ScholarWorks@Sookmyung Women's University: Lee, You Kyung

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Lee, You Kyung (이유경)

문과대학 (교육학부)

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2015 개정 교육과정:4||학업성취:3||Social interdependence:3||Academic achievement:3||핵심역량:3||2015 Revised National Curriculum:3||Mindset:3||목표:2||잠재프로파일:2||ChatGPT:2||academic achievement:2||지능신념:2||비대면 학습상황:2||Cooperation:2||Cooperative attitude:2||사회적 상호의존성:2||Achievement goals:2||Competitive attitude:2||Stereotype threat:2||selfefficacy:2||Implicit theories:2||Teacher&apos:2||competition:2||cooperation:2||의사소통역량:2||대학생 역량:2||latent profile analysis:2||Expertise:1||Extrinsic motivation:1||Familybased prevention:1||Flipped classroom:1||Goal:1||Goal Questionnaire for Engineering Experts:1||Goals:1||Growth mixture modeling:1||Implicit Theories of Intelligence:1||Latent Profiles:1||Latent profiles:1||Learning Analytics:1||Life goals:1||Lifeoriented perception of success:1||Manyfaceted Rasch model:1||Mathematics achievement:1||Metaanalysis:1||Motivation:1||Motivation trajectories:1||Motivational profile:1||Online learning situation:1||Parallel process models:1||Perceived competence:1||Performance scoring criteria:1||Research on goal:1||Research trends:1||STEM persistence:1||Scholastic aptitude:1||Scienceinquiry competence component:1||Scienceinquiry process component:1||Scienceinquiry tasks:1||Selfdetermination theory:1||Selfefficacy:1||Selfregulated learning:1||Social interdependence theory:1||Sociocognitive conflict regulation:1||Sociocognitive conflict regulation:1||Substance use:1||Teacher efficacy:1||Teaching professionalism:1||Underrepresented minorities:1||academic selfconcept:1||achievement goals:1||agreement analysis:1||alignment:1||assessment of descriptive responses:1||automatic scoring:1||behaviorbased measurement tool:1||college students’ competency:1||communication competency:1||competence:1||competencies:1||cooperative learning:1||core competencies:1||core competency:1||creative thinking competency:1||crosslagged model:1||crosslagged path analysis:1||engagement:1||expectancy: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||motivation:1||online learning:1||perceived costs:1||persistence:1||reading achievement:1||research trend analysis:1||s perception of success:1||s roles:1||scientificinquiry competence:1||social competencies:1||social concern:1||social interdependence:1||social interdependence theory:1||sociocognitive conflict regulation:1||sociocognitive conflict regulation scale:1||value:1||개별학습:1||경쟁:1||경쟁적 태도:1||공학:1||공학전문가:1||과학 탐구과제:1||과학적 탐구 역량:1||과학탐구 과정 요소:1||과학탐구 역량 요소:1||교사 성공관:1||교사의 역할:1||교사전문성:1||교사효능감:1||교육과정 실천:1||교육심리 영역:1||다국면 Rasch모형:1||메타분석:1||목표 연구:1||목표인식검사:1||분석데이터:1||사회인지적 갈등조절:1||사회인지적 갈등조절 척도:1||사회적 역량:1||삶지향 성공관:1||서술형 응답 평가:1||성취목표:1||성취지향 성공관:1||수업 참여:1||역량:1||역량기반 교육과정:1||역량기반 수업:1||연구동향:1||연구동향 분석:1||유능감:1||일치도 분석:1||자기조절학습:1||자기회귀교차지연:1||잠재프로파일 분석:1||전문성:1||정신건강: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||협동적 태도:1||협동학습:1||2015 National Revised Curriculum:1||협력적 문제해결역량:1||Achievementoriented perception of success:1||Adolescence:1||Analysis data:1||Anxiety:1||Behaviorbased assessment tool:1||Behavioral engagement: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||Curriculum Practice:1||Educational psychology field:1||Emotions:1||Engagement:1||Engineering:1||Engineering experts:1||Expectancyvalue theory:1||

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Sookmyung Women's University. Cheongpa-ro 47-gil 100 (Cheongpa-dong 2ga), Yongsan-gu, Seoul, 04310, Korea 02-710-9127

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