ScholarWorks@Korea University: Kim, Sung il

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Kim, Sung il (김성일)

College of Education (Department of Education)

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Tel 2304
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흥미:4||academic achievement:4||Motivation:3||selfefficacy:3||학업성취도:3||학습동기:3||situational interest:3||achievement goals:3||academic motivation:3||상황적 흥미:3||interest:3||자기효능감:2||achievement goal:2||amygdala:2||ventral striatum:2||classroom engagement:2||utility value:2||Selfefficacy:2||mastery goal structure:2||functional magnetic resonance imaging (fMRI):2||교사학생관계:2||숙달목표구조:2||Academic achievement:2||competition:2||negative feedback:2||feedback:2||test anxiety:2||social support:2||academic procrastination:2||anxiety:2||학업적 자기효능감:2||수업참여:2||학업성취:2||academic selfefficacy:2||perceived competence:2||교사효능감:2||학업지연 행동:2||Expectancyvalue theory:1||Curiosity:1||Uncertainty:1||academic engagement:1||gender difference:1||위계적 선형모형(HLM):1||수행회피목표:1||teacherstudent relationship:1||scale validation:1||emotion regulation:1||학업참여:1||challenge seeking:1||perfectionism:1||proximal value:1||유용성:1||Bridging inference:1||Brain activation:1||인지전략:1||상급학교 진학:1||만화:1||교과흥미:1||attribution:1||Appetite:1||helping:1||interfering:1||Social persuasion:1||dorsolateral prefrontal cortex:1||functional MRI:1||Achievement goals:1||Classroom affect:1||learning engagement:1||expectancyvalue:1||selfworth:1||시간적 근접성:1||educational neuroscience:1||사회적 지지:1||Private tutoring:1||Cognitive strategy:1||학습전략:1||interests:1||dictation:1||학업흥미:1||학습환경:1||자율성:1||learning environment:1||Selfcontrol:1||cognitive control:1||feedback processing:1||ability goal:1||controllability:1||academic failure:1||Selfefficacy source:1||Social model:1||informative feedback:1||expectancyvalue theory:1||maladaptive strategies:1||장기 유용가치:1||decisionmaking:1||selfregulation:1||Positron Emission Tomography (PET):1||Dorsomedial prefrontal cortex (dmPFC):1||시험불안:1||gradespan configuration:1||stageenvironment fit:1||교육심리학:1||빈칸 메우기:1||내재동기:1||상대평가:1||autonomy:1||Egodepletion:1||Cost:1||Incongruity:1||effort cost:1||Vicarious experience:1||동기:1||정서비용:1||performance avoidance goal:1||척도 개발:1||longitudinal study:1||confirmatory feedback:1||Conformity:1||procrastination:1||distal value:1||Perceived competence:1||교실정서:1||행동전략:1||학습자 중심:1||achievement:1||텍스트 유형:1||독해력:1||흥미기반 학습:1||normative evaluation:1||interestbased learning:1||learning:1||Achievement:1||growth mindset:1||empathy:1||hierarchical linear modeling:1||scale development:1||defensive strategies:1||neuroeducation:1||reward:1||structural equation modeling:1||Task value:1||사교육:1||school transition:1||reading:1||text:1||받아쓰기:1||Achievement goal:1||Interest:1||cooperation:1||ventromedial prefrontal cortex (vmPFC):1||dorsal anterior cingulate cortex (dACC):1||teacher selfefficacy:1||frontopolar cortex:1||reward contingency:1||orbitofrontal cortex (OFC):1||단기 유용가치:1||temporal proximity:1||motivation:1||지각된 유능감:1||Coherence processing:1||Middle temporal gyrus:1||Normreferenced feedback:1||구조방정식모형:1||Learning strategy:1||educational psychology:1||학제개편:1||발달단계환경 적합도:1||cartoon:1||경쟁:1||피드백:1||academic interests:1||Selfregulation:1||Value:1||performance goal:1||normative goal:1||anterior insular cortex (AIC):1||emotional cost:1||척도 타당화:1||Perceived social support:1||dorsolateral prefrontal cortex (DLPFC):1||classroom affect:1||Academic motivation:1||Behavioral strategy:1||과제가치:1||learner centered:1||학년범위:1||수업연한:1||intrinsic motivation:1||Adolescence:1||task interest:1||Fostering curiosity:1||mathematics:1||teacher efficacy:1||teacherstudent relations:1||기대가치 이론:1||유용가치:1||value:1||goal:1||Story comprehension:1||Criterionreferenced feedback:1||Performanceapproach goal:1||Functional magnetic resonance imaging (fMRI):1||cloze procedure:1||읽기 학습:1||개인적 흥미:1||individual interest:1||

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