ScholarWorks@Korea University: Bong, Mi mi

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Bong, Mi mi (봉미미)

College of Education (Department of Education)

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Tel 02-3290-2308
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selfefficacy:11||achievement goal:10||자기효능감:9||성취목표:8||학습동기:8||Selfefficacy:7||Motivation:7||motivation:5||achievement goals:5||academic motivation:4||Classroom intervention:3||학업적 자기효능감:3||성취압력:3||academic selfefficacy:3||Expectancyvalue theory:3||academic achievement:3||achievement pressure:3||elementary school:3||classroom goal structure:3||Selfregulation:3||학업성취도:3||교실목표구조:3||structural equation modeling:3||Achievement goal:3||Science:3||achievement:3||test anxiety:3||Validity:2||academic procrastination:2||교사학생관계:2||학습전략:2||숙달목표구조:2||career aspiration:2||scale development:2||utility value:2||negative feedback:2||math motivation:2||goal theory:2||Gender:2||초등학교:2||teacherstudent relationship:2||Academic achievement:2||mastery goal structure:2||학업지연 행동:2||adolescence:2||Interest:2||Elementary school:2||performance goal:2||Utility value:2||amygdala:2||longitudinal study:2||척도 개발:2||gender difference:2||interest:2||mindset:2||gender stereotype:2||selfconcept:2||교사효능감:2||anxiety:2||social support:2||Achievement:2||Future time perspective:1||academic engagement:1||진로교육:1||science:1||career education:1||위계적 선형모형(HLM):1||parent emotional support:1||학업성취:1||test stress:1||수행회피목표:1||scale validation:1||emotion regulation:1||perfectionism:1||proximal value:1||한국청소년:1||English SelfEfficacy:1||Rasch model:1||selfesteem:1||자기회귀교차지연분석:1||Brain activation:1||인지전략:1||사회인지 진로이론:1||지각된 진로장벽:1||crosscultural:1||실습만족도:1||interdependent selfconstrual:1||부모의 기대:1||experience sampling method:1||Costs:1||attribution:1||고정신념:1||multilevel modeling:1||Social persuasion:1||modelling:1||수업참여:1||dorsolateral prefrontal cortex:1||functional MRI:1||Achievement goals:1||Classroom affect:1||selfworth:1||Grade goal:1||perceived peer achievement goal:1||상황적 흥미:1||시간적 근접성:1||situational interest:1||귀인:1||Achievement Goals:1||English language learner:1||진로결정:1||사회적 지지:1||Private tutoring:1||Cognitive strategy:1||mastery avoidance:1||Canada:1||peer tutoring:1||Gender stereotype:1||teacher support:1||value transmission:1||Selfcontrol:1||cognitive control:1||feedback processing:1||moderation:1||Mindset:1||ability goal:1||controllability:1||academic failure:1||Early adolescence:1||implicit theories of intelligence:1||fixed mindset:1||도움요청회피:1||helpseeking avoidance:1||Selfefficacy source:1||Social model:1||feedback:1||openended survey:1||multiplegoal perspective:1||learning strategy:1||부모의 정서적 지원:1||informative feedback:1||expectancyvalue theory:1||maladaptive strategies:1||장기 유용가치:1||Learned Helplessness:1||career decisionmaking:1||시험불안:1||진로포부:1||동료교수:1||상호의존적 자아이해:1||emotional support:1||Egodepletion:1||성 고정관념:1||Adolescents:1||withinperson analysis:1||stress:1||Cost:1||effort cost:1||성차:1||과학:1||Vicarious experience:1||social goal:1||동기:1||정서비용:1||시험스트레스:1||performance avoidance goal:1||confirmatory feedback:1||Conformity:1||Latent profile analysis:1||ventral striatum:1||procrastination:1||distal value:1||College students:1||elfefficacy:1||인과관계:1||ARCS 모형:1||ARCS model:1||Perceived competence:1||교실정서:1||행동전략:1||실습성취도:1||math achievement:1||learning:1||motivation intervention:1||스트레스:1||Gender difference:1||Parental belief:1||growth mindset:1||Parents:1||STEM career aspiration:1||Goalsetting:1||부정행위:1||다층모형:1||성취도:1||classroom engagement:1||hierarchical linear modeling:1||흥미:1||English language learners:1||defensive strategies:1||perceived parental achievement goal:1||학습된 무기력:1||Attribution:1||Task value:1||사교육:1||teachers:1||job stress:1||Teachers:1||United States:1||컴퓨터 활용에 대한 태도:1||educational fervor:1||parent child relationship:1||교사학생 관계:1||Motivation intervention:1||마인드셋:1||Science motivation:1||종단연구:1||Domain importance:1||self  efficacy:1||perceived classroom goal structure:1||직업포부:1||culture:1||individualismcollectivism:1||부모의 지원:1||parental support:1||teacher selfefficacy:1||approachavoidance:1||Selfregulated learning:1||reward contingency:1||orbitofrontal cortex (OFC):1||functional magnetic resonance imaging (fMRI):1||단기 유용가치:1||temporal proximity:1||achievement goal dichotomy:1||Academic Motivation:1||Implicit Theory of Intelligence:1||Korean Adolescents:1||Normreferenced feedback:1||구조방정식모형:1||Learning strategy:1||perceived career barrier:1||collective efficacy:1||age differences:1||Crosscultural:1||Korea:1||attitudes toward computers:1||academic elitism:1||social context:1||Growth mindset:1||Math motivation:1||parental belief:1||amotivation:1||자아개념:1||Value:1||normative goal:1||암묵적 지능이론:1||상호작용 효과:1||Language learning:1||sources of selfefficacy:1||mastery goal perspective:1||emotional cost:1||척도 타당화:1||접근회피:1||Perceived social support:1||perceived teacher achievement goal:1||learning environments:1||암묵적 지능 이론:1||SelfEfficacy:1||Strategy:1||task value:1||autoregressive crosslagged modeling:1||진로체험:1||classroom affect:1||Academic motivation:1||Behavioral strategy:1||과제가치:1||socioeconomic status (SES):1||teacher behavior:1||Singapore:1||familism:1||효:1||가족주의:1||학력주의:1||부모자녀 관계:1||cheating:1||Math achievement:1||Adolescence:1||task interest:1||Delayed effect:1||gender:1||조절효과:1||Values:1||Crosscultural research:1||Value socialization:1||interaction effect:1||mathematics:1||cheating behavior:1||초등학생:1||teacher efficacy:1||teacherstudent relations:1||수행목표:1||규준중심능력중심 수행목표:1||normative vs. abilityfocused performance goal:1||유용가치:1||domain specificity:1||causal predominance:1||career experience:1||Criterionreferenced feedback:1||Performanceapproach goal:1||Functional magnetic resonance imaging (fMRI):1||사회경제적 배경:1||social cognitive career theory:1||교사행동:1||job satisfaction:1||International:1||Job satisfaction:1||Cyprus:1||computer selfefficacy:1||컴퓨터 활용 자기효능감:1||filial piety:1||교육열:1||수학 동기:1||수학 성취도:1||parental expectation:1||perceived competence:1||Upper elementary school:1||무동기:1||성별:1||Motivation development:1||Parental mindset:1||

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