何宗翰(1998)。主修領域背景對大學生知識信念與學習策略的影響。國立政治大學教育研究所碩士論文。未出版,台北。
呂虹霖(2003)。國中學生知識信念、父母期望與學業成就之研究。國立彰化師範大學教育研究所碩士論文。未出版,彰化。
林玉体(1982)。邏輯。台北市:三民。
林長壽(1988)。林長壽老師訪談。台大數學。2008年1月5日,取自http://www.math.ntu.edu.tw/library/math_general/interview_002.htm
林長壽(2003)。數學教育的基本理念。中華民國數學會數學教育公共論壇,2008年1月5日,取自http://www.math.ntu.edu.tw/phpbb-2/edu/articles/article_03_05_06b.htm 。
林紀慧(2001)。國小學童知識信念的發展以及與學業成績之相關研究。台中師院學報,15,191-206。林美純(2003)。應用珍賞探索教學設計擴展職前教師教學情境知識。2003年台灣網際網路研討會。台北。2008年6月10日,取自http://www.nccu.edu.tw/TANET2003/
林重岑(2003)。高中職學生自我調節學習的結構模式分析。國立彰化師範大學教育研究所碩士論文,未出版,彰化市。
林重岑(2007)。個人層次的測量模式適配度的統計考驗力:仿擬研究並以行動導向量表為例。測驗學刊, 54(2), 451-468。邱皓政(2002)。量化研究與統計分析:SPSS中文視窗版資料分析範例解析。台北市:五南。
邱皓政(2003)。結構方程模式:LISREL的理論技術與應用。台北市:雙葉書廊。
邱皓政(2007)。脈絡變數的多層次潛在變數模式分析:口試評分者效應的多層次結構方程模式應用。中華心理學刊,49(4),383-405。洪碧霜(2005)。教師知識信念與專業承諾之研究。國立彰化師範大學教育研究所學校行政碩士班碩士論文,未出版,彰化市。
唐淑華(2000)。以讀書治療挑戰低成就學生之知識信念的實驗研究。中華輔導學報, 8, 21-50。張春興(1996)。教育心理學:三化取向的理論與實踐(修訂版)。台北市:東華。
陳萩卿(2005)。知識信念影響學習運作模式之驗證暨「調整知識信念的教學策略」對國中生學習歷程影響之研究。國立台灣師範大學教育心理與輔導研究所博士論文。未出版,台北。陳萩卿、張景媛(2007)。知識信念影響學習運作模式之驗證。教育心理學報,39(1),23-43。傅偉勳(1994)。西洋哲學史 (十三版)。台北市:三民。
彭淑玲、程炳林(2005)。四向度課室目標結構、個人目標導向與課業求助行為之關係。師大學報:教育類,50(2),69-95。黃德祥(1992)。青少年刺激尋求、社會能力及其相關因素之研究。高雄市:復文。
黃德祥(2007)。原住民學生數學學習的困境與突破。載於行政院原住民委員會出版之「2007台灣原住民族教育新思維專輯論文」(7-1-7-12)。
黃德祥、林重岑、薛秀宜譯(2007)。J. H. Ballantine著。教育社會學 (The sociology of education: A systematic analysis) 。台北市:心理。
趙學信、翁炳仁譯(2004)。 M. Kline 著。數學:確定性的失落 (Mathematics: The loss of Certainty)。台北市:商務。
劉佩雲(2007)。知覺的課室知識信念結構對知識信念、學習成就與迷思概念的影響。行政院國家科學委員會專題研究計畫成果報告(NSC95-2511-S-364-001)。新竹市:玄奘大學教育人力資源與發展學系。
劉柏宏(2004)。歷史導向微積分課程與學生數學觀點發展之關係。行政院國家科學委員會專題研究計畫成果報告(NSC 92-2521-S-167-001)。台中縣:國立勤益技術學院通識教育中心。劉柏宏(2005)。探究歷史導向微積分課程對發展學生數學知識信念與學習行為之關係。行政院國家科學委員會專題研究計畫成果報告(NSC93-2521-S-167-001)。台中縣:國立勤益技術學院通識教育中心。蔡瓊華(2004)。高中學生知識信念、學習風格與學業成就之研究。國立彰化師範大學教育研究所碩士論文。未出版,彰化。
魏麗敏(1988)。國民小學學生數學焦慮、數學態度與數學成就之關係暨數學學習團體諮商之效果研究。國立台灣師範大學教育心理與輔導研究所碩士論文,未出版,台北市。Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Thousand Oaks, CA: Sage.
Alexander, P. A. (2003). The development of expertise: The journey from acclimation to proficiency. Educational Researcher, 32(8), 10-14.
Alexander, P. A., Graham, S., & Harris, K. R. (1998). A perspective on strategy research: Progress and prospects. Educational Psychology Review, 10, 129-154.
Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287-309.
Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411-423.
Bandalos, D. L. (2002). The effects of item parceling on goodness-of-fit and parameter estimate bias in structural equation modeling. Structural Equation Modeling, 9(1), 78-102.
Bandalos, D. L., & Finney, S. J. (2001). Item parceling issues in structural equation modeling. In G. A. Marcoulides & R. E. Schumacker (Eds.), New developments and techniques in structural equation modeling (pp. 269-296). Mahwah, NJ: Lawrence Erlbaum.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-143.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
Baxter Magolda, M. B. (1992). Knowing and reasoning in college: Gender-related patterns in students' intellectual development. (ERIC Document Reproduction Service No. ED350947).
Baxter Magolda, M. B. (2002). Epistemological reflection: The evolution of epistemological assumptions from age 18 to 30. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 89-102). Mahwah, NJ: Lawrence Erlbaum.
Becker, L. A. (2000). Effect size (ES). Retrieved January 24, 2008, from http://web.uccs.edu/lbecker/Psy590/es.htm
Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's ways of knowing: The development of self, voice, and mind. New York: Basic Books.
Bembenutty, H. (2004). Perception of self-efficacy, academic delay of gratification, and use of learning strategies among Korean college students. (ERIC Document Reproduction Service No. ED492971).
Bembenutty, H. (2007). Self-regulation of learning and academic delay of gratification among Korean college students. (ERIC Document Reproduction Service No. ED496520).
Bembenutty, H. (2008). Academic delay of gratification and expectancy-value. Personality and Individual Differences, 44, 193-202.
Bembenutty, H., & Karabenick, S. A. (1998). Academic delay of gratification. Learning & Individual Differences, 10(4), 329-346.
Bembenutty, H., & Karabenick, S. A. (2004). Inherent association between academic delay of gratification, future time perspective, and self-regulated learning. Educational Psychology Review, 16(1), 35-57.
Bendixen, L. D., Schraw, G., & Dunkle, M. E. (1998). Epistemic beliefs and moral reasoning. Journal of Psychology, 132(2), 187-200.
Bergin, D. A. (1999). Influences on classroom interest. Educational Psychologist, 34(2), 87-98.
Bergman, L. R., Magnusson, D., & El-Khouri, B. (2003). Studying individual development in an interindividual context: A person-oriented approach. Mahwah, NJ: Lawrence Erlbaum.
Biglan, A. (1973). The characteristics of subject matter in different academic areas. Journal of Applied Psychology, 57, 195-203.
Braten, I., & Olaussen, B. S. (2005). Profiling individual differences in student motivation: A longitudinal cluster-analytic study in different academic contexts. Contemporary Educational Psychology, 30(3), 359-396.
Braten, I., & Stromso, H. I. (2005). The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students. British Journal of Educational Psychology, 75(4), 539-565.
Brennan, R. L. (1992). Elements of generalizability theory. Iowa, IA: ACT.
Brennan, R. L. (2001). Generalizability theory. New York: Springer-verlag.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Research, 18, 32-41.
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
Brownlee, J., Boulton-Lewis, G., & Purdie, N. (2002). Core beliefs about knowing and peripheral beliefs about learning: Developing an holistic conceptualisation of epistemological beliefs. Australian Journal of Educational & Developmental Psychology, 2, 1-16.
Brownlee, J., Purdie, N., & Boulton-Lewis, G. (2001). Changing epistemological beliefs in pre-service teacher education students. Teaching in Higher Education, 6(2), 247-268.
Bruce, K. B., Scot, R. L., Kelemen, C., & Tucker, A. (2003). Why math? Communications of the ACM, 46(9), 41-44.
Bruning, R. H., Schraw, G. J., & Ronning, R. R. (2003). Cognitive psychology and instruction (4th ed.). Englewood Cliffs, NJ: Prentice Hall.
Buehl, M. M. (2003). At the crossroads of epistemology and motivation: Modeling the relations between students’domain-specific epistemological beliefs, achievement motivation, and task erformance. Unpublished doctoral dissertation, University of Maryland, College Park.
Buehl, M. M., & Alexander, P. A. (2000). Practically speaking: The role of epistemological beliefs in the development of interests and choice of academic pursuits. Paper presented at the annual meeting of the American Education Research Association, New Orleans.
Buehl, M. M., & Alexander, P. A. (2001). Beliefs about academic knowledge. Educational Psychology Review, 13(4), 385-418.
Buehl, M. M., & Alexander, P. A. (2005). Motivation and performance differences in students' domain-specific epistemological belief profiles. American Educational Research Journal, 42(4), 697-726.
Buehl, M. M., & Alexander, P. A. (2006). Examining the dual nature of epistemological beliefs. International Journal of Educational Research, 45(1-2), 28-42.
Buehl, M. M., Alexander, P. A., & Murphy, P. K. (2002). Beliefs about schooled knowledge: Domain specific or domain general? Contemporary Educational Psychology, 27(3), 415-449.
Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245-281.
Byrne, B. M. (1998). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applications, and programming. Mahwah, New Jersey: Lawrence Erlbaum.
Byrne, B. M. (2004). Testing for multigroup invariance using AMOS Graphics: A road less traveled. Structural Equation Modeling, 11(2), 272-300.
Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 709-725). New York: Macmillan Library Reference.
Campbell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validation by multitrait-multimethod matrix. Psychological Bulletin, 56, 81-105.
Cano, F. (2005). Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. British Journal of Educational Psychology, 75(2), 203-221.
Cavallo, A. M. L., Rozman, M., Blickenstaff, J., & Walker, N. (2004). Learning, reasoning, motivation, and epistemological beliefs. Journal of College Science Teaching, 33(3), 18-23.
Certainty. (2008). In Wikipedia, The Free Encyclopedia. Retrieved June 25, 2008, from http://en.wikipedia.org/w/index.php?title=Certainty&
oldid=217620193
Chan, K.-W., & Elliott, R. G. (2000). Exploratory study of epistemological beliefs of Hong Kong teacher education students: Resolving conceptual and empirical issues. Asia-Pacific Journal of Teacher Education, 28(3), 225-234.
Chan, K.-W., & Elliott, R. G. (2004). Epistemological beliefs across cultures: Critique and analysis of beliefs structure studies. Educational Psychology, 24(2), 123-142.
Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233-255.
Clarebout, G., Elen, J., Luyten, L., & Bamps, H. (2001). Assessing epistemological beliefs: Schommer's questionnaire revisited. Educational Research and Evaluation, 7(1), 53-77.
Clinchy, B. M. (2002). Revisiting women's way of knowing. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 63-87). Mahwah, NJ: Lawrence Erlbaum.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
Cohen, J., & Cohen, P. (1983). Applied multiple regression/correlation analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum.
Comerford, S. S., Busk, P. L., & Roberts, W. L. (2000). Epistemological beliefs of community-college students. (ERIC Document Reproduction Service No. ED442483).
Conley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29(2), 186-204.
Dahl, T. I., Bals, M., & Turi, A. L. (2005). Are students' beliefs about knowledge and learning associated with their reported use of learning strategies? British Journal of Educational Psychology, 75(2), 257-273.
Darlington, R. B. (1996). Measures for Ordered Categories. Retrieved January 23, 2008, from http://www.psych.cornell.edu/darlington
/crosstab/table5.htm
Davis, E. A. (1997). Students' epistemological beliefs about science and learning. (ERIC Document Reproduction Service No. ED407257).
de Brabander, C. J., & Rozendaal, J. S. (2007). Epistemological beliefs, social status, and school preference: An exploration of relationships. Scandinavian Journal of Educational Research, 51(2), 141-162.
de Corte, E., Op't Eynde, P., & Verschaffel, L. (2002). "Knowing what to believe": The relevance of students' mathematical beliefs for mathematics education. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 297-320). Mahwah, NJ: Lawrence Erlbaum.
DeCarlo, L. T. (1997). On the meaning and use of kurtosis. Psychological Methods, 2, 292-307.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
Decker, D. M., Dona, D. P., & Christenson, S. L. (2007). Behaviorally at-risk African American students: The importance of student-teacher relationships for student outcomes. Journal of School Psychology, 45(1), 83-109.
DuBois, N. F., & Staley, R. K. (1997). A self-regulated learning approach to teaching educational psychology. Educational Psychology Review, 9(2), 171-197.
Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939-944.
Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development: Philadelphia, PA: Psychology Press.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132.
Edmondson, K. M., & Novak, J. D. (1993). The interplay of scientific epistemological views, learning strategies, and attitudes of college students. Journal of Research in Science Teaching, 30(6), 547-559.
Elder, A. D. (2002). Characterizing fifth grade students' epistemological beliefs in science. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 347-363). Mahwah, NJ: Lawrence Erlbaum.
Enders, C. K. (2005). Estimation by maximum likelihood. In B. Everitt & D. C. Howell (Eds.), Encyclopedia of behavioral statistics (pp. 1164-1170). West Sussex, UK: Wiley.
Enman, M., & Lupart, J. (2000). Talented female students' resistance to science: An exploratory study of post-secondary achievement motivation, persistence, and epistemological characteristics. High Ability Studies, 11(2), 161-178.
Epistemology. (2003). The American Heritage Dictionary of the English Language, Fourth Edition. Retrieved June 25, 2008, from http://
www.thefreedictionary.com/epistemology
Fan, X., & Sivo, S. A. (2005). Sensitivity of fit indexes to misspecified structural or measurement model components: Rationale of two-Index strategy revisited. Structural Equation Modeling, 12(3), 343-367.
Fan, X., Thompson, B., & Wang, L. (1999). Effects of sample size, estimation methods, and model specification on structural equation modeling fit indexes. Structural Equation Modeling, 6(1), 56-83.
Flowers, C. P., Raju, N. S., & Oshima, T. C. (2002). A comparison of measurement equivalence methods based on confirmatory factor analysis and item response theory. (ERIC Document Reproduction Service No. ED463302).
Garrett-Ingram, C. (1997). Something to believe in: The relationship between epistemological beliefs and study strategies. Paper presented at the American Educational Research Association, Chicago.
Gill, M. G., Ashton, P. T., & Algina, J. (2004). Changing preservice teachers' epistemological beliefs about teaching and learning in mathematics: An intervention study. Contemporary Educational Psychology, 29(2), 164-185.
Goldberger, N. R., Tarule, J. M., Clinchy, B. M., & Belenky, M. F. (1996). Knowledge, difference, and power: Essays inspired by "women's ways of knowing." NY: Basic Books.
Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29(4), 462-482.
Hammer, D. (1994). Epistemological beliefs in introductory physics. Cognition and Instruction, 12(2), 151-183.
Hammer, D., & Elby, A. (2002). On the form of a personal epistemology. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 169-190). Mahwah, NJ: Lawrence Erlbaum.
Helmke, A., & van Aken, M. A. G. (1995). The causal ordering of academic achievement and self-concept of ability during elementary school: A longitudinal study. Journal of Educational Psychology, 87, 624-637.
Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60, 549-571.
Hidi, S. (2001). Interest, reading, and learning: Theoretical and practical considerations. Educational Psychology Review, 13(3), 191-209.
Hofer, B. K. (1994). Epistemological beliefs and first-year college students: Motivation and cognition in different instructional contexts. (ERIC Document Reproduction Service No. ED379567).
Hofer, B. K. (1999). Instructional context in the college mathematics classroom: Epistemological beliefs and student motivation. Journal of Staff, Program and Organizational Development, 16(2), 73-82.
Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25(4), 378-405.
Hofer, B. K. (2001). Personal epistemology research: Implications for learning and teaching. Educational Psychology Review, 13(4), 353-383.
Hofer, B. K. (2002). Personal epistemology as a psychological and educational construct: An introduction. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 3-14). Mahwah, NJ: Lawrence Erlbaum.
Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88-140.
Hofer, B. K., & Pintrich, P. R. (Eds.). (2002). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Lawrence Erlbaum.
Hogan, K. (2000). Exploring a process view of students' knowledge about the nature of sceince. Science Education, 84(1), 57-70.
Hong, S., Malik, M. L., & Lee, M. K. (2003). Testing configural, metric, scalar, and latent mean invariance across genders in sociotropy and autonomy using a non-western sample. Educational and Psychological Measurement, 63(4), 636-654.
Hoyle, R. H., & Duvall, J. L. (2004). Determining the number of factors in exploratory and confirmatory factor analysis. In D. Kaplan (Ed.), The Sage handbook of quantitative methodology for the social sciences (pp. 301-315). Newbury Park, CA: Sage.
Hu, L.-T., & Bentler, P. M. (1995). Evaluating model fit. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues and applications (pp. 76-99). Thousand Oaks, CA: Sage.
Hu, L.-T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
Hu, L., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3, 424-453.
Huang, D.-H., & Lin, C.-T. (2008, January 5). Theoretical construction and measurement of epistemological belief of high school students in Taiwan. Paper presented at the Hawaii International Conference on Education, Honolulu, HI.
Jaccard, J., & Turrisi, R. (2003). Interaction effects in multiple regression (2nd ed.). Thousand Oaks, CA: Sage.
Jehng, J.-C., Johnson, S. D., & Anderson, R. C. (1993). Schooling and students' epistemological beliefs about learning. Contemporary Educational Psychology, 18(1), 23-35.
Kant, I. (1958). Critique of pure reason (N. K. Smith, Trans.). New York: Modern Library. (Original work published 1787)
Kardash, C. M., & Howell, K. L. (2000). Effects of epistemological beliefs and topic-specific beliefs on undergraduates' cognitive and strategic processing of dual-positional text. Journal of Educational Psychology, 92, 524-535.
Kardash, C. M., & Scholes, R. J. (1996). Effects of preexisting beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues. Journal of Educational Psychology, 88(2), 260-271.
Keller, J. M. (1983). Motivational design of instruction. In C. Reigeluth (Ed.), Instructional-design theories and models: An overview of their current status. Hillsdale, NJ: Lawrence Erlbaum.
Kenney-Benson, G. A., Pomerantz, E. M., Ryan, A. M., & Patrick, H. (2006). Sex differences in math performance: The role of children's approach to schoolwork. Developmental Psychology, 42(1), 11-26.
Kenny, D. A., & McCoach, D. B. (2003). Effect of the number of variables on measures of fit in structural equation modeling. Structural Equation Modeling, 10(3), 333-351.
King, C. A., Levesque, M. J., Weckerly, S. J., & Blythe, N. L. (2000). The effects of a course in educational psychology on pre-service teachers' epistemological beliefs. (ERIC Document Reproduction Service No. ED441797).
King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco, CA: Jossey-Bass.
Kitchener, K. S., & King, P. M. (1981). Reflective judgment: Concepts of justification and their relationship to age and education. Journal of Applied Developmental Psychology, 2(2), 89-116.
Kline, R. B. (2004). Beyond significance testing: Reforming data analysis methods in behavioral research. Washington, DC: American Psychological Association.
Kloosterman, P., & Stage, F. K. (1992). Measuring beliefs about mathematical problem solving. School Science and Mathematics, 92(3), 109-115.
Kohlberg, L., & Mayer, R. (1972). Development as the aim of education. Harvard Education Review, 42, 449-496.
Krapp, A. (1999). Interest, motivation and learning: An educational-psychological perspective. European Journal of Psychology of Education, 14(1), 23-40.
Kuhn, D. (1991). The skills of argument. NY: Cambridge University Press.
Kuhn, D., & Weinstock, M. (2002). What is epistemological thinking and why does it matter? In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 121-144). Mahwah, NJ: Lawrence Erlbaum.
Kurfiss, J. G. (1988). Critical thinking: Theory, research, practice, and possibilities. Washington, DC: Association for the Study of Higher Education.
Lawless, K. A., & Kulikowich, J. M. (1998). Domain knowledge, interest, and hypertext navigation: A study of individual differences. Journal of Educational Multimedia and Hypermedia, 7(1), 51-70.
Leech, N. L., Barrett, K. C., & Morgan, G. A. (2005). SPSS for intermediate statistics: Use and interpretation. Mahwah, NJ: Lawrence Erlbaum.
Lin, C.-H. (2002). Effects of computer graphics types and epistemological beliefs on students' learning of mathematical concepts. Journal of Educational Computing Research, 27(3), 265-274.
Lofland, A. (1993). Mathematics and gender: An analysis of student attitudes toward mathematics at the university of Hawaii. Studies in Educational Evaluation, 26, 143-152.
Magidson, J., & Vermunt, J. K. (2002). Latent class models for clustering: a comparison with K-means. Canadian Journal of Marketing Research, 20(1), 36-43.
Magidson, J., & Vermunt, J. K. (2004). Latent class models. In D. Kaplan (Ed.), Handbook of quantitative methodology for the social sciences (pp. 345-368). Newbury Park, CA: Sage.
Magnusson, D. (1998). The logic and implications of a person-oriented approach. In R. Cairns, L. Bergman & J. Kagan (Eds.), Methods and models for studying the individual: Essays in honor of Marian Radke-Yarrow (pp. 33-64). Thousand Oaks, CA: Sage.
Magnusson, D., & Stattin, H. (1998). Person-context interaction theories. In R. M. Lerner (Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (pp. 685-759). New York: Wiley.
Many, J. E., Howard, F., Cardell, M. J., & Lewis, G. (2002). Gender, epistemology, and education: An exploration of the knowledge construction of female and male pupils. Reading Horizons, 42(3), 191-214.
Marsh, H. W., & Grayson, D. (1995). Latent variable models of multitrait-multimethod data. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 177-198). Thousand Oaks, CA: Sage.
Marton, F., Dall'Alba, G., & Beaty, E. (1993). Conceptions of learning. International Journal of Educational Research, 46, 4-11.
Mason, L. (2003). High school students' beliefs about maths, mathematical problem solving, and their achievement in maths: A cross-sectional study. Educational Psychology, 23(1), 73-85.
Mason, L., Boldrin, A., & Zurlo, G. (2006). Epistemological understanding in different judgment domains: Relationships with gender, grade level, and curriculum. International Journal of Educational Research, 45(1-2), 43-56.
McKeachie, W. J., Pintrich, P. R., Lin, Y., & Smith, D. A. F. (1987). Teaching and learning in the college classroom: A review of the research literature (1986) and November 1987 supplement. (ERIC Document Reproduction Service No. ED314999).
McLachlan, G., & Peel, D. (2000). Finite mixture models. New York: John Wiley & Sons.
McWhaw, K., & Abrami, P. (2001). Student goal orientation and interest: Effects on students' use of self-regulated learning strategies. Contemporary Educational Psychology, 26, 311-329.
Meade, A. W., & Lautenschlager, G. J. (2004). A Comparison of Item Response Theory and Confirmatory Factor Analytic Methodologies for Establishing Measurement Equivalence/Invariance. Organizational Research Methods, 7(4), 361-388.
Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its consequences for young adolescents' course enrollment intentions and performance in mathematics. Journal of Educational Psychology, 82, 60-70.
Moore, W. S. (1991). The Perry scheme of intellectual and ethical development: An introduction to the model and major assessment approaches. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
Moore, W. S. (2002). Understanding learning in a postmodern world: Reconsidering the Perry scheme of ethical and intellectual development. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 17-36). Mahwah, NJ: Lawrence Erlbaum.
Morgan, G. A. (2004). SPSS for introductory statistics: Use and interpretation (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
Mori, Y. (1997). Epistemological beliefs and language learning beliefs: What do language learners believe about their learning? (ERIC Document Reproduction Service No. ED406657).
Muijs, R. D. (1997). Predictors of academic achievement and academic self-concept: A longitudinal perspective. British Journal of Educational Psychology, 67, 263-277.
Muis, K. R. (2004). Personal epistemology and mathematics: A critical review and synthesis of research. Review of Educational Research, 74(3), 317-377.
Murphy, P. K., Buehl, M. M., Monoi, S., & Long, J. E. (2006). Understanding the achievement of inner-city adolescents: The influence of epistemological beliefs and achievement goal orientation on academic performance. In M. M. Buehl (Ed.), What is the value of understanding beliefs? An exploration of beliefs related to academic achievement. Symposium presented at the annual meeting of the American Educational Research Association, New Orleans.
Murphy, P. K., Edwards, M. N., Buehl, M. M., & Zeruth, J. A. (2007). Using the domain-specific beliefs questionnaire with adolescents enrolled in high-poverty, high-minority schools: Examining psychometric properties. Journal of Experimental Education, 76(1), 3-25.
Muthen, B. O. (2001). Latent variable mixture modeling. In G. A. Marcoulides & R. E. Schumacker (Eds.), New developments and techniques in structural equation modeling (pp. 1-33). Hillsdale, NJ: Lawrence Erlbaum.
Muthen, B. O. (2004). Latent variable analysis: Growth mixture modeling and related techniques for longitudinal data. In D. Kaplan (Ed.), Handbook of quantitative methodology for the social sciences (pp. 345-368 ). Newbury Park, CA: Sage.
Muthen, B. O. (2008a). Latent variable hybrids: Overview of old and new models. In G. R. Hancock & K. M. Samuelsen (Eds.), Advances in latent variable mixture models (pp. 1-24). Charlotte, NC: Information Age Publishing.
Muthen, B. O., & Muthen, L. K. (2000). Integrating person-centered and variable-centered analyses: Growth mixture modeling with latent trajectory classes. Alcoholism: Clinical and Experimental Research, 24(6), 882-891.
Muthen, L. K. (2008b). How to get more fit index. Retrieved March 21, 2008, from http://www.statmodel.com/discussion/messages/9/3008
.html
Muthen, L. K., & Muthen, B. O. (2006). Mplus user's guide (4th ed.). Los Angeles, CA: Muthen & Muthen.
Muthen, L. K., & Muthen, B. O. (2008). Chi-Square difference testing using the Satorra-Bentler scaled chi-square. Retrieved March 2, 2008, from http://www.statmodel.com/chidiff.shtml
Nasser, F., & Birenbaum, M. (2005). Modeling mathematics achievement of Jewish and Arab eighth graders in Israel: The effects of learner-related variables. Educational Research and Evaluation, 11(3), 277-302.
Neber, H., & Schommer-Aikins, M. (2002). Self-regulated science learning with highly gifted students: The role of cognitive, motivational, epistemological, and environmental variables. High Ability Studies, 13(1), 59-74.
Nist, S. L., & Simpson, M. L. (2000). College studying. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 645-666). Mahwah, NJ: Lawrence Erlbaum.
Nunnally, C. (1978). Psychometric theory. New York: McGraw-Hill.
Nussbaum, E. M., & Bendixen, L. D. (2003). Approaching and avoiding arguments: The role of epistemological beliefs, need for cognition, and extraverted personality traits. Contemporary Educational Psychology, 28(4), 573-595.
Nylund, K. L., Asparouhov, T., & Muthen, B. O. (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study. Structural Equation Modeling, 14, 535-569.
Olsson, U. H., Foss, T., Troye, S. V., & Howell, R. D. (2000). The Performance of ML, GLS, and WLS Estimation in Structural Equation Modeling Under Conditions of Misspecification and Nonnormality. Structural Equation Modeling, 7(4), 557-595.
Pai, Y. (1997). Cultural foundations of education. Columbus, OH: Merrill.
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578.
Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 19, 227-332.
Palmer, B., & Marra, R. M. (2004). College student epistemological perspectives across knowledge domains: A proposed grounded theory. Higher Education, 47(3), 311-335.
Pastor, D. A., Barron, K. E., Miller, B. J., & Davis, S. L. (2007). A latent profile analysis of college students' achievement goal orientation. Contemporary Educational Psychology, 32(1), 8-47.
Paulsen, M., & Feldman, K. (2007). The conditional and interaction effects of epistemological beliefs on the self-regulated learning of college students: Cognitive and behavioral strategies. Research in Higher Education, 48(3), 353-401.
Paulsen, M. B., & Feldman, K. A. (2005). The conditional and interaction effects of epistemological beliefs on the self-regulated learning of college students: Motivational strategies. Research in Higher Education, 46(7), 731-768.
Paulsen, M. B., & Gentry, J. A. (1995). Motivation, learning strategies, and academic performance: A study of the college finance classroom. Financial Practice & Education, 5(1), 78-89.
Paulsen, M. B., & Wells, C. T. (1998). Domain differences in the epistemological beliefs of college students. Research in Higher Education, 39(4), 365-384.
Peat, F. D. (2002). From certainty to uncertainty: The story of science and ideas in the twentieth century. Washington: Joseph Henry Press.
Perry, W. G., Jr. (1968). Patterns of development in thought and values of students in a liberal arts college: A validation of a scheme. Final report. (ERIC Document Reproduction Service No. ED024315).
Perry, W. G., Jr. (1970). Forms of intellectual and ethical development in the college years. Oxford, England: Holt, Rinehart & Winston.
Piaget, J. (1963). The origins of intelligence in children. New York: W W Norton & Co.
Piaget, J., & Cook, M. (1954). The construction of reality in the child. New York: Basic Books.
Pintrich, P. (2000a). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. In M. Maehr & C. Ames (Eds.), Advances in motivation and achievement: Motivation enhancing environments (Vol. 6, pp. 117-160). Greenwich, CT: JAI.
Pintrich, P. R. (1995). Understanding self-regulated learning. New Directions for Teaching & Learning, 63, 3-12.
Pintrich, P. R. (2000b). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25(1), 92-104.
Pintrich, P. R. (2000c). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). San Diego, CA: Academic Press.
Pintrich, P. R. (2002). Future challenges and directions for theory and research on personal epistemology. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 389-414). Mahwah, NJ: Lawrence Erlbaum.
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667-686.
Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
Pintrich, P. R., & Garcia, T. (1991). Student goal orientation and self-regulation in the college classroom. In M. Maehr & C. Ames (Eds.), Advances in motivation and achievement: Motivation enhancing environments (Vol. 7, pp. 371-402). Greenwich, CT: JAI Press.
Pintrich, P. R., & Schrauben, B. (1992). Students' motivational beliefs and their cognitive engagement in classroom academic tasks. In D. H. Schunk & J. L. Meece (Eds.), Student perceptions in the classroom (pp. 149-183). Hillsdale, NJ: Lawrence Erlbaum.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2 ed.). Upper Saddle River, NJ: Merrill.
Pintrich, P. R., & Schunk, D. H. (Eds.). (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Prentice Hall.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). (ERIC Document Reproduction Service No. ED338122).
Pintrich, P. R., & Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 249-284). San Diego: Academic Press.
Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879-903.
Purcell, S. (2007). Maximum likelihood estimation. Retrieved January 9, 2008, from http://statgen.iop.kcl.ac.uk/bgim/mle/sslike_1.html
Qian, G., & Alvermann, D. (1995). Role of epistemological beliefs and learner helplessness in secondary school students' learning science concepts from text. Journal of Educational Psychology, 87(2), 282-292.
Qian, G., & Pan, J. (2002). A comparison of epistemological beliefs and learning from science text between American and Chinese high school students. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 365-385). Mahwah, NJ: Lawrence Erlbaum.
Riveiro, J. M. S., Cabanach, R. G., & Arias, A. V. (2001). Multiple-goal pursuit and its relation to cognitive, self-regulatory, and motivational strategies. British Journal of Educational Psychology, 71, 561-572.
Rokeach, M. (1968). Beliefs, attitudes and values. San Francisco: Jossey-Bass.
Rosenthal, R. (1994). Parametric measures of effect size. In H. Cooper & L. V. Hedges (Eds.), The handbook of research synthesis (pp. 231-244). New York: Russell Sage Foundation.
Rosnow, R. L., & Rosenthal, R. (2003). Effect sizes for experimenting psychologists. Canadian Journal of Experimental Psychology, 57(3), 221-236.
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80(1), 1-28.
Rozendaal, J. S., de Brabander, C. J., & Minnaert, A. (2001). Boundaries and dimensionality of epistemological beliefs. Paper presented at the Biennial Meeting of the European Association for Research on Learning and Instruction, Fribourg, Switzerland.
Ryan, M. P. (1984). Monitoring text comprehension: Individual differences in epistemological standards. Journal of Educational Psychology, 76(2), 248-258.
Saljo, R. (1979). Learning in the learner's perspective: Some common sense conceptions. Report from the Institute of Education University of Gothenberg, No 76.
Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26, 299-323.
Schiefele, U. (1999). Interest and learning from text. Scientific Studies of Reading, 3(3), 257-279.
Schoenfeld, A. H. (1983). Beyond the purely cognitive: Belief systems, social cognitions, and metacognitions as driving forces in intellectual performance. Cognitive Science, 7(4), 329-363.
Schoenfeld, A. H. (1985). Mathematical problem solving. CA: San Diego Academic Press.
Schoenfeld, A. H. (1988). When good teaching leads to bad results: The disasters of "well-taught" mathematics courses. Educational Psychologist, 23(2), 145-166.
Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 334-370). New York: Macmillan.
Schommer-Aikins, M. (2002a). An evolving theoretical framework for an epistemological belief system. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 103-118). Mahwah, NJ: Lawrence Erlbaum.
Schommer-Aikins, M. (2002b). Personal epistemology: Conflicts and consensus in an emerging area of inquiry. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.
Schommer-Aikins, M. (2004). Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach. Educational Psychologist, 39(1), 19-29.
Schommer-Aikins, M., Duell, O. K., & Hutter, R. (2005). Epistemological beliefs, mathematical problem-solving beliefs, and academic performance of middle school students. Elementary School Journal, 105(3), 289-304.
Schommer-Aikins, M., Mau, W.-C., Brookhart, S., & Hutter, R. (2000). Understanding middle students' beliefs about knowledge and learning using a multidimensional paradigm. Journal of Educational Research, 94(2), 120-127.
Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504.
Schommer, M. (1993a). Comparisons of beliefs about the nature of knowledge and learning among postsecondary students. Research in Higher Education, 34(3), 355-370.
Schommer, M. (1993b). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85(3), 406-411.
Schommer, M. (1994a). An emerging conceptualization of epistemological beliefs and their role in learning. In R. Garner & P. A. Alexander (Eds.), Beliefs about text and instruction with text (pp. 25-40). Hillsdale, NJ: Lawrence Erlbaum.
Schommer, M. (1994b). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6(4), 293-319.
Schommer, M. (1997). The development of epistemological beliefs among secondary students: A longitudinal study. Journal of Educational Psychology, 89(1), 37-40.
Schommer, M. (1998). The influence of age and education on epistemological beliefs. British Journal of Educational Psychology, 68(4), 551-562.
Schommer, M., Calvert, C., Gariglietti, G., & Bajaj, A. (1997). The development of epistemological beliefs among secondary students: A longitudinal study. Journal of Educational Psychology, 89(1), 37-40.
Schommer, M., & Crouse, A. (1992). Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology, 84(4), 435-443.
Schommer, M., & Walker, K. (1995). Are epistemological beliefs similar across domains? Journal of Educational Psychology, 87(3), 424-432.
Schraw, G. (1997). Situational interest in literary text. Contemporary Educational Psychology, 22(4), 436-456.
Schraw, G. (2001). Current themes and future directions in epistemological research: A commentary. Educational Psychology Review, pp. 451-464.
Schraw, G., Bendixen, L. D., & Dunkle, M. E. (2002). Development and validation of the Epistemic Belief Inventory (EBI). In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 261-275). Mahwah, NJ: Lawrence Erlbaum.
Schreiber, J. B., & Shinn, D. (2003). Epistemological beliefs of community college students and their learning processes. Community College Journal of Research and Practice, 27(8), 699-709.
Schumacker, R. E., & Lomax, R. G. (2004). A beginner's guide to structural equation modeling. Mahwah, NJ: Lawrence Erlbaum.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Education Psychologist, 26, 207-231.
Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631-649). San Diego, CA: Academic Press.
Schunk, D. H., & Zimmerman, B. J. (1994). Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ: Lawrence Erlbaum.
Schunk, D. H., & Zimmerman, B. J. (2003). Self-regulation and learning. In W. M. Reynolds & G. E. Miller (Eds.), Handbook of psychology: Educational psychology, Vol. 7 (pp. 59-78). Hoboken, NJ: John Wiley & Sons.
Schunk, D. H., Zimmerman, B. J., Alexander, P. A., & Winne, P. H. (2006). Competence and control beliefs: Distinguishing the means and ends. In Handbook of educational psychology (pp. 349-367). Mahwah, NJ: Lawrence Erlbaum.
Schutz, P. A., Pintrich, P. R., & Young, A. J. (1993). Epistemological beliefs, motivation, and student learning. Paper presented at the American Educational Research Association, Atlanta, GA.
Schwab, J. (2004). Chi-square test of independence. Retrieved July 12, 2008, from http://www.google.com.tw/url?sa=t&ct=res&cd=3&url=http%3A%2F%2Fwww.utexas.edu%2Fcourses%2Fschwab%2Fsw318_spring_2004%2FSolvingProblems%2FClass24_ChiSquareTestOfIndependencePostHoc.ppt&ei=o-t3SLSHOY-e6gO55sC5Bw&usg=
AFQjCNG5yWer6cHc-WEgYmSX1LaEu5zs2g&sig2=sGvQGN4u
Gys9CFXQV3EEjA
Shavelson, R. J., & Bolus, R. E. (1982). Self-concept: The interplay of theory and methods. Journal of Educational Psychology, 74, 3-17.
Shavelson, R. J., & Webb, N. M. (1991). Generalizability theory: A primer. Newbury Park, CA: Sage.
Shell, D. F., & Husman, J. (2001). The multivariate dimensionality of personal control and future time perspective beliefs in achievement and self-regulation. Contemporary Educational Psychology, 26(4), 481-506.
Simpson, M. L., & Nist, S. L. (2000). An updating on stratgic learning: It's more than textbook reading strategies. Journal of Adolescent & Adult Literacy, 43(6), 528-541.
Songer, N. B., & Linn, M. C. (1991). How do students' views of science influence knoledge integration? Journal of Research in Science Teaching, 28(9), 761-784.
Steenkamp, J.-B. E. M., & Baumgartner, H. (1998). Assessing measurement invariance in cross-national consumer research. Journal of Consumer Research, 25(1), 78-90.
Steiner, L. A. (2007). The effect of personal and epistemological beliefs on performance in a college developmental mathematics class. Unpublished doctoral dissertation, Kansas State University, Manhattan, Kansas. Retrieved Feburary 2, 2008, from http://krex.k-state.edu/dspace/handle/2097/287.
Stevens, J. (2002). Applied multivariate statistics for the social sciences (4th ed.). Mahwah, NJ: Lawrence Erlbaum.
Stipek, D. J., & Weisz, J. R. (1981). Perceived Personal Control and Academic Achievement. Review of Educational Research, 51(1), 101-137.
Stodolsky, S. S., Salk, S., & Glaessner, B. (1991). Student views about learning math and social studies. American Educational Research Journal, 28(1), 89-116.
Stromso, H. I., & Braten, I. (2003). Epistemological beliefs and implicit theories of intelligence among Norwegian post-secondary students. Paper presented at the 10th European Conference for Research on Learning and Instruction, Padova, Italy.
Theory of justification. (2008). In Wikipedia, The Free Encyclopedia. Retrieved April 25, 2008, from http://en.wikipedia.org/w/
index.php?title=Theory_of_justification&oldid=215214394
Thissen, D., & Wainer, H. (2001). Test Scoring. Mahwah, NJ: Lawrence Erlbaum.
Tsai, C.-C. (1998). An analysis of scientific epistemological beliefs and learning orientations of Taiwanese eighth graders. Science Education, 82(4), 473-489.
Tsai, C.-C. (1999). Content analysis of Taiwanese 14 year olds' information processing operations shown in cognitive structures following physics instruction, with relations to science attainment and scientific epistemological beliefs. Research in Science and Technological Education, 17(2), 125-138.
Tsai, C.-C. (2000a). The effects of STS-oriented instruction on female tenth graders' cognitive structure outcomes and the role of student scientific epistemological beliefs. International Journal of Science Education, 22(10), 1099-1115.
Tsai, C.-C. (2000b). Relationships between student scientific epistemological beliefs and perceptions of constructivist learning environments. Educational Research, 42(2), 193-205.
Tsai, C.-C. (2006). Biological knowledge is more tentative than physics knowledge: Taiwan high school adolescents' views about the nature of biology and physics. Adolescence, 41(164), 691-703.
Vaiie, A., Cabanach, R. G., Nuñez, J. C., González-pienda, J., Rodriguez, S., & Pineiro, I. (2003). Cognitive, motivational, and volitional dimensions of learning: An empirical test of a hypothetical model. Research in Higher Education, 44(5), 557-580.Vermunt, J. K., & Magidson, J. (2002). Latent class cluster analysis. In J. A. Hagenaars & A. L. McCutcheon (Eds.), Applied latent class analysis (pp. 89-106). Cambridge, UK: Cambridge University Press.
Wade, S. E., Buxton, W. M., & Kelly, M. (1999). Using think-alouds to examine reader-text interest. Reading Research Quarterly, 34(2), 194-216.
Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer.
Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265-310.
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81.
Wigfield, A., & Eccles, J. S. (Eds.). (2002). Development of achievement motivation. San Diego, CA: Academic Press.
Winne, P. H. (1995). Inherent details in self-regulated learning. Educational Psychologist, 30(4), 173-187.
Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Metacognition in education theory and practice (pp. 277-304). NJ: Lawrence Erlbaum.
Wood, P., & Kardash, C. (2002). Critical elements in the design and analysis of studies of epistemology. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 231-260). Mahwah, NJ: Lawrence Erlbaum.
Yang, C.-C. (2006). Evaluating latent class analyses in qualitative phenotype identification. Computational Statistics & Data Analysis, 50, 1090–1104.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.
Zimmerman, B. J. (1994). Dimensions of academic self-regulation: A conceptual framework for education. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 1-21). Hillsdale, NJ: Lawrence Erlbaum.
Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 1-19). New York: Guilford.
Zimmerman, B. J. (2000a). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press.
Zimmerman, B. J. (2000b). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91.
Zimmerman, B. J., & Bandura, A. (1995). Self-efficacy and educational development. New York: Cambridge University Press.
Zimmerman, B. J., & Schunk, D. H. (2004). Self-regulating intellectual processes and outcomes: A social cognitive perspective. In D. Y. Dai & R. J. Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (pp. 323-349). Mahwah, NJ: Lawrence Erlbaum.
Zusho, A., Pintrich, P. R., & Cortina, K. S. (2005). Motives, Goals, and Adaptive Patterns of Performance in Asian American and Anglo American Students. Learning and Individual Differences, 15(2), 141-158.