참고문헌
- 교육부 (1997). 과학과 교육과정. 서울: (주)대한교과서
- 노태희, 전경문, 최용남 (1997). 중등학생의 과학 학습 동기와 태도, 성취 욕구, 학습 전략 사이의 관계성 조사. 대한화학회지, 24(5), 280-286
- 이미경, 김경희 (2004). 과학에 대한 태도와 과학 성취도의 관계. 한국과학교육학회지, 24(2), 399-407
- 임청환 (1995). 국민학생과 중학생들의 과학에 관련된 태도 연구. 한국과학교육학회지, 15(2), 194-200
- Ames, C. (1992). Achievement goals and classroom motivational climate. In J. Meece & D, Schunk(Eds.), Students' perceptions in the classroom (pp. 327-348). Hillsdale, NJ: Erlbaum
- Anderman, E, M. & Young, A. J. (1994). Motivation and strategy use in science: Individual differences and classroom effects. Journal of Research in Science Teaching, 31 (8), 811-831 https://doi.org/10.1002/tea.3660310805
- Ann-Martin, C. (1988). Reciprocal teaching. Presentation given at the California Reading Association, San Diego, CA
- Biddle, S., Cury, S., Goudas, M., Sarrazin, P., Famose, J. P., & Durand, M. (1995). Development of scales to measure perceived physical education class climate: A cross-national project. British Journal of Educational Psychology, 65(4), 341-358
- Carr, S. & Weigand, D. A. (2002). The influence of significant others on the goal orientations of youngsters in physical education. Journal of Sport Behavior, 25(1), 19-40
- Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93(1), 43-54 https://doi.org/10.1037/0022-0663.93.1.43
- Elliot, A. J. & Church, M. A. (1997). A hierarchical model or approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218-232 https://doi.org/10.1037/0022-3514.72.1.218
- Ginsburg-Block, M. & Fantuzzo, J. (1997). Reciprocal peer tutoring: An analysis of 'teacher' and 'student' interactions as a function of training and experience. School Psychology Quarterly, 12(2), 134-149 https://doi.org/10.1037/h0088955
- Goudas, M. & Biddle, S. (1994). Perceived motivational climate and intrinsic motivation in school physical education classes. European Journal of Psychology of Education, 9(3), 241-250 https://doi.org/10.1007/BF03172783
- Greene, B. A. & Miller, R. B. (1996). Influences on achievement: Goals, perceived ability, and cognitive engagement. Contemporary Educational Psychology, 21(2), 181-192 https://doi.org/10.1006/ceps.1996.0015
- Hau, K. T. & Hui, H. F. (1996). Theories of intelligence, achievement goals and learning strategies of chinese students. Paper presented at the Annual Meeting of the American Psychological Association, Toronto, OT
- lEA (2000). TlMSS 1999 international science report. Chestnut Hill, MA: Boston College
- Meece, J. L. (1994). The role of motivation in self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: issues and educational applications (pp. 25-44). Hillsdale, NJ: Erlbaum
- Meece, J. L. & Holt, K. (1993). A pattern analysis of students' achievement goals. Journal of Educational Psychology, 85(4), 582-590 https://doi.org/10.1037/0022-0663.85.4.582
- Middleton, M. J. & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89(4), 710-718 https://doi.org/10.1037/0022-0663.89.4.710
- Midgley, C., Kaplan, A., Middleton, M., Maehr, M. L., Urdan, T. C., Anderman, L. H., Anderman, E., & Roeser, R. (1998). The development and validation of scales assessing students' achievement goal orientation. Contemporary Educational Psychology, 23(2), 113-131 https://doi.org/10.1006/ceps.1998.0965
- Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of school psychological environment and early adolescents psychological and behavioral functioning in the school: The mediating role of goals and belonging. Journal of Educational Psychology, 88(3), 408-422 https://doi.org/10.1037/0022-0663.88.3.408
- Seymour, E. (1995). The loss of women from science, mathematics, and engineering undergraduate majors: An explanatory account. Science Education, 79(4), 437-473 https://doi.org/10.1002/sce.3730790406
- Simpson, R. D. & Oliver, J. S. (1990). A summary of major influences on attitude toward and achievement in science among adolescent students. Science Education, 74(1), 1-18 https://doi.org/10.1002/sce.3730740102
- Skaalvik, E. M. (1997). Self-enhancing and self-defeating ego orientation: Relation with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89(1), 71-81 https://doi.org/10.1037/0022-0663.89.1.71
- Tuan, H. L., Chin, C. C., & Shieh, S. H. (2002). The development of a questionnaire for assessing students' motivation toward science learning. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching. New Orleans, LA. ED 466 951
- Tussey, J. (2002). Prediction classroom communication anxiety through students' motivational variables. Paper presented at the Annual Meeting of the American Psychological Association, Chicago, IL
- Urdan, T. C. & Maehr, M. L. (1995). Beyond a two-goal theory of motivation and achievement: A case for social goals. Review of Educational Research, 65(3), 213-243 https://doi.org/10.3102/00346543065003213
- Vandewalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 57(6), 995-1015 https://doi.org/10.1177/0013164497057006009
- White, S. A., Kavussanu, M., & Guest, S. (1998). Goal orientations and perceptions of the motivational climate created by significant others. European Journal of Physical Education, 3(3), 212-228 https://doi.org/10.1080/1740898980030209