References

Hee-Jeong, K., 2015. The influences of the teacher-student relationship, the achievement goal orientation and the academic self-efficacy on learning flow. J. Learn. Centered Curriculum Instruction, 15: 389-413.

Hye-Jin, J., 2012. The mediating effects of academic self-efficacy and academic failure tolerance on the relationship between excessive academic demands and academic burnout on high school students. MA Thesis, Incheon National University, Incheon, South Korea.

Im-Bok, S., 2007. The structure of learning flow: Scale, characther, condition, involvement. Ph.D. Thesis, Kyungpook National University, Daegu, South Korea.

Jo, H.I. and H.A. Lee, 2010. The mediating effects of achievement goals on the relationship among perfectionism, academic burnout and academic engagement. Korean J. Youth Stud., 17: 131-154.

Jong-Ug, L. and P. Byeong-Gi, 2007. Conceptual re-differentiation of achievement goal orientation: Constructing a model of 2x2x2 factor structure. J. Educ. Psychol., 21: 105-127.

Lee, J.S., 2009. The relationship between meta-cognition and learning flow of high school students: The mediating effect of self-directed learning ability. Korean Soc. Study Teach. Educ., 26: 277-295.

Lee, Y.B., S.M. Lee and J.Y. Lee, 2009. Development of Korean academic burnout scale. Korea Educ. Rev., 15: 59-78.

Maslach, C. and S.E. Jackson, 1986. The Maslach Burnout Inventory. 2nd Edn., Consulting Psychologists Press, Palo Alto, California,.

Schaufeli, W.B., I.M. Martinez, A.M. Pinto, M. Salanova and A.B. Bakker, 2002. Burnout and engagement in university students: A cross-national study. J. Cross-Cult. Psychol., 33: 464-481.
CrossRef  |  Direct Link  |  

Seong-Eun, L., 2010. Modification and development of 2×2×2 achievement goal orientation scale and validation. MA Thesis, Chonbuk National University, Jeonju, South Korea.