This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Metacognitive Self-Regulation Pintrich et al. (1991; MSLQ) Achievement Score Self-report
서론 SMILES
9
Note. ATQ – Approach-Avoidance Temperament, SPOCK – Student Perceptions of Classroom Knowledge-Building Scale, PALS – Patterns of Adaptive Learning
Scales, TPQ – Tridimensional Personality Questionnaire, BIS – Behavioral Inhibition System, BAS – Behavioral Activation System, PANAS – Positive and Negative
Affect Schedule, IPI – Inventory of Parental Influence, PASCQ – Parents as Social Context Questionnaire, TASCQ – Teacher As Social Context Questionnaire, MSLQ –
Student Motivation in the Learning Environment Scales, AGQ-R – Achievement Goal Questionnaire-Revised, ASRQ – Academic Self-Regulation Questionnaire, SAQ –
Science Activity Questionnaire.
SMILES 서론
10
참고문헌
Anderman, E. M., Griesinger, T., Westerfield, G. (1998). Motivation and cheating during early adolescence. Journal of Educational Psychology, 90(1), 84-93.
Belmont, M., Skinner, E. A., Wellborn, J., & Connell, J. (1988). Teacher as social context: A measure of teacher provision of involvement, structure, and autonomy support (Tech. Rep. No. 102). University of Rochester, Rochester, NY.
Bong, M., Kim, S., Reeve, J., Lim, H. J., Lee, W., Ahn, H. S., Back, S. H., Cho, C., Chung, Y., Hwang, A., Jiang, Y., Kim, H. J., Kim, J. H., Lee, J., Lee, K. H., Lee, M., Lee, S. K., Lee, S. Y., No, U. K., Noh, A., Shin, J., Song, J., Won, S. J., & Woo, Y. (2012). The Student Motivation in the Learning Environment Scales (SMILES). Retrieved from Korea University, Brain and Motivation Research Institute website: http://bmri.korea.ac.kr/english/research/assessment_scales/list.html?id=assessment
Campbell, J. R. (1994). Developing cross-cultural/cross-national methods and procedures. International Journal of Educational Research, 21, 675-684.
Carver, C. S., & White, T. L. (1994). Behavioral inhibition, behavioral activation, and affective responses to impending reward and punishment: The BIS/BAS scale. Journal of Personality and Social Psychology, 67, 319-333.
Chao, R. K., & Kaeochinda, K. F., (2010), Parental sacrifice and acceptance as distinct dimensions of parental support among Chinese and Filipino American adolescents. In Russell, S. T., Corckett, L. J., & Chao, R. K. (Eds.), Asian American parenting and parent-adolescent relationships, advancing responsible adolescent development (pp. 61-77). New York: Springer.
Duncan, T. G., & McKeachie, W. J. (2005). Making of the Motivated Strategies for Learning Questionnaire. Educational Psychologist, 40(2), 117-128.
Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’ achievement task values and expectancy-related beliefs. Personality and Social Psychology, 21, 215-225.
Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, 613-628.
Elliot, A. J., & Thrash, T. M. (2010). Approach and avoidance temperament as basic dimensions of personality. Journal of Personality, 78, 865-906.
Fredricks, J. A., & Eccles, J. S. (2002). Children’s competence and value beliefs from childhood to adolescence: Growth trajectories in two “male-typed” domains. Developmental Psychology, 38, 519-533.
Hagtvet, K., & Benson, J. (1997). The motive to avoid failure and test anxiety responses: Empirical support for integration of two research traditions. Anxiety, Stress & Coping, 10, 35-57.
Kim, A. (1997). A study on the academic failure-tolerance and its correlates. Korean Journal of Educational Psychology, 11, 1-19.
Liem, A. D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship and English achievement outcome. Contemporary Educational Psychology, 33, 486-512.
Linnenbrink-Garcia, L., Durik, A. M., Conley, A. M., Barron, K. E., Tauer, J. M., Karabenick, S. A.,
서론 SMILES
11
& Harackiewicz, J. M. (2010). Measuring situational interest in academic domains. Educational and Psychological Measurement, 70, 647-671.
Mann, L., Radford, M., Burnett, P., Ford, S., Bond, M., Leung, K., . . . Yang, K. S.(1998). Cross-cultural differences in self-reported decision-making style and confidence. International Journal of psychology, 33, 325-335.
Marsh, H. W., Trautwein, U., Ludtke, O., Koller, O., & Baumert, J. (2005). Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76, 397-416.
Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the School, 43, 267-281.
Martin, A. J., Marsh, H. W.,& Debus, R. L. (2001). Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective. Journal of Educational Psychology, 93, 87-102.
Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
Midgley, C., Maehr, M., Hicks, L., Roeser, R., Urdan, T., Anderman, E., . . . Middleton, M. (2000). Manual for the Patterns of Adaptive Learning Scales (PALS). Ann Arbor: University of Michigan.
Miserandino, M. (1996). Children who do well in school: Individual differences in perceived competence and autonomy in above-average children. Journal of Educational Psychology, 88, 203-214.
Murray, H. A., & collaborators. (1938). Explorations in personality: A clinical and experimental study of fifty men of college age. New York: Oxford University Press.
Nie, Y., & Lau, S. (2010). Differential relations of constructivist and didactic instruction to students’ cognition, motivation, and achievement. Learning and Instruction, 20, 411-423.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire(MSLQ). Washington, DC: Office of Educational Research and Improvement.
Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749-761.
Shell, D. F., & Husman, J. (2008). Control, motivation, affect, and strategic self-regulation in the college classroom: A multidimensional phenomenon. Journal of Educational Psychology, 100, 443-459.
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.
Skinner, E. A., Johnson, S., & Snyder, T. (2005). Six dimensions of parenting: A motivational model of parenting. Science and Practice, 5, 175-236.
Skinner, E. A., Kinderman, T. A., Furrer, C. J. (2009). A motivational perspective on
SMILES 서론
12
engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493-525.
Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54, 1063-1070.
Wills, T. A., Windle, M., & Cleary, S. D. (1998). Temperament and novelty seeking in adolescent substance use: Convergence of dimensions of temperament with constructs from Cloninger’s theory. Journal of Personality and Social Psychology, 74, 387-406.
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.