References
- 김주환, 김은주, 홍세희 (2006). 한국 남녀 중학생 집단에서 자기결정성이 학업성취도에 주는 영향. 교육심리연구, 20(1), 243-264.
- 김아영, 박인영 (2001). 학업적 자기효능감 척도 개발 및 타당화 연구. 교육학연구, 39(1), 95-123.
- 류관열, 엄우용, 최성열 (2010). 중․고등학생의 학업적 자기효능감, 타인기대와 학업성취도 관계에서 자기조절학습전략의 효과. 교육심리연구, 24(3), 661-685.
- 문병상 (2000). 학업적 자기조절 검사 도구 개발. 교육평가연구, 13(1), 239-260.
- 문병상 (2009). 인식론적 신념, 성취목표지향성, 자기조절학습 및 학업성취간의 관계. 초등교육연구, 22(4), 49-68.
- 박병기, 송정화 (2008). 변화신념, 목표지향성, 자기조절학습, 학업성취 및 주관적 안녕의 인과구조 탐색: Dweck 모형의 확장. 교육심리연구, 22(2), 333-350.
- 박병기, 채선영 (2005). 학업수행 자기효능감 척도 개발 및 타당화. 교육심리연구, 19(4), 1219-1240.
- 박승호, 박지희 (2003). 중학생의 자기조절학습에 관여하는 초인지, 초동기 및 의지통제와 학업성취와의 관계. 교육심리연구, 17, 1-17.
- 송인섭, 박성윤 (2000). 목표지향성, 자기조절학습, 학업성취와의 관계 연구. 교육심리연구, 14(2), 29-64.
- 신영회 (2005). 중학교 과학수학 영재학생과 일반 학생의 학업적 자기조절동기 유형과 실패내성 및 자아존중감과의 관계. 석사학위논문. 이화여자대학교.
- 이경란 (2005). 미성취 영재아 성취 영재의 자기조절학습전략 차이 비교. 석사학위논문. 건국대학교.
- 이미순, 류가애 (2011). 초등 영재 및 일반 학생의 상대적 자율성에 대한 학습동기 연속체관점. 초등교육연구, 24(1), 155-173.
- 이신동, 유미선, 최병연 (2008). 초등 영재와 일반학생간의 학업성패에 대한 귀인성향과 자기조절학습전략 사용의 차이. 영재교육연구, 18(3), 425-442.
- 이주화, 김아영 (2005). 학업성취목표지향성 척도 개발. 교육심리연구, 19(1), 311-325.
- 조현철 (2011). 내외적 학습동기, 자기결정성, 목표지향, 자기지각, 지능관 및 자기조절학습 전략 요인들의 학습태도, 학습행동 및 학업성취에 대한 효과. 교육심리연구, 25(1), 33-60.
- 최병연 (2009). 초등영재와 일반아동의 자기결정성동기와 자기조절학습간의 관계 분석. 영재와 영재교육, 8(2), 85-104.
- 한국교육개발원 (2007). 한국교육종단연구2005(III): 조사개요보고서. 서울: 한국교육개발원.
- 한기순, 신정아 (2007). 성취영재와 미성취영재는 어떻게 다른가?: 학습전략, 동기, 능력신념, 그리고 문제해결성향의 차이분석. 영재교육연구, 17(1), 27-50.
- 한순미 (2003). 중다목표관점에서 성취목표와 자기조절 학습전략 사용간의 관계. 교육심리연구, 17, 291-312.
- 한순미 (2004). 학습동기 변인들과 인지전략 및 학업성취간의 관계. 교육심리연구, 18(1), 329-350.
- Ablard, K. E., & Mills, C. J. (1996). Implicit theories of intelligence and self-perceptions of academically talented adolescents and children. Journal of Youth and Adolescence, 25(2), 137-148. https://doi.org/10.1007/BF01537340
- Ames, C. (1992). Classroom: Goals, structure, and student motivation. Journal of Educational Psychology, 84(3), 261-271. https://doi.org/10.1037/0022-0663.84.3.261
- Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. https://doi.org/10.1037/0033-295X.84.2.191
- Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
- Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optional motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80(5), 706-722. https://doi.org/10.1037/0022-3514.80.5.706
- Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263. https://doi.org/10.1111/j.1467-8624.2007.00995.x
- Bouffard-Bouchard, T., Parent, S., & Larivee, S. (1993). Self-regulation on a concept-formation task among average and gifted students. Journal of Experimental Child Psychology, 56, 115-134. https://doi.org/10.1006/jecp.1993.1028
- Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
- Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of motivation, human development, and health. Canadian Psychology, 49, 182-185. https://doi.org/10.1037/a0012801
- Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. The Educational Psychologist, 74, 852-859.
- Dweck, C. S., Chiu, C., & Hong, Y. (1995). Implicit theories and their role in judgments and reactions: A world from two perspectives. Psychological Inquiry, 6, 267-285. https://doi.org/10.1207/s15327965pli0604_1
- Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273. https://doi.org/10.1037/0033-295X.95.2.256
- Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132. https://doi.org/10.1146/annurev.psych.53.100901.135153
- Elliot, A., & Church, M. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232. https://doi.org/10.1037/0022-3514.72.1.218
-
Elliot, A., & McGregor, H. (2001). A
$2{\times}2$ achievement goal framework. Journal of Personality and Social Psycholgoy, 80, 501-519. https://doi.org/10.1037/0022-3514.80.3.501 - Greene, B. A., & Miller, R. B. (1996). Influences on achievement: goals, perceived ability, and reasoning engagement. Contemporary Educational Psychology, 21, 181-192. https://doi.org/10.1006/ceps.1996.0015
- Henderson, V., & Dweck, C. S. (1990). Motivation and achievement. In S. S. Feldman, & G. R. Elliott (Eds.), At the threshold: The developing adolescent (pp. 308-329). Cambridge, MA: Harvard University Press.
- Malpass, J., O'Neil, H., & Hocevar, D. (1999). Self-regulation, goal orientation, self-efficacy, worry, and high-stakes math achievement for mathematically gifted high school students. Roeper Review, 21, 281. https://doi.org/10.1080/02783199909553976
- Marzooghi, R, Sheikholeslami, R., & Shamshiri, B. (2009). Comparing achievement goal orientations of Iranian gifted and nongifted Schoolchildren. Journal of Applied Sciences, 9, 1990-1993. https://doi.org/10.3923/jas.2009.1990.1993
- McCoach D. B., & Siegle, D. (2003). Factors that differentiate underachieving gifted students from high-achieving gifted students. Gifted Child Quarterly, 47(2), 144-154. https://doi.org/10.1177/001698620304700205
- Neber, H., & Schommer-Aikins, M. (2002). Self-regulated science learning with highly gifted students: the role of cognitive, motivational, epistemological, and environmental variables. High Ability Studies, 13(1), 59-74. https://doi.org/10.1080/13598130220132316
- Pintrich, P. R., & De Groot, E. (1990). Motivational and self-regulated components of classroom academic performance. Journal of Educational Psychology, 82, 33-40. https://doi.org/10.1037/0022-0663.82.1.33
- Radosevich, D. J., Vaidyanathan, V. T., Yeo, S., & Radosevich, D. M. (2004). Relating goal orientation to self-regulatory processes: A longitudinal field test. Contemporary Educational Psychology, 29, 207-229. https://doi.org/10.1016/S0361-476X(03)00032-8
- Risemberg, R., & Zimmerman, B. J. (1992). Self- regulated learning in gifted students. Roeper Review, 15, 98-101. https://doi.org/10.1080/02783199209553476
- Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. https://doi.org/10.1006/ceps.1999.1020
- Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78. https://doi.org/10.1037/0003-066X.55.1.68
- Tabachnick, B. G., & Fidell, L. S. (1996). Using multivariate statistics. New York, NY: Harper collins College.
- Yoon, C. H. (2009). Self-regulated learning and instructional factors in the scientific inquiry of scientifically gifted Korean middle school students. Gifted Child Quarterly, 53(3), 203-216. https://doi.org/10.1177/0016986209334961
- Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of students self-regulated learning. Journal of Educational Psychology, 80, 284-290. https://doi.org/10.1037/0022-0663.80.3.284
- Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59. https://doi.org/10.1037/0022-0663.82.1.51
- Zimmerman, B. J., & Schunk, D. H. (1989). Self-regulated learning and academic achievement: Theory, research, and practice. New York: Springer Verlag.