메뉴 건너뛰기




Volumn , Issue , 2012, Pages 45-63

Engagement across developmental periods

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84942416196     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-1-4614-2018-7_3     Document Type: Chapter
Times cited : (108)

References (104)
  • 1
    • 0037769575 scopus 로고    scopus 로고
    • Parental support and pressure and children's extracurricular activities: Relationships with amount of involvement and affective experience of participation
    • Anderson, J. C., Funk, J. B., Elliot, R., & Smith, P. H. (2003). Parental support and pressure and children's extracurricular activities: Relationships with amount of involvement and affective experience of participation. Journal of Applied Developmental Psychology, 24 241-257.
    • (2003) Journal of Applied Developmental Psychology , vol.24 , pp. 24-241
    • Anderson, J.C.1    Funk, J.B.2    Elliot, R.3    Smith, P.H.4
  • 2
    • 44049102415 scopus 로고    scopus 로고
    • Student engagement with school: Critical conceptual and methodological issues of the construct
    • Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2007). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45 369-386.
    • (2007) Psychology in the Schools , vol.45 , pp. 369-386
    • Appleton, J.J.1    Christenson, S.L.2    Furlong, M.J.3
  • 3
    • 34447648340 scopus 로고
    • Long-term effects of early childhood programs on cognitive and school outcomes
    • Barnett, S. (1995). Long-term effects of early childhood programs on cognitive and school outcomes. The Future of Children, 5, 25-50.
    • (1995) The Future of Children , vol.5 , pp. 25-50
    • Barnett, S.1
  • 4
    • 22144436667 scopus 로고    scopus 로고
    • The ABCS of engagement in out-ofschool programs
    • Bartko, T. W. (2005). The ABCS of engagement in out-ofschool programs. New Directions for Youth Development, 105 109-120.
    • (2005) New Directions for Youth Development , vol.105 , pp. 105-109
    • Bartko, T.W.1
  • 6
    • 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. 35-61
    • Birch, S.H.1    Ladd, G.W.2
  • 7
    • 85047673011 scopus 로고    scopus 로고
    • School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry
    • Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. American Psychologist, 57 111-127.
    • (2002) American Psychologist , vol.57 , pp. 57-111
    • Blair, C.1
  • 8
    • 58449115576 scopus 로고    scopus 로고
    • Motivation and cognitive engagement in learning environments
    • R. K. Sawyer (Ed.), New York: Cambridge University Press
    • Blumenfeld, P. C., Kempler, T. M., & Krajcik, J. S. (2006). Motivation and cognitive engagement in learning environments. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 475-488). New York: Cambridge University Press.
    • (2006) The Cambridge handbook of the learning sciences , pp. 475-488
    • Blumenfeld, P.C.1    Kempler, T.M.2    Krajcik, J.S.3
  • 10
    • 78650094712 scopus 로고    scopus 로고
    • Capturing unique dimensions of youth organized activity involvement: Theoretical and methodological considerations
    • Online First, May 2010
    • Bohnert, A., Fredricks, J., & Randall, E. (2010). Capturing unique dimensions of youth organized activity involvement: Theoretical and methodological considerations. Review of Educational Research, Online First, May 2010.
    • (2010) Review of Educational Research
    • Bohnert, A.1    Fredricks, J.2    Randall, E.3
  • 11
    • 0003983986 scopus 로고
    • Is early intervention effective
    • E. Stuening & M. Guttentag (Eds.) Beverly Hills, CA: Sage
    • Bronfenbrenner, U. (1975). Is early intervention effective? In E. Stuening & M. Guttentag (Eds.), Handbook of evaluation research (Vol. 2, pp. 519-603). Beverly Hills, CA: Sage.
    • (1975) Handbook of evaluation research , vol.2 , pp. 519-603
    • Bronfenbrenner, U.1
  • 12
    • 0028527469 scopus 로고
    • Nature-nurture reconceptualized in developmental perspective: A bioecological model
    • Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture reconceptualized in developmental perspective: A bioecological model. Psychological Review, 101 568-586.
    • (1994) Psychological Review , vol.101 , pp. 101-568
    • Bronfenbrenner, U.1    Ceci, S.J.2
  • 13
    • 0000913558 scopus 로고    scopus 로고
    • The ecology of developmental processes
    • W. Damon (Series Ed.) & R. Lerner (Vol. Ed.), (5th ed.). New York: John Wiley
    • Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon (Series Ed.) & R. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theory (5th ed., pp. 993-1028). New York: John Wiley.
    • (1998) Handbook of child psychology: Vol. 1. Theory , pp. 993-1028
    • Bronfenbrenner, U.1    Morris, P.A.2
  • 14
    • 0038236982 scopus 로고    scopus 로고
    • Self-efficacy, goal orientation, and fear of failure as predictors of school engagement with high school students
    • Caraway, K., Tucker, C. M., Reinke, W. M., & Hall, C. (2003). Self-efficacy, goal orientation, and fear of failure as predictors of school engagement with high school students. Psychology in the Schools, 40, 417-427.
    • (2003) Psychology in the Schools , vol.40 , pp. 417-427
    • Caraway, K.1    Tucker, C.M.2    Reinke, W.M.3    Hall, C.4
  • 15
    • 0032332919 scopus 로고    scopus 로고
    • A little help from my friend's parents: Social closure and educational outcomes
    • Carbonaro, W. J. (1998). A little help from my friend's parents: Social closure and educational outcomes. Sociology of Education, 71 295-313.
    • (1998) Sociology of Education , vol.71 , pp. 71-295
    • Carbonaro, W.J.1
  • 17
    • 0028412576 scopus 로고
    • Educational risk and resilience in African-American youth: Context, self, action, and outcomes in school
    • Connell, J. P., Spencer, M. B., & Aber, J. L. (1994). Educational risk and resilience in African-American youth: Context, self, action, and outcomes in school. Child Development, 65 493-506.
    • (1994) Child Development , vol.65 , pp. 65-493
    • Connell, J.P.1    Spencer, M.B.2    Aber, J.L.3
  • 18
    • 0001632270 scopus 로고
    • Competence, autonomy, and relatedness: A motivational analysis of selfsystem processes
    • M. Gunnar & A. Sroufe (Eds.), Hillsdale, NJ: Erlbaum
    • Connell, J. P., & Wellborn, J. (1991). Competence, autonomy, and relatedness: A motivational analysis of selfsystem processes. In M. Gunnar & A. Sroufe (Eds.), Minnesota symposium on child development (Vol. 22, pp. 43-77). Hillsdale, NJ: Erlbaum.
    • (1991) Minnesota symposium on child development , vol.22 , pp. 43-77
    • Connell, J.P.1    Wellborn, J.2
  • 19
    • 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 ofEducational Psychology, 92 458-465.
    • (2000) Journal ofEducational Psychology , vol.92 , pp. 92-458
    • Coolahan, K.1    Fantuzzo, J.2    Mendez, J.3    McDermott, P.4
  • 20
    • 0032334315 scopus 로고    scopus 로고
    • Distinguishing absentee students from regular attenders: The combined influence of personal, family, and school factors
    • Corville-Smith, J., Ryan, B. A., Adams, G. R., & Dalicandro, T. (1998). Distinguishing absentee students from regular attenders: The combined influence of personal, family, and school factors. Journal of Youth and Adolescence, 27 629-640.
    • (1998) Journal of Youth and Adolescence , vol.27 , pp. 27-629
    • Corville-Smith, J.1    Ryan, B.A.2    Adams, G.R.3    Dalicandro, T.4
  • 21
    • 0000642099 scopus 로고    scopus 로고
    • Early childhood education programs
    • Currie, J. (2001). Early childhood education programs. Journal of Economic Perspectives, 15 213-238.
    • (2001) Journal of Economic Perspectives , vol.15 , pp. 15-213
    • Currie, J.1
  • 22
    • 72449202317 scopus 로고    scopus 로고
    • Do neighborhood and home contexts help explain why low-income children miss opportunities to participate in activities outside of school
    • Dealing, E., Wimer, C., Simpkins, S., Lund, T., Bouffard, W., Caronongan, P., et al. (2009). Do neighborhood and home contexts help explain why low-income children miss opportunities to participate in activities outside of school? Developmental Psychology, 45 1545-1562.
    • (2009) Developmental Psychology , vol.45 , pp. 45-1545
    • Dealing, E.1    Wimer, C.2    Simpkins, S.3    Lund, T.4    Bouffard, W.5    Caronongan, P.6
  • 23
    • 70349979565 scopus 로고    scopus 로고
    • Intensity and breadth of participation in organized activities during the adolescent years: Multiple associations with youth outcomes
    • Denault, A. S., & Poulin, F. (2009). Intensity and breadth of participation in organized activities during the adolescent years: Multiple associations with youth outcomes. Journal of Youth and Adolescence, 9, 119-1213.
    • (2009) Journal of Youth and Adolescence , vol.9 , pp. 119-1213
    • Denault, A.S.1    Poulin, F.2
  • 25
    • 32444446538 scopus 로고    scopus 로고
    • Elementary school students' extracurricular activities: The effects of participation on achievement and teachers' evaluations
    • Dumais, S. A. (2006). Elementary school students' extracurricular activities: The effects of participation on achievement and teachers' evaluations. Sociological Spectrum, 26 117-147.
    • (2006) Sociological Spectrum , vol.26 , pp. 26-117
    • Dumais, S.A.1
  • 26
    • 84949802551 scopus 로고    scopus 로고
    • Schools, academic motivation, and stage-environment fit
    • R. M. Lerner & L. Steinberg (Eds.), (2nd ed.). Hoboken, NJ: Wiley
    • Eccles, J. S. (2004). Schools, academic motivation, and stage-environment fit. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (2nd ed., pp. 125-153). Hoboken, NJ: Wiley.
    • (2004) Handbook of adolescent psychology , pp. 125-153
    • Eccles, J.S.1
  • 27
    • 84917041081 scopus 로고    scopus 로고
    • The present and future of research on activity settings as developmental contexts
    • J. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Mahwah, NJ: Lawrence Erlbaum
    • Eccles, J. S. (2005). The present and future of research on activity settings as developmental contexts. In J. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs (pp. 353-374). Mahwah, NJ: Lawrence Erlbaum.
    • (2005) Organized activities as contexts of development: Extracurricular activities, after-school and community programs , pp. 353-374
    • Eccles, J.S.1
  • 28
    • 0027547048 scopus 로고
    • Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families
    • Eccles, J. S., Midgefield, C., & Wigfield, A. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families. American Psychologist, 48 90-101.
    • (1993) American Psychologist , vol.48 , pp. 48-90
    • Eccles, J.S.1    Midgefield, C.2    Wigfield, A.3
  • 29
    • 0009359839 scopus 로고
    • Selecting friends in contrasting secondary school environments
    • J. Epstein & N. Karweit (Eds.), New York: Academic
    • Epstein, J. (1983). Selecting friends in contrasting secondary school environments. In J. Epstein & N. Karweit (Eds.), Friends in school. New York: Academic.
    • (1983) Friends in school
    • Epstein, J.1
  • 30
    • 0036591713 scopus 로고    scopus 로고
    • The relationship between peer-play interactions in the family context and dimensions of school readiness for low-income preschool children
    • Fantuzzo, J., & McWayne, C. (2002). The relationship between peer-play interactions in the family context and dimensions of school readiness for low-income preschool children. Journal ofEducational Psychology, 94 79-87.
    • (2002) Journal ofEducational Psychology , vol.94 , pp. 94-79
    • Fantuzzo, J.1    McWayne, C.2
  • 31
    • 23244449438 scopus 로고    scopus 로고
    • The role of school-based extracurricular activities in adolescent development: A comprehensive review and future directions
    • Feldman, A. F., & Matjasko, J. L. (2005). The role of school-based extracurricular activities in adolescent development: A comprehensive review and future directions. Review of Educational Research, 75 159-210.
    • (2005) Review of Educational Research , vol.75 , pp. 75-159
    • Feldman, A.F.1    Matjasko, J.L.2
  • 34
    • 0034424336 scopus 로고    scopus 로고
    • Parental influences on adolescent involvement in community activities
    • Fletcher, A. C., Elder, G. H., Jr., & Mekos, D. (2000). Parental influences on adolescent involvement in community activities. Journal of Research on Adolescence, 10 29-48.
    • (2000) Journal of Research on Adolescence , vol.10 , pp. 10-29
    • Fletcher, A.C.1    Elder, G.H.2    Mekos, D.3
  • 36
    • 0042663376 scopus 로고
    • The relationship of school belonging and friends' values to academic motivation among urban adolescent students
    • Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends' values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62 60-71.
    • (1993) The Journal of Experimental Education , vol.62 , pp. 62-60
    • Goodenow, C.1    Grady, K.E.2
  • 37
    • 0000998576 scopus 로고
    • Differentiating among social contexts: By spatial features, forms of participation, and social contracts
    • P. Moen, G. H. Elder Jr., & K. Luschner (Eds.), Washington, DC: American Psychological Association
    • Goodenow, J. (1995). Differentiating among social contexts: By spatial features, forms of participation, and social contracts. In P. Moen, G. H. Elder Jr., & K. Luschner (Eds.), Examining lives in context: Perspective on the ecology of human development (pp. 269-302). Washington, DC: American Psychological Association.
    • (1995) Examining lives in context: Perspective on the ecology of human development , pp. 269-302
    • Goodenow, J.1
  • 38
    • 0032193333 scopus 로고    scopus 로고
    • Role of cognitively stimulating home environment in children's academic intrinsic motivation: A longitudinal study
    • Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1998). Role of cognitively stimulating home environment in children's academic intrinsic motivation: A longitudinal study. Child Development, 69, 1448-1460.
    • (1998) Child Development , vol.69 , pp. 1448-1460
    • Gottfried, A.E.1    Fleming, J.S.2    Gottfried, A.W.3
  • 39
    • 0035586016 scopus 로고    scopus 로고
    • Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study
    • Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93 3-13.
    • (2001) Journal of Educational Psychology , vol.93 , pp. 93-93
    • Gottfried, A.E.1    Fleming, J.S.2    Gottfried, A.W.3
  • 40
    • 33947519512 scopus 로고    scopus 로고
    • Stage-environment fit during adolescence: Trajectories of family relations and adolescent outcomes
    • Gutman, L. M., & Eccles, J. S. (2007). Stage-environment fit during adolescence: Trajectories of family relations and adolescent outcomes. Developmental Psychology, 43 522-537.
    • (2007) Developmental Psychology , vol.43 , pp. 43-522
    • Gutman, L.M.1    Eccles, J.S.2
  • 41
    • 33751534584 scopus 로고    scopus 로고
    • Children's school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade
    • Hair, E., Halle, T., & Terry-Humen, E. (2006). Children's school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade. Early Childhood Research Quarterly, 21 431-454.
    • (2006) Early Childhood Research Quarterly , vol.21 , pp. 21-431
    • Hair, E.1    Halle, T.2    Terry-Humen, E.3
  • 42
    • 84925929616 scopus 로고
    • Reactions to achievement behavior from a teacher and student perspective: A developmental analysis
    • Harari, O., & Covington, M. V. (1981). Reactions to achievement behavior from a teacher and student perspective: A developmental analysis. American Educational Research Journal, 18 15-28.
    • (1981) American Educational Research Journal , vol.18 , pp. 18-15
    • Harari, O.1    Covington, M.V.2
  • 43
    • 21144471404 scopus 로고
    • Trait vs. nontrait conceptualizations of intrinsic/extrinsic motivational orientation
    • Harter, S., & Jackson, B. K. (1992). Trait vs. nontrait conceptualizations of intrinsic/extrinsic motivational orientation. Motivation and Emotion, 16 209-230.
    • (1992) Motivation and Emotion , vol.16 , pp. 16-209
    • Harter, S.1    Jackson, B.K.2
  • 44
    • 40849136352 scopus 로고    scopus 로고
    • Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study
    • Hughes, J. N., Luo, W., Kwok, O. M., & Loyd, L. K. (2008). Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study. Journal of Educational Psychology, 100 1-14.
    • (2008) Journal of Educational Psychology , vol.100 , pp. 100-101
    • Hughes, J.N.1    Luo, W.2    Kwok, O.M.3    Loyd, L.K.4
  • 45
    • 39049128507 scopus 로고    scopus 로고
    • School engagement trajectories and their differential predictive relations to dropout
    • Janosz, M., Archambault, I., Morizot, J., & Pagani, L. S. (2008). School engagement trajectories and their differential predictive relations to dropout. Journal of Social Issues, 64 21-40.
    • (2008) Journal of Social Issues , vol.64 , pp. 64-21
    • Janosz, M.1    Archambault, I.2    Morizot, J.3    Pagani, L.S.4
  • 46
    • 0000538223 scopus 로고
    • Readiness 2000: Rethinking rhetoric and responsibility
    • Kagan, S. L. (1990). Readiness 2000: Rethinking rhetoric and responsibility. The Phi Delta Kappan, 72 272-279.
    • (1990) The Phi Delta Kappan , vol.72 , pp. 72-272
    • Kagan, S.L.1
  • 48
    • 84949744536 scopus 로고    scopus 로고
    • Cognitive and brain development
    • R. M. Lerner & L. Steinberg (Eds.), (2nd ed.). New York: Wiley
    • Keating, D. P. (2004). Cognitive and brain development. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (2nd ed., pp. 45-84). New York: Wiley.
    • (2004) Handbook of adolescent psychology , pp. 45-84
    • Keating, D.P.1
  • 49
    • 5444228178 scopus 로고    scopus 로고
    • Relationships matter: Linking teacher support to student engagement and achievement
    • Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74 262-282.
    • (2004) Journal of School Health , vol.74 , pp. 74-262
    • Klem, A.M.1    Connell, J.P.2
  • 50
    • 34547155558 scopus 로고    scopus 로고
    • Quality of parental support and students' emotions during homework: Moderating effects of students' motivational orientations
    • Knollmann, M., & Wild, E. (2007). Quality of parental support and students' emotions during homework: Moderating effects of students' motivational orientations. European Journal of Psychology of Education, 22, 63-76.
    • (2007) European Journal of Psychology of Education , vol.22 , pp. 63-76
    • Knollmann, M.1    Wild, E.2
  • 51
    • 0035409586 scopus 로고    scopus 로고
    • The development of self-regulation in the first four years of life
    • Kochanska, G., Coy, K. C., & Murray, K. T. (2001). The development of self-regulation in the first four years of life. Child Development, 72 1091-1111.
    • (2001) Child Development , vol.72 , pp. 72-1091
    • Kochanska, G.1    Coy, K.C.2    Murray, K.T.3
  • 52
    • 0345581655 scopus 로고    scopus 로고
    • Effortful control as a personality characteristic of young children: Antecedents, correlates, and consequences
    • Kochanska, G., & Knaack, A. (2003). Effortful control as a personality characteristic of young children: Antecedents, correlates, and consequences. Journal of Personality, 71 1087.
    • (2003) Journal of Personality , vol.71 , pp. 1087
    • Kochanska, G.1    Knaack, A.2
  • 53
    • 0034344040 scopus 로고    scopus 로고
    • Prevalence of aggressive behaviors among preschoolers in Head Start and community child care programs
    • Kuperschmidt, J. B., Bryant, D., & Willoughby, M. (2000). Prevalence of aggressive behaviors among preschoolers in Head Start and community child care programs. Behavioral Disorders, 26, 42-52.
    • (2000) Behavioral Disorders , vol.26 , pp. 42-52
    • Kuperschmidt, J.B.1    Bryant, D.2    Willoughby, M.3
  • 54
    • 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. 70-1373
    • Ladd, G.W.1    Birch, S.H.2    Buhs, E.S.3
  • 55
    • 85043956798 scopus 로고    scopus 로고
    • Toward a psychology of positive youth development
    • Larson, R. W. (2000). Toward a psychology of positive youth development. American Psychologist, 55 170-183.
    • (2000) American Psychologist , vol.55 , pp. 55-170
    • Larson, R.W.1
  • 56
    • 0024953829 scopus 로고
    • Classwork and homework in early adolescence: The ecology of achievement
    • Leone, C. M., & Richards, M. H. (1989). Classwork and homework in early adolescence: The ecology of achievement. Journal of Youth and Adolescence, 18 531-548.
    • (1989) Journal of Youth and Adolescence , vol.18 , pp. 18-531
    • Leone, C.M.1    Richards, M.H.2
  • 57
    • 20444483311 scopus 로고    scopus 로고
    • Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates
    • Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97 184-196.
    • (2005) Journal of Educational Psychology , vol.97 , pp. 97-184
    • Lepper, M.R.1    Corpus, J.H.2    Iyengar, S.S.3
  • 59
    • 0036894396 scopus 로고    scopus 로고
    • Contemporary developmental theory and adolescence: Developmental systems and applied developmental science
    • Lerner, R. M., & Castellino, D. R. (2002). Contemporary developmental theory and adolescence: Developmental systems and applied developmental science. Journal of Adolescent Health, 31 122-135.
    • (2002) Journal of Adolescent Health , vol.31 , pp. 31-122
    • Lerner, R.M.1    Castellino, D.R.2
  • 60
    • 5444221165 scopus 로고    scopus 로고
    • Measuring student relationships to school: Attachment, bonding, connectedness, and engagement
    • Libbey, H. P. (2004). Measuring student relationships to school: Attachment, bonding, connectedness, and engagement. Journal of School Health, 74 274-283.
    • (2004) Journal of School Health , vol.74 , pp. 74-274
    • Libbey, H.P.1
  • 61
    • 57149144809 scopus 로고    scopus 로고
    • Adaptive and effortful control and academic self-efficacy beliefs on achievement: A longitudinal study of 1 through 3 graders
    • Liew, J., McTigue, E., Barrois, L., & Hughes, J. (2008). Adaptive and effortful control and academic self-efficacy beliefs on achievement: A longitudinal study of 1 through 3 graders. Early Child Research Quarterly, 23, 515-526.
    • (2008) Early Child Research Quarterly , vol.23 , pp. 515-526
    • Liew, J.1    McTigue, E.2    Barrois, L.3    Hughes, J.4
  • 62
    • 80255126429 scopus 로고    scopus 로고
    • Assessing school engagement: A guide for out-of-school time program practitioners
    • Lippman, L., & Rivers, A. (2008). Assessing school engagement: A guide for out-of-school time program practitioners. Child Trends Research Brief, 39, 1-5.
    • (2008) Child Trends Research Brief , vol.39 , pp. 1-5
    • Lippman, L.1    Rivers, A.2
  • 63
    • 34547887589 scopus 로고    scopus 로고
    • Matched or mismatched environments? The relationship of family and school differentiation to adolescents' psychosocial adjustment
    • Lohman, B. J., Kaura, S. A., & Newman, B. M. (2007). Matched or mismatched environments? The relationship of family and school differentiation to adolescents' psychosocial adjustment. Youth & Society, 39, 3-32.
    • (2007) Youth & Society , vol.39 , pp. 3-32
    • Lohman, B.J.1    Kaura, S.A.2    Newman, B.M.3
  • 64
    • 62149096782 scopus 로고    scopus 로고
    • Classifying academically at-risk first graders into engagement types:Association with long-term achievement trajectories
    • Luo, W., Hughes, J. A., Liew, J., & Kwok, O. (2009). Classifying academically at-risk first graders into engagement types:Association with long-term achievement trajectories. The Elementary School Journal, 109, 380.
    • (2009) The Elementary School Journal , vol.109 , pp. 380
    • Luo, W.1    Hughes, J.A.2    Liew, J.3    Kwok, O.4
  • 65
    • 0036224360 scopus 로고    scopus 로고
    • Conceptual and methodological considerations in a developmental approach to the study of positive adaptation
    • Mahoney, J., & Bergman, L. (2002). Conceptual and methodological considerations in a developmental approach to the study of positive adaptation. Applied Developmental Psychology, 23 195-217.
    • (2002) Applied Developmental Psychology , vol.23 , pp. 23-195
    • Mahoney, J.1    Bergman, L.2
  • 66
    • 0035653233 scopus 로고    scopus 로고
    • Parent participation in community activities and the persistence of criminality
    • Mahoney, J., & Magnusson, D. (2001). Parent participation in community activities and the persistence of criminality. Development and Psychopathology, 13 125-141.
    • (2001) Development and Psychopathology , vol.13 , pp. 13-125
    • Mahoney, J.1    Magnusson, D.2
  • 67
    • 69349095236 scopus 로고    scopus 로고
    • Adolescent out-of-school activities
    • R. M. Lerner & L. Steinberg (Eds.), (3rd ed.). New York: John Wiley
    • Mahoney, J., Vandell, D. L., Simpkins, S., & Zarrett, N. (2008). Adolescent out-of-school activities. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (3rd ed., pp. 228-269). New York: John Wiley.
    • (2008) Handbook of adolescent psychology , pp. 228-269
    • Mahoney, J.1    Vandell, D.L.2    Simpkins, S.3    Zarrett, N.4
  • 68
    • 0033473741 scopus 로고    scopus 로고
    • The effect of teacher style of interactive engagement of preschool-aged children with special learning needs
    • Mahoney, J., & Wheeden, C. A. (1999). The effect of teacher style of interactive engagement of preschool-aged children with special learning needs. Early Childhood Research Quarterly, 14 51-68.
    • (1999) Early Childhood Research Quarterly , vol.14 , pp. 14-51
    • Mahoney, J.1    Wheeden, C.A.2
  • 69
    • 0033268827 scopus 로고    scopus 로고
    • Teacher-mediated facilitation of engagement of children with developmental delays in inclusive preschools
    • Malmskog, S., & McDonnell, A. P. (1999). Teacher-mediated facilitation of engagement of children with developmental delays in inclusive preschools. Topics in Early Childhood Special Education, 19 203-216.
    • (1999) Topics in Early Childhood Special Education , vol.19 , pp. 19-203
    • Malmskog, S.1    McDonnell, A.P.2
  • 70
    • 84987224448 scopus 로고
    • Genetic contributions to adolescents' extrafamilial social interactions: Teachers, best friends, and peers
    • Manke, B., McGuire, S., Reiss, D., Hetherington, E. M., & Plomin, R. (1995). Genetic contributions to adolescents' extrafamilial social interactions: Teachers, best friends, and peers. Social Development, 4 238-256.
    • (1995) Social Development , vol.4 , pp. 4-238
    • Manke, B.1    McGuire, S.2    Reiss, D.3    Hetherington, E.M.4    Plomin, R.5
  • 71
    • 0034343413 scopus 로고    scopus 로고
    • Student engagement in instructional activity: Patterns in the elementary, middle, and high school years
    • Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37 153-184.
    • (2000) American Educational Research Journal , vol.37 , pp. 37-153
    • Marks, H.M.1
  • 72
    • 33645033428 scopus 로고    scopus 로고
    • Early intervention in LBW premature infants: Results at 18 years of age for infant health and development program
    • McCormick, M. C., Brooks-Gunn, J., Buka, S. L., Goldman, J., Yu, J., Salganik, M., et al. (2006). Early intervention in LBW premature infants: Results at 18 years of age for infant health and development program. Pediatrics, 117 771-780.
    • (2006) Pediatrics , vol.117 , pp. 117-771
    • McCormick, M.C.1    Brooks-Gunn, J.2    Buka, S.L.3    Goldman, J.4    Yu, J.5    Salganik, M.6
  • 73
    • 0036545346 scopus 로고    scopus 로고
    • Promoting school connectedness: Evidence from the National Longitudinal Study of Adolescent Health
    • McNeely, C. A., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting school connectedness: Evidence from the National Longitudinal Study of Adolescent Health. Journal of School Health, 72 138-146.
    • (2002) Journal of School Health , vol.72 , pp. 72-138
    • McNeely, C.A.1    Nonnemaker, J.M.2    Blum, R.W.3
  • 74
    • 0002135746 scopus 로고
    • Promoting engagement and mastery
    • D. B. Bailty & M. Wolery (Eds.), (2nd ed.). New York: MacMillian
    • McWilliam, R. A., & Bailey, D. B. (1992). Promoting engagement and mastery. In D. B. Bailty & M. Wolery (Eds.), Teaching infants and preschoolers with disabilities (2nd ed., pp. 230-255). New York: MacMillian.
    • (1992) Teaching infants and preschoolers with disabilities , pp. 230-255
    • McWilliam, R.A.1    Bailey, D.B.2
  • 76
    • 84970363736 scopus 로고
    • Predictors of middle school students' use of self-handicapping strategies
    • Midgely, C., & Urdan, T. (1995). Predictors of middle school students' use of self-handicapping strategies. Journal of Early Adolescence, 15 389-411.
    • (1995) Journal of Early Adolescence , vol.15 , pp. 15-389
    • Midgely, C.1    Urdan, T.2
  • 78
    • 84928276000 scopus 로고    scopus 로고
    • Out-of-school time use during middle childhood in a low-income sample: Do combinations of activities affect achievement and behavior
    • A. Huston & M. Ripke (Eds.) New York: Cambridge University Press
    • Morris, P., & Kalil, A. (2006). Out-of-school time use during middle childhood in a low-income sample: Do combinations of activities affect achievement and behavior? In A. Huston & M. Ripke (Eds.), Developmental contexts in middle childhood: Bridges to adolescence and adulthood (pp. 237-259). New York: Cambridge University Press.
    • (2006) Developmental contexts in middle childhood: Bridges to adolescence and adulthood , pp. 237-259
    • Morris, P.1    Kalil, A.2
  • 82
    • 0034335461 scopus 로고    scopus 로고
    • "What's everyone so excited about?": The effects of teacher enthusiasm on teacher on student intrinsic motivation and vitality
    • Patrick, B. C., Tinsely, J., & Kempler, T. (2000). "What's everyone so excited about?": The effects of teacher enthusiasm on teacher on student intrinsic motivation and vitality. The Journal of Experimental Education, 68 217-236.
    • (2000) The Journal of Experimental Education , vol.68 , pp. 68-217
    • Patrick, B.C.1    Tinsely, J.2    Kempler, T.3
  • 83
    • 33846091703 scopus 로고    scopus 로고
    • Staying in or moving away from structured activities: Explanations involving parents and peers
    • Persson, A., Kerr, M., & Stattin, H. (2007). Staying in or moving away from structured activities: Explanations involving parents and peers. Developmental Psychology, 43 197-207.
    • (2007) Developmental Psychology , vol.43 , pp. 43-197
    • Persson, A.1    Kerr, M.2    Stattin, H.3
  • 85
    • 0013077902 scopus 로고    scopus 로고
    • The two meanings of social capital
    • Portes, A. (2000). The two meanings of social capital. Sociological Forum, 15 1-12.
    • (2000) Sociological Forum , vol.15 , pp. 15-11
    • Portes, A.1
  • 86
    • 11144285031 scopus 로고    scopus 로고
    • Early learning and school readiness: Can early intervention make a difference
    • Ramey, C. T., & Ramey, S. L. (2004). Early learning and school readiness: Can early intervention make a difference? Merrill-Palmer Quarterly, 50, 471-491.
    • (2004) Merrill-Palmer Quarterly , vol.50 , pp. 471-491
    • Ramey, C.T.1    Ramey, S.L.2
  • 87
    • 0041550470 scopus 로고    scopus 로고
    • Emotions matter: Making the case for the role of young children's emotional development for early school readiness
    • Raver, C. C. (2002). Emotions matter: Making the case for the role of young children's emotional development for early school readiness. Social Policy Report, 16, 3-18.
    • (2002) Social Policy Report , vol.16 , pp. 3-18
    • Raver, C.C.1
  • 88
    • 77951588607 scopus 로고    scopus 로고
    • Reading and school completion: Critical connections and Matthew effects
    • Reschly, A. L. (2010). Reading and school completion: Critical connections and Matthew effects. Reading & Writing Quarterly, 26, 67-90.
    • (2010) Reading & Writing Quarterly , vol.26 , pp. 67-90
    • Reschly, A.L.1
  • 89
    • 84928277725 scopus 로고    scopus 로고
    • Low-income children's activity participation as a predictor of psychosocial and academic outcomes in middle childhood and adolescence
    • A. C. Huston & M. N. Ripke (Eds.), New York: Cambridge University Press
    • Ripke, M. N., Huston, A. C., & Casey, D. M. (2006). Low-income children's activity participation as a predictor of psychosocial and academic outcomes in middle childhood and adolescence. In A. C. Huston & M. N. Ripke (Eds.), Developmental contexts of middle childhood: Bridges to adolescence and adulthood (pp. 260-282). New York: Cambridge University Press.
    • (2006) Developmental contexts of middle childhood: Bridges to adolescence and adulthood , pp. 260-282
    • Ripke, M.N.1    Huston, A.C.2    Casey, D.M.3
  • 90
    • 0032331004 scopus 로고    scopus 로고
    • Adolescents' perceptions of middle school: Relation to longitudinal changes in academic and psychological adjustment
    • Roeser, R. W., & Eccles, J. S. (1998). Adolescents' perceptions of middle school: Relation to longitudinal changes in academic and psychological adjustment. Journal of Research on Adolescence, 86 123-158.
    • (1998) Journal of Research on Adolescence , vol.86 , pp. 86-123
    • Roeser, R.W.1    Eccles, J.S.2
  • 91
    • 62249090986 scopus 로고    scopus 로고
    • Future directions in youth involvement research
    • Rose-Krasnor, L. (2009). Future directions in youth involvement research. Social Development, 18 497-509.
    • (2009) Social Development , vol.18 , pp. 18-497
    • Rose-Krasnor, L.1
  • 92
    • 0035408965 scopus 로고    scopus 로고
    • The peer group as a context for the development of young adolescent motivation and achievement
    • Ryan, A. (2001). The peer group as a context for the development of young adolescent motivation and achievement. Child Development, 72 1135-1150.
    • (2001) Child Development , vol.72 , pp. 72-1135
    • Ryan, A.1
  • 93
    • 0035639787 scopus 로고    scopus 로고
    • The classroom social environment and changes in adolescents' motivation and engagement during middle school
    • Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents' motivation and engagement during middle school. American Educational Research Journal, 38, 437-460.
    • (2001) American Educational Research Journal , vol.38 , pp. 437-460
    • Ryan, A.M.1    Patrick, H.2
  • 94
    • 77953811805 scopus 로고    scopus 로고
    • Engagement in after-school programs as a predictor of social competence and academic performance
    • Shernoff, D. J. (2010). Engagement in after-school programs as a predictor of social competence and academic performance. American Journal of Community Psychology, 45, 325-337.
    • (2010) American Journal of Community Psychology , vol.45 , pp. 325-337
    • Shernoff, D.J.1
  • 95
    • 69349093263 scopus 로고    scopus 로고
    • The development of citizenship
    • R. M. Lerner & L. Steinberg (Eds.), (3rd ed.). Hoboken, NJ: Wiley
    • Sherrod, L. R., & Lauckhardt, J. (2009). The development of citizenship. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (3rd ed., pp. 372-407). Hoboken, NJ: Wiley.
    • (2009) Handbook of adolescent psychology , pp. 372-407
    • Sherrod, L.R.1    Lauckhardt, J.2
  • 96
    • 0040332230 scopus 로고    scopus 로고
    • Parents' at-home and at-school academic involvement with young adolescents
    • Shumow, L., & Miller, J. D. (2001). Parents' at-home and at-school academic involvement with young adolescents. Journal of Early Adolescence, 21 68-91.
    • (2001) Journal of Early Adolescence , vol.21 , pp. 21-68
    • Shumow, L.1    Miller, J.D.2
  • 98
    • 56349142440 scopus 로고    scopus 로고
    • Engagement and disaffection in the classroom: Part of a larger motivational dynamic
    • Skinner, E., Furrer, C., Marchand, G., & Kinderman, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100 765-781.
    • (2008) Journal of Educational Psychology , vol.100 , pp. 100-765
    • Skinner, E.1    Furrer, C.2    Marchand, G.3    Kinderman, T.4
  • 100
    • 0026941676 scopus 로고
    • Impact of parenting practices on adolescent achievement: Authoritative parenting, school involvement, and encouragement to succeed
    • Steinberg, L., Lamborn, S. D., Dornbusch, S. M., & Darling, N. (1992). Impact of parenting practices on adolescent achievement: Authoritative parenting, school involvement, and encouragement to succeed. Child Development, 63 1266-1281.
    • (1992) Child Development , vol.63 , pp. 63-1266
    • Steinberg, L.1    Lamborn, S.D.2    Dornbusch, S.M.3    Darling, N.4
  • 101
    • 84888914610 scopus 로고    scopus 로고
    • Degree of embeddedness of ecological systems as a measure of ease of adaptation to the environment
    • E. L. Grigorenko & R. J. Sternberg (Eds.), Mahwah, NJ: Erlbaum
    • Sternberg, R. J., & Grigorenko, E. L. (2001). Degree of embeddedness of ecological systems as a measure of ease of adaptation to the environment. In E. L. Grigorenko & R. J. Sternberg (Eds.), Family environment and intellectual functioning: A lifespan perspective (pp. 243-262). Mahwah, NJ: Erlbaum.
    • (2001) Family environment and intellectual functioning: A lifespan perspective , pp. 243-262
    • Sternberg, R.J.1    Grigorenko, E.L.2
  • 104
    • 0000161953 scopus 로고
    • Who am I and what can I do? Children's self-concepts and motivation in achievement situations
    • Wigfield, A., & Karpathia, M. (1991). Who am I and what can I do? Children's self-concepts and motivation in achievement situations. Educational Psychologist, 26 233-261.
    • (1991) Educational Psychologist , vol.26 , pp. 26-233
    • Wigfield, A.1    Karpathia, M.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.