메뉴 건너뛰기




Volumn 24, Issue 3, 2013, Pages 302-326

Prospective teachers' perceptions of instrumentality, boredom coping strategies, and four aspects of engagement

Author keywords

boredom; engagement; perceived instrumentality; teacher education

Indexed keywords


EID: 84883550853     PISSN: 10476210     EISSN: 14701286     Source Type: Journal    
DOI: 10.1080/10476210.2012.724053     Document Type: Article
Times cited : (16)

References (77)
  • 2
    • 21144476796 scopus 로고
    • Styles of engagement with learning: Multidimensional assessment of their relationship with strategy use and school achievement
    • Ainley, M. D. (1993). Styles of engagement with learning: Multidimensional assessment of their relationship with strategy use and school achievement. Journal of Educational Psychology, 85, 395-405.
    • (1993) Journal of Educational Psychology , vol.85 , pp. 395-405
    • Ainley, M.D.1
  • 4
    • 56349109890 scopus 로고    scopus 로고
    • Spring House, PA: Amos Development Corporation
    • Arbuckle, J. L. (2007). AMOS 16.0 user's guide. Spring House, PA: Amos Development Corporation.
    • (2007) AMOS 16.0 user's guide
    • Arbuckle, J.L.1
  • 6
    • 0023020183 scopus 로고
    • The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations
    • Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
    • (1986) Journal of Personality and Social Psychology , vol.51 , pp. 1173-1182
    • Baron, R.M.1    Kenny, D.A.2
  • 7
    • 36248985539 scopus 로고    scopus 로고
    • Boredom and schooling: A cross-disciplinary exploration
    • Belton, T., & Priyadharshini, E. (2007). Boredom and schooling: A cross-disciplinary exploration. Cambridge Journal of Education, 37, 579-595.
    • (2007) Cambridge Journal of Education , vol.37 , pp. 579-595
    • Belton, T.1    Priyadharshini, E.2
  • 8
    • 82455196283 scopus 로고    scopus 로고
    • Present and future goals: Perceived instrumentality of schoolwork
    • Bembenutty, H. (2010). Present and future goals: Perceived instrumentality of schoolwork. Psychology Journal, 7, 2-14.
    • (2010) Psychology Journal , vol.7 , pp. 2-14
    • Bembenutty, H.1
  • 9
    • 79751525644 scopus 로고    scopus 로고
    • Motivation and students' use of learning strategies: Evidence of unidirectional effects in mathematics classrooms
    • Berger, J. L., & Karabenick, S. A. (2011). Motivation and students' use of learning strategies: Evidence of unidirectional effects in mathematics classrooms. Learning and Instruction, 21, 416-428.
    • (2011) Learning and Instruction , vol.21 , pp. 416-428
    • Berger, J.L.1    Karabenick, S.A.2
  • 12
    • 85027931135 scopus 로고    scopus 로고
    • Living with boredom
    • Calhoun, C. (2011). Living with boredom. Sophia, 50, 269-279.
    • (2011) Sophia , vol.50 , pp. 269-279
    • Calhoun, C.1
  • 13
    • 32544449282 scopus 로고    scopus 로고
    • Student engagement and student learning: Testing the linkages
    • Carini, R. M., Kuh, G. D., & Klein, S. P. (2006). Student engagement and student learning: Testing the linkages. Research in Higher Education, 47(1), 1-32.
    • (2006) Research in Higher Education , vol.47 , Issue.1 , pp. 1-32
    • Carini, R.M.1    Kuh, G.D.2    Klein, S.P.3
  • 14
    • 79957803780 scopus 로고    scopus 로고
    • Alternative approaches to assessing student engagement rates
    • Retrieved from (12 October 2010)
    • Chapman, E. (2003). Alternative approaches to assessing student engagement rates. Practical Assessment, Research & Evaluation, 8. Retrieved from (12 October 2010) http://www.PAREonline.net/getvn.asp?v=8&n=13
    • (2003) Practical Assessment, Research & Evaluation , vol.8
    • Chapman, E.1
  • 15
    • 40249084074 scopus 로고    scopus 로고
    • Testing mediation and suppression effects of latent variables: Bootstrapping with structural equation models
    • Cheung, G. W., & Lau, R. S. (2008). Testing mediation and suppression effects of latent variables: Bootstrapping with structural equation models. Organizational Research Methods, 11, 296-325.
    • (2008) Organizational Research Methods , vol.11 , pp. 296-325
    • Cheung, G.W.1    Lau, R.S.2
  • 16
    • 79851496916 scopus 로고    scopus 로고
    • Evaluating goodness-of-fit indexes for testing measurement invariance
    • Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233-255.
    • (2002) Structural Equation Modeling , vol.9 , pp. 233-255
    • Cheung, G.W.1    Rensvold, R.B.2
  • 17
    • 33745929375 scopus 로고    scopus 로고
    • It's boring: Notes on the meanings of boredom in everyday life
    • Conrad, P. (1997). It's boring: Notes on the meanings of boredom in everyday life. Qualitative Sociology, 20, 465-475.
    • (1997) Qualitative Sociology , vol.20 , pp. 465-475
    • Conrad, P.1
  • 19
    • 80053045246 scopus 로고    scopus 로고
    • Teacher education in New Zealand
    • Ell, F. (2011). Teacher education in New Zealand. Journal of Education for Teaching, 37, 433-440.
    • (2011) Journal of Education for Teaching , vol.37 , pp. 433-440
    • Ell, F.1
  • 20
    • 77952110557 scopus 로고    scopus 로고
    • Exploring the effects of changes in future time perspective and perceived instrumentality on graded performance
    • Eren, A. (2009). Exploring the effects of changes in future time perspective and perceived instrumentality on graded performance. Electronic Journal of Research in Educational Psychology, 7, 1217-1248.
    • (2009) Electronic Journal of Research in Educational Psychology , vol.7 , pp. 1217-1248
    • Eren, A.1
  • 21
    • 84883559056 scopus 로고    scopus 로고
    • In: Teixeira R. M., editors New York, NY: Nova Science Publishers
    • Eren, A. (2011). Prospective teachers' general epistemic curiosity and domain-specific epistemic curiosity: The mediating role of perceived instrumentality. In R. M. Teixeira (Ed.), Higher Education in a state of crisis (pp. 163-183). New York, NY: Nova Science Publishers.
    • (2011) Higher Education in a state of crisis , pp. 163-183
    • Eren, A.1
  • 22
    • 85145858847 scopus 로고    scopus 로고
    • In: Cochran-Smith M., Feiman-Nemser S., McIntyre D. J., Demers K. E., editors New York, NY: Routledge/Taylor & Francis Group
    • Feiman-Nemser, S. (2008). Teacher learning: How do teachers learn to teach? In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education (pp. 697-705). New York, NY: Routledge/Taylor & Francis Group.
    • (2008) Handbook of research on teacher education , pp. 697-705
    • Feiman-Nemser, S.1
  • 23
    • 21144460491 scopus 로고
    • Boredom at work: A neglected concept
    • Fisher, C. (1993). Boredom at work: A neglected concept. Human Relations, 46, 395-417.
    • (1993) Human Relations , vol.46 , pp. 395-417
    • Fisher, C.1
  • 26
    • 84963192834 scopus 로고
    • General satisfaction and boredom at school as a function of the pupil's personality characteristics
    • Gjesne, T. (1977). General satisfaction and boredom at school as a function of the pupil's personality characteristics. Scandinavian Journal of Educational Research, 21, 113-146.
    • (1977) Scandinavian Journal of Educational Research , vol.21 , pp. 113-146
    • Gjesne, T.1
  • 27
    • 77949912356 scopus 로고    scopus 로고
    • Antecedents of everyday positive emotions: An experience sampling analysis
    • Goetz, T., Frenzel, A., Stoeger, H., & Hall, N. (2010). Antecedents of everyday positive emotions: An experience sampling analysis. Motivation and Emotion, 34, 49-62.
    • (2010) Motivation and Emotion , vol.34 , pp. 49-62
    • Goetz, T.1    Frenzel, A.2    Stoeger, H.3    Hall, N.4
  • 28
    • 84883554582 scopus 로고    scopus 로고
    • Switzerland: Empirical Educational Research, University of Konstanz, Germany/Thurgau University of Teacher Education
    • Goetz, T., & Nett, U. E. (2008). Codebook of the coping with boredom scales. Math related version. Switzerland: Empirical Educational Research, University of Konstanz, Germany/Thurgau University of Teacher Education.
    • (2008) Codebook of the coping with boredom scales. Math related version
    • Goetz, T.1    Nett, U.E.2
  • 29
    • 4444354987 scopus 로고    scopus 로고
    • Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation
    • Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29, 462-482.
    • (2004) Contemporary Educational Psychology , vol.29 , pp. 462-482
    • Greene, B.A.1    Miller, R.B.2    Crowson, H.M.3    Duke, B.L.4    Akey, K.L.5
  • 30
    • 33845891608 scopus 로고    scopus 로고
    • Curriculum reform in Turkish teacher education: Attitudes of teacher educators towards change in an EU candidate nation
    • Grossman, G. M., Onkol, P. E., & Sands, M. (2007). Curriculum reform in Turkish teacher education: Attitudes of teacher educators towards change in an EU candidate nation. International Journal of Educational Development, 27, 138-150.
    • (2007) International Journal of Educational Development , vol.27 , pp. 138-150
    • Grossman, G.M.1    Onkol, P.E.2    Sands, M.3
  • 31
    • 0001673570 scopus 로고
    • Intrinsic enjoyment and boredom coping scales: Validation with personality, evoked potential and attention measures
    • Hamilton, J. A., Haier, R. J., & Buchsbaum, M. S. (1984). Intrinsic enjoyment and boredom coping scales: Validation with personality, evoked potential and attention measures. Personality and Individual Differences, 5, 183-193.
    • (1984) Personality and Individual Differences , vol.5 , pp. 183-193
    • Hamilton, J.A.1    Haier, R.J.2    Buchsbaum, M.S.3
  • 32
    • 35348887697 scopus 로고    scopus 로고
    • Future time orientation predicts academic engagement among first-year university students
    • Horstmanshof, L., & Zimitat, C. (2007). Future time orientation predicts academic engagement among first-year university students. British Journal of Educational Psychology, 77, 703-718.
    • (2007) British Journal of Educational Psychology , vol.77 , pp. 703-718
    • Horstmanshof, L.1    Zimitat, C.2
  • 33
    • 0032262444 scopus 로고    scopus 로고
    • Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification
    • Hu, L., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3, 424-453.
    • (1998) Psychological Methods , vol.3 , pp. 424-453
    • Hu, L.1    Bentler, P.M.2
  • 34
    • 1642559589 scopus 로고    scopus 로고
    • Instrumentality, task value, and intrinsic motivation: Making sense of their independent interdependence
    • Husman, J., Derryberry, W. P., Crowson, H. M., & Lomax, R. (2004). Instrumentality, task value, and intrinsic motivation: Making sense of their independent interdependence. Contemporary Educational Psychology, 29, 63-76.
    • (2004) Contemporary Educational Psychology , vol.29 , pp. 63-76
    • Husman, J.1    Derryberry, W.P.2    Crowson, H.M.3    Lomax, R.4
  • 35
    • 0033433677 scopus 로고    scopus 로고
    • The role of the future in student motivation
    • Husman, J., & Lens, W. (1999). The role of the future in student motivation. Educational Psychologist, 34, 113-125.
    • (1999) Educational Psychologist , vol.34 , pp. 113-125
    • Husman, J.1    Lens, W.2
  • 36
    • 80053019402 scopus 로고    scopus 로고
    • Teacher education in the United States of America, 2011
    • Imig, D., Wiseman, D., & Imig, S. (2011). Teacher education in the United States of America, 2011. Journal of Education for Teaching, 37, 399-408.
    • (2011) Journal of Education for Teaching , vol.37 , pp. 399-408
    • Imig, D.1    Wiseman, D.2    Imig, S.3
  • 37
    • 27544500410 scopus 로고    scopus 로고
    • In: Manstead A. S. R., Frijda N., Fischer A., editors New York, NY: Cambridge University Press
    • Isen, A. M. (2004). Some perspectives on positive feelings and emotions: Positive affect facilitates thinking and problem solving. In A. S. R. Manstead, N. Frijda, & A. Fischer (Eds.), Feelings and emotions (pp. 263-281). New York, NY: Cambridge University Press.
    • (2004) Feelings and emotions , pp. 263-281
    • Isen, A.M.1
  • 38
    • 85084586270 scopus 로고    scopus 로고
    • In: Green J. L., Camilli G., Elmore P. B., editors Mahwah, NJ: Lawrance Erlbaum
    • Kim, K. H., & Bentler, P. M. (2006). Data modeling: Structural equation modeling. In J. L. Green, G. Camilli, & P. B. Elmore (Eds.), Handbook of complementary methods in education research (pp. 161-175). Mahwah, NJ: Lawrance Erlbaum.
    • (2006) Handbook of complementary methods in education research , pp. 161-175
    • Kim, K.H.1    Bentler, P.M.2
  • 40
    • 0043190537 scopus 로고    scopus 로고
    • In: Efklides A., Kuhl J., Sorrentino R. M., editors New York, NY: Kluwer
    • Lens, W. (2001). How to combine intrinsic task-motivation with the motivational effects of the instrumentality of present tasks for future goals. In A. Efklides, J. Kuhl, & R. M. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 23-36). New York, NY: Kluwer.
    • (2001) Trends and prospects in motivation research , pp. 23-36
    • Lens, W.1
  • 41
    • 8744296018 scopus 로고    scopus 로고
    • Perceiving school performance as instrumental to future attainment: Effects on graded performance
    • Malka, A., & Covington, M. V. (2005). Perceiving school performance as instrumental to future attainment: Effects on graded performance. Contemporary Educational Psychology, 30, 60-80.
    • (2005) Contemporary Educational Psychology , vol.30 , pp. 60-80
    • Malka, A.1    Covington, M.V.2
  • 42
    • 69149107509 scopus 로고    scopus 로고
    • Boredom in the lecture theatre: An investigation into the contributors, moderators and outcomes of boredom amongst university students
    • Mann, S., & Robinson, A. (2009). Boredom in the lecture theatre: An investigation into the contributors, moderators and outcomes of boredom amongst university students. British Educational Research Journal, 35, 243-258.
    • (2009) British Educational Research Journal , vol.35 , pp. 243-258
    • Mann, S.1    Robinson, A.2
  • 43
    • 0022792935 scopus 로고
    • Shyness, boredom, and grade point average among college students
    • Maroldo, G. K. (1986). Shyness, boredom, and grade point average among college students. Psychological Reports, 59, 395-398.
    • (1986) Psychological Reports , vol.59 , pp. 395-398
    • Maroldo, G.K.1
  • 44
    • 79959328114 scopus 로고    scopus 로고
    • Courage in the classroom: Exploring a new framework predicting academic performance and engagement
    • Martin, A. J. (2011). Courage in the classroom: Exploring a new framework predicting academic performance and engagement. School Psychology Quarterly, 26, 145-160.
    • (2011) School Psychology Quarterly , vol.26 , pp. 145-160
    • Martin, A.J.1
  • 45
    • 0000519976 scopus 로고
    • Student's goal orientations and cognitive engagement in classroom activities
    • Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Student's 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.L.1    Blumenfeld, P.C.2    Hoyle, R.H.3
  • 47
    • 3543010833 scopus 로고    scopus 로고
    • A model of future-oriented motivation and self-regulation
    • Miller, R. B., & Brickman, S. J. (2004). A model of future-oriented motivation and self-regulation. Educational Psychology Review, 16, 9-33.
    • (2004) Educational Psychology Review , vol.16 , pp. 9-33
    • Miller, R.B.1    Brickman, S.J.2
  • 49
    • 34548423323 scopus 로고    scopus 로고
    • Boredom, time, and modernity: An example from Aboriginal Australia
    • Musharbash, Y. (2007). Boredom, time, and modernity: An example from Aboriginal Australia. American Anthropologist, 109, 307-317.
    • (2007) American Anthropologist , vol.109 , pp. 307-317
    • Musharbash, Y.1
  • 50
    • 78149495700 scopus 로고    scopus 로고
    • What to do when feeling bored? Students' strategies for coping with boredom
    • Nett, U. E., Goetz, T., & Daniels, L. (2010). What to do when feeling bored? Students' strategies for coping with boredom. Learning and Individual Differences, 20, 626-638.
    • (2010) Learning and Individual Differences , vol.20 , pp. 626-638
    • Nett, U.E.1    Goetz, T.2    Daniels, L.3
  • 51
    • 78650550787 scopus 로고    scopus 로고
    • Coping with boredom in school: An experience sampling perspective
    • Nett, U. E., Goetz, T., & Hall, N. C. (2011). Coping with boredom in school: An experience sampling perspective. Contemporary Educational Psychology, 36, 49-59.
    • (2011) Contemporary Educational Psychology , vol.36 , pp. 49-59
    • Nett, U.E.1    Goetz, T.2    Hall, N.C.3
  • 54
    • 80053029107 scopus 로고    scopus 로고
    • Australian teacher education reforms: Reinforcing the problem or providing a solution?
    • O'Meara, J. (2011). Australian teacher education reforms: Reinforcing the problem or providing a solution? Journal of Education for Teaching, 37, 423-431.
    • (2011) Journal of Education for Teaching , vol.37 , pp. 423-431
    • O'Meara, J.1
  • 55
    • 84898152010 scopus 로고    scopus 로고
    • The effects of perceived instrumentality and future time perspective on students' graded performance and attitudes regarding English class
    • Ozcetin, N., & Eren, A. (2010). The effects of perceived instrumentality and future time perspective on students' graded performance and attitudes regarding English class. International Journal on New Trends in Education and Their Implications, 1, 42-49.
    • (2010) International Journal on New Trends in Education and Their Implications , vol.1 , pp. 42-49
    • Ozcetin, N.1    Eren, A.2
  • 56
    • 33845331749 scopus 로고    scopus 로고
    • The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice
    • Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341.
    • (2006) Educational Psychology Review , vol.18 , pp. 315-341
    • Pekrun, R.1
  • 57
    • 33746911574 scopus 로고    scopus 로고
    • Achievement goals and discrete achievement emotions: A theoretical model and prospective test
    • Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583-597.
    • (2006) Journal of Educational Psychology , vol.98 , pp. 583-597
    • Pekrun, R.1    Elliot, A.J.2    Maier, M.A.3
  • 58
    • 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. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37, 91-105.
    • (2002) Educational Psychologist , vol.37 , pp. 91-105
    • Pekrun, R.1    Goetz, T.2    Titz, W.3    Perry, R.P.4
  • 59
    • 0002720721 scopus 로고
    • Motivational and self-regulation learning components of classroom academic performance
    • Pintrich, P. R., & De Groot (1990). Motivational and self-regulation learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-44.
    • (1990) Journal of Educational Psychology , vol.82 , pp. 33-44
    • Pintrich, P.R.1    De Groot2
  • 60
    • 44949168308 scopus 로고    scopus 로고
    • Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models
    • Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879-891.
    • (2008) Behavior Research Methods , vol.40 , pp. 879-891
    • Preacher, K.J.1    Hayes, A.F.2
  • 61
    • 0347034120 scopus 로고    scopus 로고
    • Development and validation of a multidimensional scale measuring free time boredom
    • Ragheb, M. G., & Merydith, S. P. (2001). Development and validation of a multidimensional scale measuring free time boredom. Leisure Studies, 20, 41-59.
    • (2001) Leisure Studies , vol.20 , pp. 41-59
    • Ragheb, M.G.1    Merydith, S.P.2
  • 62
    • 80052430448 scopus 로고    scopus 로고
    • Agency as a fourth aspect of students' engagement during learning activities
    • Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students' engagement during learning activities. Contemporary Educational Psychology, 36, 257-267.
    • (2011) Contemporary Educational Psychology , vol.36 , pp. 257-267
    • Reeve, J.1    Tseng, C.M.2
  • 64
    • 0039306631 scopus 로고    scopus 로고
    • The importance of future time perspective in theories of work motivation
    • Seijts, G. H. (1998). The importance of future time perspective in theories of work motivation. Journal of Psychology, 132, 154-168.
    • (1998) Journal of Psychology , vol.132 , pp. 154-168
    • Seijts, G.H.1
  • 65
    • 0040516398 scopus 로고    scopus 로고
    • Wanting to have vs. wanting to be: The effect of perceived instrumentality on goal orientation
    • Simons, J., Dewitte, S., & Lens, W. (2000). Wanting to have vs. wanting to be: The effect of perceived instrumentality on goal orientation. British Journal of Psychology, 91, 335-351.
    • (2000) British Journal of Psychology , vol.91 , pp. 335-351
    • Simons, J.1    Dewitte, S.2    Lens, W.3
  • 66
    • 4544372153 scopus 로고    scopus 로고
    • The role of different types of instrumentality in motivation, study strategies, and performance: Know why you learn, so you'll know what you learn
    • Simons, J., Dewitte, S., & Lens, W. (2004). The role of different types of instrumentality in motivation, study strategies, and performance: Know why you learn, so you'll know what you learn. British Journal of Educational Psychology, 74, 343-360.
    • (2004) British Journal of Educational Psychology , vol.74 , pp. 343-360
    • Simons, J.1    Dewitte, S.2    Lens, W.3
  • 68
    • 50849124164 scopus 로고    scopus 로고
    • The relationships among students' future-oriented goals and subgoals, perceived task instrumentality, and task-oriented self-regulation strategies in an academic environment
    • Tabachnick, S. E., Miller, R. B., & Relyea, G. E. (2008). The relationships among students' future-oriented goals and subgoals, perceived task instrumentality, and task-oriented self-regulation strategies in an academic environment. Journal of Educational Psychology, 100, 629-642.
    • (2008) Journal of Educational Psychology , vol.100 , pp. 629-642
    • Tabachnick, S.E.1    Miller, R.B.2    Relyea, G.E.3
  • 69
    • 0024260406 scopus 로고
    • Dropouts speak out: Qualitative data on early school departures
    • Tidwell, R. (1988). Dropouts speak out: Qualitative data on early school departures. Adolescence, 23, 939-954.
    • (1988) Adolescence , vol.23 , pp. 939-954
    • Tidwell, R.1
  • 70
    • 1342282699 scopus 로고    scopus 로고
    • Psychometric measures of boredom: A review of the literature
    • Vodanovich, S. J. (2003). Psychometric measures of boredom: A review of the literature. Journal of Psychology, 137, 569-595.
    • (2003) Journal of Psychology , vol.137 , pp. 569-595
    • Vodanovich, S.J.1
  • 71
    • 67650079060 scopus 로고    scopus 로고
    • The relations between student motivational beliefs and cognitive engagement in high school
    • Walker, C. O., & Greene, B. A. (2009). The relations between student motivational beliefs and cognitive engagement in high school. Journal of Educational Research, 102, 463-472.
    • (2009) Journal of Educational Research , vol.102 , pp. 463-472
    • Walker, C.O.1    Greene, B.A.2
  • 72
    • 0029881909 scopus 로고    scopus 로고
    • Toward the development and validation of a measure of sexual boredom
    • Watt, J. D., & Ewing, J. E. (1996). Toward the development and validation of a measure of sexual boredom. Journal of Sex Research, 33, 57-66.
    • (1996) Journal of Sex Research , vol.33 , pp. 57-66
    • Watt, J.D.1    Ewing, J.E.2
  • 73
    • 0040016431 scopus 로고    scopus 로고
    • Boredom proneness and psychosocial development
    • Watt, J. D., & Vodanovich, S. J. (1999). Boredom proneness and psychosocial development. Journal of Psychology, 133, 303-314.
    • (1999) Journal of Psychology , vol.133 , pp. 303-314
    • Watt, J.D.1    Vodanovich, S.J.2
  • 74
    • 2942597517 scopus 로고    scopus 로고
    • Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement
    • Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236-250.
    • (2004) Journal of Educational Psychology , vol.96 , pp. 236-250
    • Wolters, C.A.1
  • 76
    • 0038795072 scopus 로고    scopus 로고
    • Bootstrap approach to inference and power analysis based on three test statistics for covariance structure models
    • Yuan, K. H., & Hayashi, K. (2003). Bootstrap approach to inference and power analysis based on three test statistics for covariance structure models. British Journal of Mathematical and Statistical Psychology, 56, 93-110.
    • (2003) British Journal of Mathematical and Statistical Psychology , vol.56 , pp. 93-110
    • Yuan, K.H.1    Hayashi, K.2
  • 77
    • 0001929869 scopus 로고    scopus 로고
    • In: Zimmerman B. J., Schunk D. H., editors 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


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.