Aldridge, J. M., Afari, E., & Fraser, B. J. (2013). Influence of Teacher Support and Personal Relevance on Academic Self-Efficacy and Enjoyment of Mathematics Lessons: A Structural Equation Modeling Approach. Alberta Journal of Educational Research, 58(4), 614-633.
An, Y., & Yang, S. (2015). The Effect of School Type on Student’s Quality of School Life and Future Capability: Mediating Effect of Teacher's Morale, Engagement, Support, and Student's Class Participation. The Journal of Educational Administration, 33(2), 183-212.
Anderson, J. C. & Gerbing, D. W. (1988). Structural equation modeling: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411-423.
Jung, J. (2012). The Structural Relationship among Self-efficacy, Intrinsic Motivation, and Creative Personality of Elementary School Students. Journal of Learner-Centered Curriculum and Instruction, 12(3), 507-540.
Kim, H. (2013). The Effects of Perceived Mathematic Teacher’s Teaching Behavior on Student’s Mathematical Interest and Academic Achievement : focused on Mediation effect of Mathematics Learning Affection. Unpublished master's degree dissertation, The Graduate School of Kyung Hee University.
Kim, H., & Ham, E. (2014). What school characteristics affect Korean students' non-cognitive outcomes in mathematics? Journal of Educational Evaluation, 27(5), 1311-1335.
Kim, J. (2014). The Structural Relationship Among Intrinsic Motivation, Learning Strategies, Academic Engagement, and Academic Achievement: Focusing on Gender Differences of High School Students. Asian Journal of Education, 15(1), 93-113.
Lee, S. (2010). The Structural Relationships Among Perceived Parents and Teachers` Autonomy Support, Goal Orientation, Basic Psychological Needs, Academic Achievement. The Journal of Education Research, 31(1), 45-68.
Lim, S. (2012). A Study to Investigate the Effects of Parent Expectation, Parental Involvement, Self-efficacy, and Academic Engagement on High School Student`s Math Achievement. Korean journal of youth studies, 19(2), 179-204.
Moon, B. (2013). A Longitudinal Study on the Relationship between Intrinsic Motivation and Competence beliefs about Mathematics. The Journal of Educational Psychology, 27(3), 595-609.
Muthén, L. K. & Muthén, B. O. (1998-2012). Mplus User’s Guide. California, CA: Muthén & Muthén.
OECD (2014a). PISA 2012 Results: What students know and can do - Student performance in Mathematics, Reading and Science (Vol. I, Revised Edition). OECD Publishing.
OECD (2014b). Strong Performers and Successful Reformers in Education. Lessons from PISA for Korea. OECD Publishing.
Reeve, J. (2012). A self-determination theory perspective on student engagement. In Handbook of research on student engagement (pp. 149-172). Springer US.