ScholarWorks@Sookmyung Women's University: Lee, You-kyung

Detailed Information

Lee, You-kyung (이유경)

문과대학 (교육학부)

Research Area

Tel 02-2077-7735
Homepage

ResearcherID ORCiD Scopus Google Scholar ID ResearchGate

Keyword

2015 개정 교육과정:4||학업성취:4||academic achievement:4||Mindset:4||Achievement goals:4||engagement:3||2015 Revised National Curriculum:3||latent profile analysis:3||Social interdependence:3||Academic achievement:3||지능신념:3||핵심역량:3||대학생 역량:2||ChatGPT:2||competence:2||잠재프로파일:2||잠재프로파일 분석:2||목표:2||Cooperation:2||competition:2||Cooperative attitude:2||cooperation:2||비대면 학습상황:2||사회인지적 갈등조절:2||Implicit theories:2||사회적 상호의존성:2||학업성취도:2||Selfefficacy:2||성취목표:2||협동적 태도:2||GPT4:2||경쟁적 태도:2||Stereotype threat:2||expectancy:2||Competitive attitude:2||selfefficacy:2||영재 학습자:2||유능감:2||의사소통역량:2||군집분석:2||cluster analysis:2||Expectancyvalue theory:2||sociocognitive conflict regulation:2||Goals:1||Growth mixture modeling:1||Implicit Theories of Intelligence:1||Latent Profile Analysis:1||Latent Profiles:1||Latent interaction modeling:1||Latent profiles:1||Learning Analytics:1||Life goals:1||Lifeoriented perception of success:1||Manyfaceted Rasch  Model:1||Manyfaceted Rasch model:1||Mathematics achievement:1||Metaanalysis:1||Mindsets:1||Motivation:1||Motivation for choosing the teaching profession:1||Motivation trajectories:1||Motivational profile:1||Online learning situation:1||Parallel process models:1||Perceived competence:1||Perceived cost:1||Performance scoring criteria:1||Preservice teacher:1||Race:1||Reliability:1||Research on goal:1||Research trends:1||STEM persistence:1||STEMM persistence:1||Scholastic aptitude:1||Scienceinquiry competence component:1||Scienceinquiry process component:1||Scienceinquiry tasks:1||Scientific  Inquiry  Competency:1||Selfdetermination theory:1||Selfregulated learning:1||Social interdependence theory:1||Sociocognitive conflict regulation:1||Sociocognitive conflict regulation:1||Substance use:1||Teacher efficacy:1||Teacher's perception of success:1||Teacher's roles:1||Teaching competencies:1||Teaching professionalism:1||Underrepresented minorities:1||Value:1||academic selfconcept:1||achievement goals:1||adaptation to college life:1||agreement analysis:1||alignment:1||assessment of descriptive responses:1||automatic scoring:1||autonomy:1||behaviorbased measurement tool:1||career maturity:1||college students’ competency:1||communication competency:1||competencies:1||competitive attitude:1||cooperative attitude:1||cooperative learning:1||core competencies:1||core competency:1||costs:1||creative thinking competency:1||crosslagged model:1||crosslagged path analysis:1||emotion clusters:1||expectancyvalue theory:1||field experimental research:1||goal commitment:1||identity:1||implicit theories of intelligence:1||individual learning:1||intrinsic motivation:1||latent interaction:1||mental health:1||metaanalysis:1||mixed emotions:1||motivation:1||motivation profiles:1||online learning:1||parentchild perception differences:1||parental support:1||perceived costs:1||persistence:1||personmajor fit:1||reading achievement:1||research trend analysis:1||scientificinquiry competence:1||selfdetermination theory:1||social competencies:1||social concern:1||social interdependence:1||social interdependence theory:1||sociocognitive conflict regulation scale:1||value:1||values:1||개별학습:1||개인전공 적합성:1||경쟁:1||공학:1||공학전문가:1||과제비용:1||과학 탐구과제:1||과학적 탐구 역량:1||과학탐구 과정 요소:1||과학탐구 역량 요소:1||과학탐구역량:1||교사 성공관:1||교사의 역할:1||교사전문성:1||교사효능감:1||교수역량:1||교육과정 실천:1||교육심리 영역:1||교직선택동기:1||기대가치이론:1||다국면 Rasch모형:1||다국면채점자모형:1||대학생활적응:1||메타분석:1||목표 연구:1||목표인식검사:1||복합 정서:1||부모 지원:1||부모자녀 인식 차:1||분석데이터:1||사회인지적 갈등조절 척도:1||사회적 역량:1||삶지향 성공관:1||서술형 응답 평가:1||성취지향 성공관:1||수업 참여:1||신뢰도:1||역량:1||역량기반 교육과정:1||역량기반 수업:1||연구동향:1||연구동향 분석:1||영역특수성:1||영재교육:1||예비교사:1||일치도 분석:1||자기결정성이론:1||자기조절학습:1||자기회귀교차지연:1||자기회귀교차지연분석:1||자동채점:1||자율성:1||잠재프로파일분석:1||전문성:1||정서 군집:1||정신건강:1||진로성숙도:1||진로준비행동:1||참여:1||창의적 사고 역량:1||채점기준:1||평가 자동화:1||학습분석:1||학업적 자아개념:1||행동기반 측정도구:1||행동기반 평가도구:1||현장실험연구:1||협동:1||협동학습:1||2015 National Revised Curriculum:1||협력적 문제해결역량:1||Academic Achievement:1||Achievementoriented perception of success:1||Adolescence:1||Age:1||Analysis data:1||Anxiety:1||Automated Scoring:1||Behaviorbased assessment tool:1||Behavioral engagement:1||Career preparation behaviors:1||Classroom climate:1||College students’ competency:1||Communication competency:1||Competence beliefs:1||Competencybased Class:1||Competencybased Curriculum:1||Competition:1||Concurrenceseeking epistemic regulation:1||Conflict elaboration theory:1||ControlValue Theory:1||Cooperative problemsolving competency:1||Core Competency:1||Crosslagged model:1||Crosslagged path analyses:1||Curriculum Practice:1||Domain Specificity:1||Dweck's socialcognitive model:1||Educational psychology field:1||Emotions:1||Engagement:1||Engineering:1||Engineering experts:1||Expectancy:1||Expertise:1||Extrinsic motivation:1||Familybased prevention:1||Flipped classroom:1||Gender:1||Gifted  Learner:1||Gifted learner:1||Goal:1||Goal Questionnaire for Engineering Experts:1||

RSS_1.0 RSS_2.0 ATOM_1.0

Sookmyung Women's University. Cheongpa-ro 47-gil 100 (Cheongpa-dong 2ga), Yongsan-gu, Seoul, 04310, Korea02-710-9127

Certain data included herein are derived from the © Web of Science of Clarivate Analytics. All rights reserved.
You may not copy or re-distribute this material in whole or in part without the prior written consent of Clarivate Analytics.

Detailed Information

Keyword

BROWSE