ScholarWorks@Gyeongsang National University: Cho, Han Ik

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Cho, Han Ik (조한익)

사범대학 (교육학과)

Research Area: 교육심리, Educational Psychology

Tel 0557722132
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학업성취도:22||메타분석:13||Academic Achievement:11||잠재집단:9||성취목표지향성:8||학교생활적응:7||metaanalysis:7||중학생:6||성취정서:6||Achievement Goal Orientation:6||middle school students:5||유아:5||또래애착:5||초등학생:5||교사정서:5||교사열정:5||latent group:5||주관적 안녕감:5||Achievement Emotions:4||잠재전이:4||희망:4||Hope:4||School Adjustment:4||고등학생:4||사회적 성취목표지향성:4||MetaAnalysis:4||development:4||school experience:3||Elementary School Students:3||Academic Optimism:3||validation:3||Teacher emotions:3||개발:3||종단적 변화:3||공동체의식:3||narrative inquiry:3||진로성숙도:3||academic achievement:3||청소년:3||타당화:3||Career maturity:3||Adjustment:3||내러티브 탐구:3||학습전략:3||심리적 안녕감:3||학업낙관성:3||학업적 자아개념:3||학업참여:3||중등학교 교사:2||중등학생:2||Learning Strategy:2||Subjective WellBeing:2||Sense of community:2||high school students:2||지루함:2||emotional creativity:2||부모지원:2||novelty:2||Social Achievement Goal:2||직무만족도:2||Quality of Instruction:2||Peer attachment:2||진로정체감:2||Job satisfaction:2||Parental support:2||부모의 양육태도:2||창의적 성향:2||Social achievement goal orientation:2||창의적 자기효능감:2||Emotion:2||academic context:2||achievement emotions:2||자기효능감:2||청학동 서당:2||자기조절학습:2||teacher enthusiasm:2||교사효능감:2||peer attachment:2||Longitudinal Relationships:2||수업의 질:2||academic engagement:2||수업전문성:2||수업참여:2||achievement goal orientation:2||학교생활:2||authenticity and effectiveness:2||elementary school students:2||preparedness:2||우울:2||subjective wellbeing:2||문제행동:2||학업 무기력:2||problem behavior:2||selfregulated learning:2||School adjustment:2||학업상황:2||자기결정성:2||학업스트레스:2||development and validation:2||Moderated mediation:2||Happiness:2||Longitudinal Changes:2||academic selfconcept:2||개발과 타당화:2||Teacher Enthusiasm:2||Adolescents:2||정서지능:2||young children:2||Preschool children:2||조절된 매개:2||Achievement:2||Latent Group:2||유아의 발달:2||Academic achievement:2||언어능력:2||boredom:2||Social Development Program:1||Social Mastery Goal:1||Social Performance Goal:1||Social Relations Model:1||Social WellBeing:1||Social Withdrawal:1||Social competence:1||Social relations analysis:1||Social:1||Solitary Play Types:1||Stress:1||Student variables:1||Study Habits:1||Subject selfefficacy:1||Subjective Wellbeing:1||TSO모형:1||Teacher Efficacy:1||Teacher burnout:1||Teacher efficacy:1||Teacher enthusiasm:1||Teachers’ Emotions:1||Teachers’ Subjective Perceptions:1||Text mining:1||Therapy Program:1||Topic:1||Transfer:1||[Keywords] Future goals:1||[주제어] 미래목표:1||] 중학교:1||academic helplessness:1||academic interest:1||academic procrastination:1||academic willpower:1||achievement:1||achievement value:1||adjustment process:1||adjustment related variables:1||adjustmentrelated variables:1||administrative staff:1||benefits of educational practice mentors:1||bifactor GR model:1||bifactor GR 모형:1||boarding high school:1||boredom copying strategies:1||boredom factor structure:1||boredom structure:1||career decisionmaking selfefficacy:1||career identity:1||cheonghakdong seodang:1||child development:1||class participation:1||cognitive curiosity:1||college of education:1||college of education students:1||college student:1||college women:1||commitment:1||concept and development:1||consideration of future consequences:1||creative personality:1||creative problemsolving:1||creative selfefficacy:1||creative tendency:1||department of nursing:1||depression:1||difficulty of educational practice mentors:1||digital literacy:1||disruptive classroom behavior:1||early childhood education programs:1||effect size:1||effort beliefs:1||emotional flow:1||emotional intelligence:1||emotional problems:1||ethnography:1||experience of life:1||grounded theory:1||growth mixture model:1||harmful play types:1||high school student:1||implicit theories about willpower:1||intrinsic beliefs about willpower:1||latent groups:1||latent transfer:1||learned helplessness:1||legitimacy:1||limited belief:1||meta analysis:1||meta structural equation modeling:1||middle school period:1||middle school teacher:1||mixture regression:1||multidimensional Rasch model:1||multivariate metaanalysis:1||nonlimited belief:1||occasional factor:1||old adults’ life satisfaction:1||parental autonomy support:1||parenting attitude:1||parenting attitudes:1||parents’ career expectation:1||phenomenological study:1||phenomenology:1||practical methods:1||prosocial behavior:1||prospect and tasks:1||psychological wellbeing:1||scale development and validation:1||science interest:1||sciencerelated program:1||secondary school students:1||selfdetermination:1||selfdifferentiation:1||semester practicum:1||semesterbased educational practice:1||smartphone dependence:1||social support:1||studying late:1||subjective achievement:1||teacher emotions:1||teacher professionalism:1||teacherchild relationship:1||teacherstudent relations:1||teaching method:1||teaching practice experience:1||teaching professionalism:1||trait factor:1||transfer:1||transition:1||twolevel growth curve modeling:1||가정폭력:1||간호학과:1||개념:1||개념과 발달:1||개인적 흥미 척도:1||고등학교 시기:1||공감능력:1||공동운명모형:1||과정경험적 치료:1||과학관련 프로그램:1||과학흥미도:1||관계성:1||관련성:1||교과 자기효능감:1||교무행정원:1||교사유아 관계:1||교사학생 관계:1||교사소진:1||교사의 주관적 인식:1||교사헌신:1||교육실습 경험:1||국어교과:1||근거이론:1||긍정적 놀이유형:1||기숙형 고등학교:1||내재적 문제행동:1||내재화 문제행동:1||노인의 생활만족도:1||다변량 메타분석:1||다차원 Rasch 모형:1||다층 잠재성장모형:1||대학생:1||대학생활 경험:1||대학생활적응:1||동기조절:1||디지털 리터러시:1||또래애착 분산요인:1||또래유능성:1||만학도:1||메타구조방정식 모형:1||모형:1||문화기술지:1||미래결과고려:1||미래지향목표:1||부모 양육태도:1||부모자녀갈등:1||부모변인:1||부모의 진로기대:1||부모의 학업지원:1||부부갈등:1||부부의 애정적 양육태도:1||부적정서:1||부정적 놀이유형:1||비선형 종단다층모형:1||비제한신념:1||비행가해경험:1||비행피해경험:1||사건사 분석:1||사례연구:1||사범대학:1||사범대학생:1||사이버비행 가해경험:1||사이버비행 유무:1||사이버비행 횟수:1||사회관계모형:1||사회관계분석:1||사회비교:1||사회성 발달 증진 프로그램:1||사회적 능력:1||사회적 수행목표:1||사회적 숙달목표:1||사회적 안녕감:1||사회적 위축:1||사회적 유능감:1||사회적 지지:1||사회적 회피목표:1||삶의 경험:1||삶의 만족도:1||상호의존모형:1||상황요인:1||상황적 흥미 척도:1||성격:1||성장혼합모형:1||성취 가치:1||수업방법:1||수업방해행동:1||수업이해도:1||스마트폰 의존도:1||스마트폰 최초 사용 시점:1||스트레스:1||습습관:1||실천방안:1||심리적 소진:1||아동:1||암묵적 이론:1||양육스트레스:1||어머니의 목표지향성:1||열등감:1||예비교사:1||외현적 문제행동:1||외현화 문제행동:1||요인구조:1||우정:1||유능성:1||유아교육 프로그램:1||유아의 혼자놀이:1||의지력에 관한 내재신념:1||의지력에 관한 암묵적 신념:1||이론적 고찰:1||인지적 호기심:1||일반적 학업흥미:1||읽기프로그램:1||자기결정성 동기:1||자기결정성 동기유형:1||자기자비:1||자아분화:1||자아정체감:1||자아회복력:1||자율성:1||자율성지지:1||적응:1||적응과정:1||적응관련 변인:1||적응관련 변인들:1||전망과 과제:1||전문대학교:1||전문상담사:1||전이:1||정당성:1||정서:1||정서 창의성. 준비성. 참신성. 진실성과 효과성.:1||정서문제:1||정서인식 프로그램:1||정서적 몰입:1||정서조망수용능력:1||정서조절:1||정서중심 부부치료:1||정적정서:1||제한신념:1||종단적 구조:1||종단적 구조관계:1||주관적 학업성취도:1||중학교 시기:1||지능에 대한 암묵적 신념:1||지능의 내재이론:1||지루함 구조:1||지루함 대처전략:1||지루함 요인구조:1||지루함의 선행요인:1||진로결정 자기효능감:1||질적연구:1||창의적 문제해결력:1||창의적 사고 자기효능감:1||창의적 수행 자기효능감:1||척도개발:1||척도개발과 타당화:1||청소년 패널자료:1||초등학교:1||치료프로그램:1||친사회적 행동:1||텍스트 마이닝:1||토픽:1||특성요인:1||특수교육대상자:1||학교부적응:1||학교폭력:1||학기제 교육실습:1||학생변인:1||학습몰입:1||학업·사회적 성취목표지향성:1||학업관련 투자시간:1||학업의지력:1||학업적 그릿:1||학업적 꾸물거림:1||학업적 노력지속:1||학업적 열정:1||학업적 흥미:1||학업적 흥미유지:1||학업적 희망:1||행동조절:1||행복:1||행복감:1||현상학:1||혼자놀이 유형:1||혼합회귀:1||효과크기:1||중등학교:1||Academic Achievement Goal Orientation:1||Academic Endurance:1||Academic Engagement:1||Academic Enthusiasm:1||Academic Grit:1||Academic Hope:1||Academic Stress:1||Academic selfconcept:1||Academic stress:1||Adolescence:1||Adolescent panel data:1||Affectionate Parenting Attitude:1||Avoidance Goal:1||Basic Need Satisfaction.:1||CareerIdentity:1||Case study:1||Cheonghakdong Seodang:1||Childhood:1||Children’s Solitary Play:1||Class Participation:1||Class understanding:1||Common Fate Model:1||Concepts:1||Counselor:1||Count of cyber delinquency:1||Creative Performance Self Efficacy:1||Creative Self Efficacy:1||Creative Thinking Self Efficacy:1||Cyber delinquency:1||Depression:1||Domestic violence:1||Elementary school:1||Emotion Perspective Taking Ability:1||Emotion Recognition Program:1||Emotion Regulation:1||Emotionally focused couple therapy:1||Empathy:1||Event history analysis:1||Externalizing Problem Behaviors:1||Factor structure:1||Friendship:1||Future Oriented Goals:1||General academic interest:1||High school seniors:1||High school students:1||Implicit Theory:1||Implicit theories:1||Implicit theories of intelligence:1||Individual interest scale:1||Inferiority:1||Intellectual Disabilities:1||Internalizing Problem Behaviors:1||Korean:1||Latent Transfer:1||Latent group:1||Learning Flow:1||Learning Time:1||Learning strategy:1||Linguistic Ability:1||Linguistic Program:1||Literature review:1||Longitudinal changes:1||Maintenance of Academic Interest:1||Meta analysis:1||Middle School Students:1||Middle school:1||Models:1||Mothers’ goal orientations:1||Motivational and Behavioral Regulations:1||Nonlinear longitudinal multilevel modeling:1||Onset of adolescents’ smartphone use:1||Parent variables:1||Parental Attitude toward Rearing:1||Parental academic support:1||Parenting Stress:1||Parents' Conflict:1||ParentsAdolescent Conflict:1||Peer Attachment:1||Peer Competence:1||Peer attachment variance factors:1||Personality:1||Positive play types:1||Preservice teacher:1||Precursors of Boredom:1||Preschool Children:1||Problem Behavior:1||Processexperimental therapy:1||Psychological WellBeing:1||Psychological burnout:1||Psychological wellbeing:1||Q methodology:1||Qualitative research:1||Q방법론:1||Reading Comprehension Program:1||Relevance:1||Satisfaction with Life. Interdependence Model:1||Scale development:1||School Maladjustment:1||School Violence Experiences:1||School violence:1||Secondary school:1||Secondary school students:1||Secondary school teacher:1||Secondary school teachers:1||SelfDetermination:1||SelfEfficacy:1||SelfResilience:1||Selfcompassion:1||Selfdetermination motivation types:1||Selfdetermination types:1||Selfefficacy:1||Sense of Community:1||Situational interest scale:1||Social Ability:1||Social Comparison:1||

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