2
  • 41
    • 4043054304 scopus 로고    scopus 로고
    • Student interest and achievement: Developmental issues raised by a case study
    • A. Wigfield & J. S. Eccles (Eds.), San Diego, CA: Academic Press
    • Renninger, K. A., & Hidi, S. (2002). Student interest and achievement: Developmental issues raised by a case study. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 173-195). San Diego, CA: Academic Press.
    • (2002) Development of Achievement Motivation , pp. 173-195
    • Renninger, K.A.1    Hidi, S.2
  • 42
    • 0001732948 scopus 로고    scopus 로고
    • Motivation and action in self-regulated learning
    • M. Boekaerts, P. R., Pintrich, & M. Zeidner (Eds.), San Diego, CA: Academic Press
    • Rheinberg, F., Vollmeyer, T., & Rollet, W. (2000). Motivation and action in self-regulated learning. In M. Boekaerts, P. R., Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 503-529). San Diego, CA: Academic Press.
    • (2000) Handbook of Self-Regulation , pp. 503-529
    • Rheinberg, F.1    Vollmeyer, T.2    Rollet, W.3
  • 43
    • 0043143226 scopus 로고    scopus 로고
    • An overview of self-determination theory: An organismic-dialectical perspective
    • E. L. Deci & R. M. Ryan (Eds.), 3­33). Rochester, NY: University of Rochester Press
    • Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory: an organismic-dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination theory research (pp. 3­33). Rochester, NY: University of Rochester Press.
    • (2002) Handbook of Self-Determination Theory Research
    • Ryan, R.M.1    Deci, E.L.2
  • 44
  • 45
    • 0000842718 scopus 로고    scopus 로고
    • Self-regulation and academic learn­ing: Self-efficacy enhancing interventions
    • M. Boekaerts, P. R. Pin­trich, & M. Zeidner (Eds.), San Diego, CA: Academic Press
    • Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learn­ing: Self-efficacy enhancing interventions. In M. Boekaerts, P. R. Pin­trich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631-649). San Diego, CA: Academic Press.
    • (2000) Handbook of Self-Regulation , pp. 631-649
    • Schunk, D.H.1    Ertmer, P.A.2
  • 46
    • 1642566803 scopus 로고    scopus 로고
    • The development of academic self-effi­cacy
    • A. Wigfield & J. S. Eccles (Eds.), San Diego, CA: Academic Press
    • Schunk, D. H., & Pajares, F. (2002). The development of academic self-effi­cacy. In A. Wigfield & J. S. Eccles (Eds.), Development ofachievement motivation (pp. 15-32). San Diego, CA: Academic Press.
    • (2002) Development Ofachievement Motivation , pp. 15-32
    • Schunk, D.H.1    Pajares, F.2
  • 47
    • 85084903700 scopus 로고    scopus 로고
    • Motivation and instruction
    • D. Berliner & R. Cal- fee (Eds.), New York: Macmillan
    • Stipek, D. J. (1996). Motivation and instruction. In D. Berliner & R. Cal- fee (Eds.), Handbook of educational psychology (pp. 85-113). New York: Macmillan.
    • (1996) Handbook of Educational Psychology , pp. 85-113
    • Stipek, D.J.1
  • 48
    • 0038740685 scopus 로고    scopus 로고
    • Good instruction is motivating
    • A. Wigfield & J. S. Eccles (Eds.), San Diego, CA: Academic Press
    • Stipek, D. J. (2002). Good instruction is motivating. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 309-351). San Diego, CA: Academic Press.
    • (2002) Development of Achievement Motivation , pp. 309-351
    • Stipek, D.J.1
  • 50
    • 85084896582 scopus 로고    scopus 로고
    • Group processes in the classroom
    • D. C. Berliner & R. C. Calfee (Eds.), New York: Macmillan
    • Webb, N. M., & Palincsar, A. S. (1996). Group processes in the classroom. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psy­chology (pp. 841-873). New York: Macmillan.
    • (1996) Handbook of Educational psy­chology , pp. 841-873
    • Webb, N.M.1    Palincsar, A.S.2
  • 51
    • 0033084374 scopus 로고    scopus 로고
    • Social-motivational processes and interpersonal relationships: Implications for understanding motivation at school
    • Wentzel, K. R. (1999). Social-motivational processes and interpersonal relationships: Implications for understanding motivation at school. Journal ofEducational Psychology, 91, 76-97.
    • (1999) Journal Ofeducational Psychology , vol.91 , pp. 76-97
    • Wentzel, K.R.1
  • 52
    • 21344497242 scopus 로고
    • Expectancy-value theory of achievement motivation: A developmental perspective
    • Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49-78.
    • (1994) Educational Psychology Review , vol.6 , pp. 49-78
    • Wigfield, A.1
  • 54
    • 0000948744 scopus 로고
    • The development of achievement task val­ues: A theoretical analysis
    • Wigfield, A., & Eccles, J. (1992). The development of achievement task val­ues: A theoretical analysis. Developmental Review, 12, 265-310.
    • (1992) Developmental Review , vol.12 , pp. 265-310
    • Wigfield, A.1    Eccles, J.2
  • 56
    • 0344232146 scopus 로고    scopus 로고
    • The development of competence beliefs and values from childhood through adolescence
    • A. Wigfield & J. S. Eccles (Eds.), San Diego, CA: Academic Press
    • Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs and values from childhood through adolescence. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 92-120). San Diego, CA: Academic Press.
    • (2002) Development of Achievement Motivation , pp. 92-120
    • Wigfield, A.1    Eccles, J.S.2
  • 57
    • 58149208518 scopus 로고
    • Transitions at early adolescence: Changes in children’s domain-spe­cific self-perceptions and general self-esteem across the transition to junior high school
    • Wigfield, A., Eccles, J. S., Mac Iver, D., Reuman, D., & Midgley, C. (1991). Transitions at early adolescence: Changes in children’s domain-spe­cific self-perceptions and general self-esteem across the transition to junior high school. Developmental Psychology, 27, 552-565.
    • (1991) Developmental Psychology , vol.27 , pp. 552-565
    • Wigfield, A.1    Eccles, J.S.2    Mac Iver, D.3    Reuman, D.4    Midgley, C.5
  • 58
    • 34347350222 scopus 로고    scopus 로고
    • Development of achievement motivation
    • W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), 6th ed, New York: Wiley
    • Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R., & Davis-Kean, P. (2006). Development of achievement motivation. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook ofchildpsychology (6th ed., Vol. 3, pp. 933-1002). New York: Wiley.
    • (2006) Handbook Ofchildpsychology , vol.3 , pp. 933-1002
    • Wigfield, A.1    Eccles, J.S.2    Schiefele, U.3    Roeser, R.4    Davis-Kean, P.5
  • 59
    • 0348050201 scopus 로고    scopus 로고
    • Changes in children’s competence beliefs and subjective task values across the elementary school years: A 3- year study
    • Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A., Freed- man-Doan, C., et al. (1997). Changes in children’s competence beliefs and subjective task values across the elementary school years: A 3- year study. Journal ofEducational Psychology, 89, 451-469.
    • (1997) Journal Ofeducational Psychology , vol.89 , pp. 451-469
    • Wigfield, A.1    Eccles, J.S.2    Yoon, K.S.3    Harold, R.D.4    Arbreton, A.5    Freed- Man-Doan, C.6
  • 60
    • 3142675178 scopus 로고    scopus 로고
    • Chil­dren’s motivation for reading: Domain specificity and instructional influences
    • Wigfield, A., Guthrie, J. T., Tonks, S., & Perencevich, K. C. (2004). Chil­dren’s motivation for reading: Domain specificity and instructional influences. Journal ofEducational Research, 97, 299-309.
    • (2004) Journal Ofeducational Research , vol.97 , pp. 299-309
    • Wigfield, A.1    Guthrie, J.T.2    Tonks, S.3    Perencevich, K.C.4
  • 62
    • 0033450728 scopus 로고    scopus 로고
    • The relation between high school students’ motiva­tional regulation and their use of learning strategies, effort, and class­room performance
    • Wolters, C. A. (1999). The relation between high school students’ motiva­tional regulation and their use of learning strategies, effort, and class­room performance. Learningand Individual Differences, 11, 281-301.
    • (1999) Learningand Individual Differences , vol.11 , pp. 281-301
    • Wolters, C.A.1
  • 63
    • 0344062650 scopus 로고    scopus 로고
    • Regulation of motivation: Evaluating an underem­phasized aspect of self-regulated learning
    • Wolters, C. A. (2003). Regulation of motivation: Evaluating an underem­phasized aspect of self-regulated learning. Educational Psychologist, 38, 189-205.
    • (2003) Educational Psychologist , vol.38 , pp. 189-205
    • Wolters, C.A.1
  • 64
    • 0032377529 scopus 로고    scopus 로고
    • Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms
    • Wolters, C. A., & Pintrich, P. R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science, 26, 27-47.
    • (1998) Instructional Science , vol.26 , pp. 27-47
    • Wolters, C.A.1    Pintrich, P.R.2
  • 65
    • 0345100635 scopus 로고    scopus 로고
    • The relation between students’ motivational beliefs and their use of motivational regulation strate­gies
    • Wolters, C. A., & Rosenthal, H. (2000). The relation between students’ motivational beliefs and their use of motivational regulation strate­gies. International Journal ofEducational Research, 33, 801-820.
    • (2000) International Journal Ofeducational Research , vol.33 , pp. 801-820
    • Wolters, C.A.1    Rosenthal, H.2
  • 66
    • 0030529306 scopus 로고    scopus 로고
    • The relation between goal orientation and students’ motivational beliefs and self-regulated learning
    • Wolters, C. A., Yu, S. L., & Pintrich, P. R. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learningand Individual Differences, 8, 211-239.
    • (1996) Learningand Individual Differences , vol.8 , pp. 211-239
    • Wolters, C.A.1    Yu, S.L.2    Pintrich, P.R.3
  • 67
    • 0002115332 scopus 로고    scopus 로고
    • Attaining self-regulation: A social-cognitive perspective
    • M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), San Diego, CA: Academic Press
    • Zimmerman, B. J. (2000). Attaining self-regulation: A social-cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press
    • (2000) Handbook of Self-Regulation , pp. 13-39
    • Zimmerman, B.J.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.