메뉴 건너뛰기




Volumn 46, Issue 6, 2009, Pages 553-567

Student-teacher relationships matter: Moderating influences between temperament and preschool social competence

Author keywords

[No Author keywords available]

Indexed keywords


EID: 68049137422     PISSN: 00333085     EISSN: 15206807     Source Type: Journal    
DOI: 10.1002/pits.20397     Document Type: Article
Times cited : (60)

References (70)
  • 1
    • 0023300346 scopus 로고
    • Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity
    • Achenbach, T. M., Mcconaughy, S. H., & Howell, C. T. (1987). Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity. Psychological Bulletin, 101, 213-232.
    • (1987) Psychological Bulletin , vol.101 , pp. 213-232
    • Achenbach, T.M.1    Mcconaughy, S.H.2    Howell, C.T.3
  • 3
    • 0031092786 scopus 로고    scopus 로고
    • The teacher-child relationship and children's early school adjustment
    • Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35, 61 - 79.
    • (1997) Journal of School Psychology , vol.35 , pp. 61-79
    • Birch, S.H.1    Ladd, G.W.2
  • 4
    • 0032153497 scopus 로고    scopus 로고
    • Children's interpersonal behaviors and the teacher-child relationship
    • Birch, S. H., & Ladd, G. W. (1998). Children's interpersonal behaviors and the teacher-child relationship. Developmental Psychology, 34, 934-946.
    • (1998) Developmental Psychology , vol.34 , pp. 934-946
    • Birch, S.H.1    Ladd, G.W.2
  • 5
    • 10644223341 scopus 로고    scopus 로고
    • Playing it cool: Temperament, emotion regulation, and social behavior in preschoolers
    • Blair, K. A., Denham, S. A., Kochanoff, A., & Whipple, B. (2004). Playing it cool: Temperament, emotion regulation, and social behavior in preschoolers. Journal of School Psychology, 42, 419-443.
    • (2004) Journal of School Psychology , vol.42 , pp. 419-443
    • Blair, K.A.1    Denham, S.A.2    Kochanoff, A.3    Whipple, B.4
  • 6
    • 20444435541 scopus 로고    scopus 로고
    • Behavioral inhibition as a precursor of peer social competence in early school age: The interplay with attachment and nonparental care
    • Bohlin, G., Hagekull, B., & Andersson, K. (2005). Behavioral inhibition as a precursor of peer social competence in early school age: The interplay with attachment and nonparental care. Merrill-Palmer Quarterly, 51, 1-19.
    • (2005) Merrill-Palmer Quarterly , vol.51 , pp. 1-19
    • Bohlin, G.1    Hagekull, B.2    Andersson, K.3
  • 7
    • 0036746016 scopus 로고    scopus 로고
    • Development of academic skill from preschool through second grade: Family and classroom predictors of developmental trajectories
    • Burchinal, M. R., Peisner-feinberg, E., Pianta, R., & Howes, C. (2002). Development of academic skill from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40, 415-436.
    • (2002) Journal of School Psychology , vol.40 , pp. 415-436
    • Burchinal, M.R.1    Peisner-feinberg, E.2    Pianta, R.3    Howes, C.4
  • 8
    • 0032236182 scopus 로고    scopus 로고
    • Temperament and behavior problems in the classroom
    • Carey, W. B. (1998). Temperament and behavior problems in the classroom. School Psychology Review, 27, 522-533.
    • (1998) School Psychology Review , vol.27 , pp. 522-533
    • Carey, W.B.1
  • 11
    • 0034257629 scopus 로고    scopus 로고
    • Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct
    • Coolahan, K., Fantuzzo, J., Mendez, J., & Mcdermott, P. (2000). Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct. Journal of Educational Psychology, 92, 458-465.
    • (2000) Journal of Educational Psychology , vol.92 , pp. 458-465
    • Coolahan, K.1    Fantuzzo, J.2    Mendez, J.3    Mcdermott, P.4
  • 12
    • 0033451166 scopus 로고    scopus 로고
    • The role of child temperament as a predictor of early literacy and numeracy skills in preschoolers
    • Coplan, R. J., Barber, A. M., & Lagacé-Séguin, D. G. (1999). The role of child temperament as a predictor of early literacy and numeracy skills in preschoolers. Early Childhood Research Quarterly, 14, 537-553.
    • (1999) Early Childhood Research Quarterly , vol.14 , pp. 537-553
    • Coplan, R.J.1    Barber, A.M.2    Lagacé-Séguin, D.G.3
  • 13
    • 41749118703 scopus 로고    scopus 로고
    • The role of child temperament on Head Start preschoolers' social competence in the context of cumulative risk
    • Corapci, F. (2008). The role of child temperament on Head Start preschoolers' social competence in the context of cumulative risk. Journal of Applied Developmental Psychology, 29, 1-16.
    • (2008) Journal of Applied Developmental Psychology , vol.29 , pp. 1-16
    • Corapci, F.1
  • 14
    • 0001917614 scopus 로고    scopus 로고
    • Play and social competence
    • In O. N. Saracho & B. Spodek (Eds.), Albany, NY: State University of New York Press
    • Creasey, G. L., Jarvis, P. A., & Berk, L. E. (1998). Play and social competence. In O. N. Saracho & B. Spodek (Eds.), Multiple perspectives on play in early childhood education (pp. 116-143). Albany, NY: State University of New York Press.
    • (1998) Multiple perspectives on play in early childhood education , pp. 116-143
    • Creasey, G.L.1    Jarvis, P.A.2    Berk, L.E.3
  • 15
    • 0344924842 scopus 로고    scopus 로고
    • Conceptualizing the role and influence of student-teacher relationships on children's social and cognitive development
    • Davis, H. A. (2003). Conceptualizing the role and influence of student-teacher relationships on children's social and cognitive development. Educational Psychologist, 38, 207-234.
    • (2003) Educational Psychologist , vol.38 , pp. 207-234
    • Davis, H.A.1
  • 17
    • 33750979853 scopus 로고    scopus 로고
    • Social-emotional competence as support for school readiness: What is it and how do we assess it?
    • Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, 17, 57-89.
    • (2006) Early Education and Development , vol.17 , pp. 57-89
    • Denham, S.A.1
  • 18
    • 0001606973 scopus 로고    scopus 로고
    • Daycare, child, and family influences on preschoolers' social behaviors in a peer play setting
    • Dilalla, L. F. (1998). Daycare, child, and family influences on preschoolers' social behaviors in a peer play setting. Child Study Journal, 28, 223-245.
    • (1998) Child Study Journal , vol.28 , pp. 223-245
    • Dilalla, L.F.1
  • 19
    • 7244244192 scopus 로고    scopus 로고
    • Longitudinal effects of preschool behavioral styles on early adolescent school performance
    • Dilalla, L. F., Marcus, J. L., & Wright-phillips, M. V. (2004). Longitudinal effects of preschool behavioral styles on early adolescent school performance. Journal of School Psychology, 42, 385-401.
    • (2004) Journal of School Psychology , vol.42 , pp. 385-401
    • Dilalla, L.F.1    Marcus, J.L.2    Wright-phillips, M.V.3
  • 21
    • 0032325453 scopus 로고    scopus 로고
    • Contextually-relevant validation of peer play constructs with African-American Head Start children: Penn Interactive Peer Play Scale
    • Fantuzzo, J., Coolahan, K., Mendez, J., Mcdermott, P., & Sutton-smith, B. (1998). Contextually-relevant validation of peer play constructs with African-American Head Start children: Penn Interactive Peer Play Scale. Early Childhood Research Quarterly, 13, 411-431.
    • (1998) Early Childhood Research Quarterly , vol.13 , pp. 411-431
    • Fantuzzo, J.1    Coolahan, K.2    Mendez, J.3    Mcdermott, P.4    Sutton-smith, B.5
  • 22
    • 1642411882 scopus 로고    scopus 로고
    • An examination of the contributions of interactive peer play to salient classroom competencies for urban Head Start children
    • Fantuzzo, J., Sekino, Y., & Cohen, H. L. (2004). An examination of the contributions of interactive peer play to salient classroom competencies for urban Head Start children. Psychology in the Schools, 41, 323-336.
    • (2004) Psychology in the Schools , vol.41 , pp. 323-336
    • Fantuzzo, J.1    Sekino, Y.2    Cohen, H.L.3
  • 23
    • 24344471001 scopus 로고    scopus 로고
    • An investigation of preschool classroom behavioral adjustment problems and social-emotional school readiness competencies
    • Fantuzzo, J.W., Bulotsky-shearer, R., Fusco, R. A., &McWayne, C. (2005). An investigation of preschool classroom behavioral adjustment problems and social-emotional school readiness competencies. Early Childhood Research Quarterly, 20, 259-275.
    • (2005) Early Childhood Research Quarterly , vol.20 , pp. 259-275
    • Fantuzzo, J.W.1    Bulotsky-shearer, R.2    Fusco, R.A.3    McWayne, C.4
  • 24
    • 68049139918 scopus 로고    scopus 로고
    • Characteristics of the learning environment: Students, teachers, and their interactions
    • In J. L. Swartz &W. E. Martin (Eds.), Mahwah, NJ: Lawrence Erlbaum Associates Publishers
    • Gaddis, L. R., & Hatfield, L. (1997). Characteristics of the learning environment: Students, teachers, and their interactions. In J. L. Swartz &W. E. Martin (Eds.), Applied ecological psychology for schools within communities: Assessment and intervention (pp. 31-54). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
    • (1997) Applied ecological psychology for schools within communities: Assessment and intervention , pp. 31-54
    • Gaddis, L.R.1    Hatfield, L.2
  • 26
    • 0035287677 scopus 로고    scopus 로고
    • Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade
    • Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72, 625-638.
    • (2001) Child Development , vol.72 , pp. 625-638
    • Hamre, B.K.1    Pianta, R.C.2
  • 27
    • 39049139783 scopus 로고    scopus 로고
    • Student-teacher relationships
    • In G. G. Bear&K.M.Minke (Eds.), Bethesda, MD: National Association of School Psychologists
    • Hamre, B. K.,&Pianta, R. C. (2006). Student-teacher relationships. In G. G. Bear&K.M.Minke (Eds.), Children's needs III: Development, prevention, and intervention (pp. 59-72). Bethesda, MD: National Association of School Psychologists.
    • (2006) Children's needs III: Development, prevention, and intervention , pp. 59-72
    • Hamre, B.K.1    Pianta, R.C.2
  • 28
    • 0034344334 scopus 로고    scopus 로고
    • Social-emotional classroom climate in child care, child-teacher relationships, and children's second grade peer relations
    • Howes, C. (2000). Social-emotional classroom climate in child care, child-teacher relationships, and children's second grade peer relations. Social Development, 9, 191-204.
    • (2000) Social Development , vol.9 , pp. 191-204
    • Howes, C.1
  • 29
    • 84890232108 scopus 로고
    • The changing experience of child care: Changes in teachers and in teacher-child relationships and children's social competence with peers
    • Howes, C., & Hamilton, C. E. (1993). The changing experience of child care: Changes in teachers and in teacher-child relationships and children's social competence with peers. Early Childhood Research Quarterly, 8, 15-32.
    • (1993) Early Childhood Research Quarterly , vol.8 , pp. 15-32
    • Howes, C.1    Hamilton, C.E.2
  • 30
    • 0028371362 scopus 로고
    • Children's relationships with peers: Differential associations with aspects of the teacher-child relationship
    • Howes, C., Hamilton, C. E., & Matheson, C. C. (1994). Children's relationships with peers: Differential associations with aspects of the teacher-child relationship. Child Development, 65, 253-263.
    • (1994) Child Development , vol.65 , pp. 253-263
    • Howes, C.1    Hamilton, C.E.2    Matheson, C.C.3
  • 31
    • 0028371944 scopus 로고
    • Maternal, teacher, and child care history correlates of children's relationships with peers
    • Howes, C., Matheson, C. C., & Hamilton, C. E. (1994). Maternal, teacher, and child care history correlates of children's relationships with peers. Child Development, 65, 264-273.
    • (1994) Child Development , vol.65 , pp. 264-273
    • Howes, C.1    Matheson, C.C.2    Hamilton, C.E.3
  • 32
    • 0033144437 scopus 로고    scopus 로고
    • Influence of the teacher-student relationship on childhood conduct problems: A prospective study
    • Hughes, J. N., Cavell, T. A., & Jackson, T. (1999). Influence of the teacher-student relationship on childhood conduct problems: A prospective study. Journal of Clinical Child Psychology, 28, 173-184.
    • (1999) Journal of Clinical Child Psychology , vol.28 , pp. 173-184
    • Hughes, J.N.1    Cavell, T.A.2    Jackson, T.3
  • 33
    • 0035402302 scopus 로고    scopus 로고
    • Further support for the developmental significance of the student-teacher relationship
    • Hughes, J. N., Cavell, T. A., & Willson, V. (2001). Further support for the developmental significance of the student-teacher relationship. Journal of School Psychology, 39, 289-301.
    • (2001) Journal of School Psychology , vol.39 , pp. 289-301
    • Hughes, J.N.1    Cavell, T.A.2    Willson, V.3
  • 35
    • 0002859289 scopus 로고
    • Applying temperament research to school
    • In G. A. Kohnstamm, J. E. Bates, & M. K. Rothbart (Eds.), New York: John Wiley & Sons
    • Keogh, B. K. (1989). Applying temperament research to school. In G. A. Kohnstamm, J. E. Bates, & M. K. Rothbart (Eds.), Temperament in childhood (pp. 437-450). New York: John Wiley & Sons.
    • (1989) Temperament in childhood , pp. 437-450
    • Keogh, B.K.1
  • 38
    • 0013185358 scopus 로고    scopus 로고
    • Predicting children's competence in the early school years: A meta-analytic review
    • La paro, K. M., & Pianta, R. C. (2000). Predicting children's competence in the early school years: A meta-analytic review. Review of Educational Research, 70, 443-484.
    • (2000) Review of Educational Research , vol.70 , pp. 443-484
    • La paro, K.M.1    Pianta, R.C.2
  • 39
    • 0033220493 scopus 로고    scopus 로고
    • Children's social and scholastic lives in kindergarten: Related spheres of influence?
    • Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children's social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70, 1373-1400.
    • (1999) Child Development , vol.70 , pp. 1373-1400
    • Ladd, G.W.1    Birch, S.H.2    Buhs, E.S.3
  • 40
    • 0035464673 scopus 로고    scopus 로고
    • Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment?
    • Ladd, G. W., & Burgess, K. B. (2001). Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment? Child Development, 72, 1579-1601.
    • (2001) Child Development , vol.72 , pp. 1579-1601
    • Ladd, G.W.1    Burgess, K.B.2
  • 42
    • 0030170871 scopus 로고    scopus 로고
    • Friendship quality as a predictor of young children's early school adjustment
    • Ladd, G.W., Kochenderfer, B. J., & Coleman, C. C. (1996). Friendship quality as a predictor of young children's early school adjustment. Child Development, 67, 1103-1118.
    • (1996) Child Development , vol.67 , pp. 1103-1118
    • Ladd, G.W.1    Kochenderfer, B.J.2    Coleman, C.C.3
  • 43
    • 0000112714 scopus 로고
    • Predicting children's social and school adjustment following the transition from preschool to kindergarten
    • Ladd, G.W., & Price, J. M. (1987). Predicting children's social and school adjustment following the transition from preschool to kindergarten. Child Development, 58, 1168-1189.
    • (1987) Child Development , vol.58 , pp. 1168-1189
    • Ladd, G.W.1    Price, J.M.2
  • 44
    • 54849414632 scopus 로고    scopus 로고
    • Trajectories of social withdrawal from grades 1 to 6: Prediction from early parenting, attachment, and temperament
    • Laforce, C. B, & Oxford, M. L. (2008). Trajectories of social withdrawal from grades 1 to 6: Prediction from early parenting, attachment, and temperament. Developmental Psychology, 44, 1298-1313.
    • (2008) Developmental Psychology , vol.44 , pp. 1298-1313
    • Laforce, C.1    Oxford, M.L.2
  • 45
    • 0003254605 scopus 로고
    • Activity level, distractibility, and persistence: Critical characteristics in early schooling
    • In G. A. Kohnstamm, J. E. Bates, & M. K. Rothbart (Eds.), New York: John Wiley & Sons
    • Martin, R. P. (1989). Activity level, distractibility, and persistence: Critical characteristics in early schooling. In G. A. Kohnstamm, J. E. Bates, & M. K. Rothbart (Eds.), Temperament in childhood (pp. 451-461). New York: John Wiley & Sons.
    • (1989) Temperament in childhood , pp. 451-461
    • Martin, R.P.1
  • 47
    • 0027670997 scopus 로고
    • Statistical difficulties of detecting interactions andmoderator effects
    • Mcclelland, G. H.,&Judd, C. M. (1993). Statistical difficulties of detecting interactions andmoderator effects. Psychological Bulletin, 114, 376-390.
    • (1993) Psychological Bulletin , vol.114 , pp. 376-390
    • Mcclelland, G.H.1    Judd, C.M.2
  • 49
    • 0036652010 scopus 로고    scopus 로고
    • Profiles of social competence among low-income African-American preschool children
    • Mendez, J. L., Fantuzzo, J., & Cicchetti, D. (2002). Profiles of social competence among low-income African-American preschool children. Child Development, 73, 1085-1100.
    • (2002) Child Development , vol.73 , pp. 1085-1100
    • Mendez, J.L.1    Fantuzzo, J.2    Cicchetti, D.3
  • 50
    • 23044530506 scopus 로고    scopus 로고
    • Identifying and promoting social competence with African American preschool children: Developmental and contextual considerations
    • Mendez, J. L., Mcdermott, P., & Fantuzzo, J. (2002). Identifying and promoting social competence with African American preschool children: Developmental and contextual considerations. Psychology in the Schools, 39, 111-123.
    • (2002) Psychology in the Schools , vol.39 , pp. 111-123
    • Mendez, J.L.1    Mcdermott, P.2    Fantuzzo, J.3
  • 51
    • 4544246303 scopus 로고    scopus 로고
    • Child level correlates of student-teacher relationships: An examination of demographic characteristics, academic orientations, and behavioral orientations
    • Murray, C., & Murray, K. M. (2004). Child level correlates of student-teacher relationships: An examination of demographic characteristics, academic orientations, and behavioral orientations. Psychology in the Schools, 41, 751-762.
    • (2004) Psychology in the Schools , vol.41 , pp. 751-762
    • Murray, C.1    Murray, K.M.2
  • 56
    • 0001396550 scopus 로고
    • Relationships between teachers and children: Associations with behavior at home and in the classroom
    • Pianta. R. C., & Nimetz, S. L. (1991). Relationships between teachers and children: Associations with behavior at home and in the classroom. Journal of Applied Developmental Psychology, 12, 379-393.
    • (1991) Journal of Applied Developmental Psychology , vol.12 , pp. 379-393
    • Pianta, R.C.1    Nimetz, S.L.2
  • 57
    • 0001650182 scopus 로고    scopus 로고
    • Mother-child relationships, teacher-child relationships, and school outcomes in preschool and kindergarten
    • Pianta, R. C., Nimetz, S. L., & Bennett, E. (1997). Mother-child relationships, teacher-child relationships, and school outcomes in preschool and kindergarten. Early Childhood Research Quarterly, 12, 263-280.
    • (1997) Early Childhood Research Quarterly , vol.12 , pp. 263-280
    • Pianta, R.C.1    Nimetz, S.L.2    Bennett, E.3
  • 58
    • 84974198918 scopus 로고
    • The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment
    • Pianta, R. C., Steinberg, M. S., & Rollins, K. B. (1995). The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment. Development and Psychopathology, 7, 295-312.
    • (1995) Development and Psychopathology , vol.7 , pp. 295-312
    • Pianta, R.C.1    Steinberg, M.S.2    Rollins, K.B.3
  • 59
    • 7544251731 scopus 로고    scopus 로고
    • Teacher-child relationships and children's success in the first years of school
    • Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33, 444-458.
    • (2004) School Psychology Review , vol.33 , pp. 444-458
    • Pianta, R.C.1    Stuhlman, M.W.2
  • 60
    • 0040660392 scopus 로고
    • The interaction between temperament and environment: Methodological considerations
    • Plomin, R., & Daniels, D. (1984). The interaction between temperament and environment: Methodological considerations. Merrill-Palmer Quarterly, 30, 149-162.
    • (1984) Merrill-Palmer Quarterly , vol.30 , pp. 149-162
    • Plomin, R.1    Daniels, D.2
  • 62
    • 0031455749 scopus 로고    scopus 로고
    • The nature of social competence: A theoretical review
    • Rose-krasnor, L. (1997). The nature of social competence: A theoretical review. Social Development, 6, 111-135.
    • (1997) Social Development , vol.6 , pp. 111-135
    • Rose-krasnor, L.1
  • 63
    • 33748317620 scopus 로고    scopus 로고
    • Temperament
    • In N. Eisenberg (Vol. Ed.),W. Damon,&R.M. Lerner (Eds.), (6th ed., pp. 99-166). Hoboken, NJ: John Wiley & Sons, Inc
    • Rothbart,M. L.,&Bates, J. E. (2006). Temperament. In N. Eisenberg (Vol. Ed.),W. Damon,&R.M. Lerner (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 99-166). Hoboken, NJ: John Wiley & Sons, Inc.
    • (2006) Handbook of child psychology: Social, emotional, and personality development , vol.3
    • Rothbart, M.L.1    Bates, J.E.2
  • 64
    • 0034146327 scopus 로고    scopus 로고
    • Tests of the relationship between children's temperament and asthma and of the reliability and validity of the Brief Scale of Temperament
    • Sarafino, E. P. (2000). Tests of the relationship between children's temperament and asthma and of the reliability and validity of the Brief Scale of Temperament. Journal of Genetic Psychology, 161, 23-36.
    • (2000) Journal of Genetic Psychology , vol.161 , pp. 23-36
    • Sarafino, E.P.1
  • 65
    • 0034551422 scopus 로고    scopus 로고
    • The ecology of school psychology: Examining and changing our paradigm for the 21st century
    • Sheridan, S. M., & Gutkin, T. B. (2000). The ecology of school psychology: Examining and changing our paradigm for the 21st century. School Psychology Review, 29, 485-502.
    • (2000) School Psychology Review , vol.29 , pp. 485-502
    • Sheridan, S.M.1    Gutkin, T.B.2
  • 68
    • 84954145285 scopus 로고
    • Temperament and follow-up to adulthood
    • In R. Porter&G.M.Collins (Eds.), London: Pitman Books
    • Thomas, A.,&Chess, S. (1982). Temperament and follow-up to adulthood. In R. Porter&G.M.Collins (Eds.), Temperamental differences in infants and young children (pp. 168-175). London: Pitman Books.
    • (1982) Temperamental differences in infants and young children , pp. 168-175
    • Thomas, A.1    Chess, S.2
  • 70
    • 1142302019 scopus 로고    scopus 로고
    • Temperament and peer acceptance in early childhood: Sex and social status differences
    • Walker, S., Berthelsen, D., & Irving, K. (2001). Temperament and peer acceptance in early childhood: Sex and social status differences. Child Study Journal, 31, 177-192.
    • (2001) Child Study Journal , vol.31 , pp. 177-192
    • Walker, S.1    Berthelsen, D.2    Irving, K.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.