메뉴 건너뛰기




Volumn 106, Issue 9, 2004, Pages 1695-1714

Increasing student learning through volitional control

Author keywords

[No Author keywords available]

Indexed keywords


EID: 7544246297     PISSN: 01614681     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1467-9620.2004.00401.x     Document Type: Review
Times cited : (59)

References (38)
  • 3
    • 0000811946 scopus 로고
    • Classroom learning and motivation: Clarifying and expanding goal theory
    • Blumenfeld, P. C. (1992). Classroom learning and motivation: Clarifying and expanding goal theory. Journal of Educational Psychology, 84(3), 272-281.
    • (1992) Journal of Educational Psychology , vol.84 , Issue.3 , pp. 272-281
    • Blumenfeld, P.C.1
  • 4
    • 0025082865 scopus 로고
    • Measuring generalized expectancies for negative mood regulation: Initial scale development and implications
    • Catanzaro, S. J., & Mearns, J. (1990). Measuring generalized expectancies for negative mood regulation: Initial scale development and implications. Journal of Personality Assessment, 54(3-4), 546-563.
    • (1990) Journal of Personality Assessment , vol.54 , Issue.3-4 , pp. 546-563
    • Catanzaro, S.J.1    Mearns, J.2
  • 5
    • 35248870940 scopus 로고    scopus 로고
    • Volitional aspects of self-regulated learning
    • B. J. Zimmerman & D. H. Schunk (Eds.). Mahwah, NJ: Lawrence Erlbaum
    • Corno, L. (2001). Volitional aspects of self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement (pp. 191-225). Mahwah, NJ: Lawrence Erlbaum.
    • (2001) Self-Regulated Learning and Academic Achievement , pp. 191-225
    • Corno, L.1
  • 6
    • 21844512772 scopus 로고
    • The role of volition in learning and performance
    • L. Darling-Hammond (Ed.). Washington, DC: American Educational Research Association
    • Corno, L., & Kanfer, R. (1993). The role of volition in learning and performance. In L. Darling-Hammond (Ed.), Review of research in education, (Vol. 19, pp. 3-43). Washington, DC: American Educational Research Association.
    • (1993) Review of Research in Education , vol.19 , pp. 3-43
    • Corno, L.1    Kanfer, R.2
  • 9
    • 0000758772 scopus 로고
    • Development of self-regulatory and self-evaluative processes: Costs, benefits, and tradeoffs
    • M. R. Gunnar & L. A. Sroufe (Eds.). Hillsdale, NJ: Lawrence Erlbaum
    • Higgins, E. T. (1991). Development of self-regulatory and self-evaluative processes: Costs, benefits, and tradeoffs. In M. R. Gunnar & L. A. Sroufe (Eds.), Self processes and development: The Minnesota Symposia on Child Development, (Vol. 23, pp. 125-166). Hillsdale, NJ: Lawrence Erlbaum.
    • (1991) Self Processes and Development: The Minnesota Symposia on Child Development , vol.23 , pp. 125-166
    • Higgins, E.T.1
  • 10
    • 1642457948 scopus 로고    scopus 로고
    • Volitional strategies and future time perspective: Embracing the complexity of dynamic interactions
    • Husman, J., McCann, E., & Crowson, H. M. (2000). Volitional strategies and future time perspective: Embracing the complexity of dynamic interactions. International Journal of Educational Research, 33, 777-799.
    • (2000) International Journal of Educational Research , vol.33 , pp. 777-799
    • Husman, J.1    McCann, E.2    Crowson, H.M.3
  • 11
    • 0021152344 scopus 로고
    • Volitional aspects of achievement motivation and learned helplessness: Toward a comprehensive theory of action-control
    • B. A. Maher (Ed.). New York: Academic Press
    • Kuhl, J. (1984). Volitional aspects of achievement motivation and learned helplessness: Toward a comprehensive theory of action-control. In B. A. Maher (Ed.), Progress in experimental personality research, (Vol. 13, pp. 99-171). New York: Academic Press.
    • (1984) Progress in Experimental Personality Research , vol.13 , pp. 99-171
    • Kuhl, J.1
  • 12
    • 0003056716 scopus 로고
    • Volitional mediators of cognition-behavior consistency: Self-regulatory process and action versus state orientation
    • J. Kuhl & J. Beckmann (Eds.). Berlin: Springer-Verlag
    • Kuhl, J. (1985). Volitional mediators of cognition-behavior consistency: Self-regulatory process and action versus state orientation. In J. Kuhl & J. Beckmann (Eds.), Action control: From cognition to behavior (pp. 101-128). Berlin: Springer-Verlag.
    • (1985) Action Control: From Cognition to Behavior , pp. 101-128
    • Kuhl, J.1
  • 13
    • 0001955532 scopus 로고
    • A theory of action and state orientation
    • J. Kuhl & J. Beckmann (Eds.). Gottingen, Germany: Hogrefe & Huber
    • Kuhl, J. (1994). A theory of action and state orientation. In J. Kuhl & J. Beckmann (Eds.), Volition and personality: Action versus state orientation (pp. 9-46). Gottingen, Germany: Hogrefe & Huber.
    • (1994) Volition and Personality: Action Versus State Orientation , pp. 9-46
    • Kuhl, J.1
  • 15
    • 0033450487 scopus 로고    scopus 로고
    • Maintaining motivation and regulating emotion: Measuring individual differences in academic volitional strategies
    • McCann, E. J., & Garcia, T. (1999). Maintaining motivation and regulating emotion: Measuring individual differences in academic volitional strategies. Learning and Individual Differences, 11(3), 259-279.
    • (1999) Learning and Individual Differences , vol.11 , Issue.3 , pp. 259-279
    • McCann, E.J.1    Garcia, T.2
  • 16
    • 0001198965 scopus 로고
    • The classroom context and children's motivation goals
    • M. Maehr & P. Pintrich (Eds.). Greenwich, CT: JAI Press
    • Meece, J. (1991). The classroom context and children's motivation goals. In M. Maehr & P. Pintrich (Eds.), Advances in achievement motivation research, (Vol. 7, pp. 261-286). Greenwich, CT: JAI Press.
    • (1991) Advances in Achievement Motivation Research , vol.7 , pp. 261-286
    • Meece, J.1
  • 17
    • 0000627525 scopus 로고
    • The constructivist approach to self-regulation and learning in the classroom
    • B. J. Zimmerman & D, H. Schunk (Eds.). New York: Springer-Verlag
    • Paris, S. G., & Byrnes, J. P. (1989). The constructivist approach to self-regulation and learning in the classroom. In B. J. Zimmerman & D, H. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp. 169-200). New York: Springer-Verlag.
    • (1989) Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice , pp. 169-200
    • Paris, S.G.1    Byrnes, J.P.2
  • 18
    • 0038225446 scopus 로고    scopus 로고
    • Constructing theories, identities, and actions of self-regulated learners
    • B. J. Zimmerman & D. H. Schunk (Eds.). Mahwah. NT: Lawrence Erlbaum
    • Paris, S. G., Byrnes, J. P., & Paris, A. H. (2001). Constructing theories, identities, and actions of self-regulated learners. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement (pp. 253-287). Mahwah. NT: Lawrence Erlbaum.
    • (2001) Self-Regulated Learning and Academic Achievement , pp. 253-287
    • Paris, S.G.1    Byrnes, J.P.2    Paris, A.H.3
  • 20
    • 0000347836 scopus 로고
    • The impact of emotions on learning and achievement: Toward a theory of cognitive/motivational mediators
    • Pekrun, R. (1992). The impact of emotions on learning and achievement: Toward a theory of cognitive/motivational mediators. Applied Psychology: An International Review, 41, 359-376.
    • (1992) Applied Psychology: An International Review , vol.41 , pp. 359-376
    • Pekrun, R.1
  • 21
    • 77956777751 scopus 로고    scopus 로고
    • A social-cognitive, control-value theory of achievement emotions
    • J. Heckhausen (Ed.). Amsterdam: Elsevier
    • Pekrun, R. (2000). A social-cognitive, control-value theory of achievement emotions. In J. Heckhausen (Ed.), Motivational psychology of human development (pp. 143-163). Amsterdam: Elsevier.
    • (2000) Motivational Psychology of Human Development , pp. 143-163
    • Pekrun, R.1
  • 22
    • 0036087015 scopus 로고    scopus 로고
    • Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research
    • Pekrun, R., Goetz, T., Titz, W., & Perry, R. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-106.
    • (2002) Educational Psychologist , vol.37 , Issue.2 , pp. 91-106
    • Pekrun, R.1    Goetz, T.2    Titz, W.3    Perry, R.4
  • 24
    • 21844505557 scopus 로고
    • More about the development of self-regulation: Complex, long-term, and thoroughly social
    • Pressley, M. (1995). More about the development of self-regulation: Complex, long-term, and thoroughly social. Educational Psychologist, 30(4), 207-212.
    • (1995) Educational Psychologist , vol.30 , Issue.4 , pp. 207-212
    • Pressley, M.1
  • 26
    • 84911996630 scopus 로고
    • The generalizability of deferment of gratification
    • Ray, J. J., & Najman, J. M. (1985). The generalizability of deferment of gratification. Journal of Social Psychology, 126(1), 117-119.
    • (1985) Journal of Social Psychology , vol.126 , Issue.1 , pp. 117-119
    • Ray, J.J.1    Najman, J.M.2
  • 28
    • 85084869031 scopus 로고    scopus 로고
    • Individual differences in affective and cognitive functions
    • D. C. Berliner & R. C. Calfee (Eds.). New York: Prentice Hall
    • Snow, R. E., Corno, L., & Jackson, D. (1996). Individual differences in affective and cognitive functions. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of Educational Psychology (pp. 243-310). New York: Prentice Hall.
    • (1996) Handbook of Educational Psychology , pp. 243-310
    • Snow, R.E.1    Corno, L.2    Jackson, D.3
  • 29
    • 0037849911 scopus 로고    scopus 로고
    • The importance of students' goals in their emotional experience of academic failure: Investigating the precursors and consequences of shame
    • Turner, J. E., Husman, J., & Schallert, D. L. (2002). The importance of students' goals in their emotional experience of academic failure: Investigating the precursors and consequences of shame. Educational Psychologist, 37(2), 79-89.
    • (2002) Educational Psychologist , vol.37 , Issue.2 , pp. 79-89
    • Turner, J.E.1    Husman, J.2    Schallert, D.L.3
  • 31
    • 0035354478 scopus 로고    scopus 로고
    • Expectancy-value relationships of shame reactions and shame resiliency
    • Turner, J. E., & Schallert, D. L. (2001). Expectancy-value relationships of shame reactions and shame resiliency. Journal of Educational Psychology, 98(2), 320-329.
    • (2001) Journal of Educational Psychology , vol.98 , Issue.2 , pp. 320-329
    • Turner, J.E.1    Schallert, D.L.2
  • 33
    • 0000359597 scopus 로고
    • The teaching of learning strategies
    • M. Wittrock (Ed.). New York: Macmillan
    • Weinstein, C. E., & Mayer, R. (1986). The teaching of learning strategies. In M. Wittrock (Ed.), Handbook of research on teaching (pp. 315-327). New York: Macmillan.
    • (1986) Handbook of Research on Teaching , pp. 315-327
    • Weinstein, C.E.1    Mayer, R.2
  • 34
    • 0032374391 scopus 로고    scopus 로고
    • Self-regulated learning and college students' regulation of motivation
    • Wolters, C. A. (1998). Self-regulated learning and college students' regulation of motivation. Journal of Educational Psychology, 90, 224-235.
    • (1998) Journal of Educational Psychology , vol.90 , pp. 224-235
    • Wolters, C.A.1
  • 36
    • 0000916249 scopus 로고
    • Self-regulating academic learning and achievement: The emergence of a social cognitive perspective
    • Zimmerman, B. J. (1990). Self-regulating academic learning and achievement: The emergence of a social cognitive perspective. Educational Psychology Review, 2, 173-201.
    • (1990) Educational Psychology Review , vol.2 , pp. 173-201
    • Zimmerman, B.J.1
  • 37
    • 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: Lawrence 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 (pp. 1-37). Mahwah, NJ: Lawrence Erlbaum.
    • (2001) Self-Regulated Learning and Academic Achievement , pp. 1-37
    • Zimmerman, B.J.1
  • 38
    • 1542468895 scopus 로고    scopus 로고
    • Reflections on theories of self-regulated learning and academic achievement
    • B. J. Zimmerman & D. H. Schunk (Eds.). Mahwah, NJ: Lawrence Erlbaum
    • Zimmerman, B. J., & Schunk, D. H. (2001). Reflections on theories of self-regulated learning and academic achievement. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement (pp. 289-307). Mahwah, NJ: Lawrence Erlbaum.
    • (2001) Self-Regulated Learning and Academic Achievement , pp. 289-307
    • Zimmerman, B.J.1    Schunk, D.H.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.