中文文獻
大學入學考試中心（2017）。大學端如何運用學習歷程招生及對學習歷程資料庫的期許https://www.ceec.edu.tw/xcepaper/cont?xsmsid=0J066588036013658199&qperoid=0J116583465020248399&sid=0J116611870270398707
大學招生委員會聯合會（2019）。多元入學方案（111 學年度起適用）。http://www.jbcrc.edu.tw/multi3.html。
王秀槐、黃金俊（2010）。擇其所愛、愛其所擇: 從自我決定理論看大學多元入學制度中學生的科系選擇與學習成果。教育科學研究期刊，55(2)，1-27。
王淑貞、陳婉琪（2012）。誰是重考生? 以全國考招資料檢視重考趨勢, 考生特質及領域偏好。教育研究集刊，68(1)，33-74。
方慶豐、程俊堅（2020）。發展技術型高中全方位輔導學生的學習歷程檔案-以機械科為例。臺灣教育評論月刊，9(10)，121-128。
朱碧靜（2009）。學習歷程檔案在圖書資訊利用教育之應用: 通識課程之實作與省思。圖書與資訊學刊，68，66-79。
李育齊、劉若蘭（2016）。投入社區的翻轉學習:大學生參與服務學習融入聯課活動之實施品質，學生投入及學習成果模式研究。課程與教學，19(4)，61-91。
林生傳（2005）。教育社會學。臺北：五南。
涂金堂（2012）。量表編製與 SPSS。臺北：五南。
邱皓政（2019）。量化研究與統計分析：SPSS 與 R 資料分析範例解析（第6版）。臺北：五南。
許瑛玿、林詩怡（2003）。多元化教學與評量中學生多元智能表現之研究模式。科學教育學刊，11(4)，351-372。
范淑惠、段曉林（2007）。國中理化課室試行歷程檔案之行動研究。科學教育，13，52-72。
陳逸年、林怡君（2021）。高中學習歷程檔案的現況與挑戰。中等教育，72(2)， 89-102。
陳俞含（2022）。12年國教高中課程的負荷：學習歷程檔案。臺灣教育評論月刊，11(4)，225-239。
張芳全（2022）。離島地區國中生的家庭社經地位與英語學習成就相關之研究：以父親與自我教育期望為中介變項。臺北市立大學學報，53，43-70。
教育部（2014）。十二年國民基本教育課程綱要總綱。https://ftt.tw/0YFLI
教育部（2020）。大專校院學生休、退學概況及就學穩定情形。教育部統計簡訊，第124號。
教育部（2017）。教育部國民及學前教育署建置高級中等教育階段學生學習歷程檔案作業要點。臺北：教育部。
教育部（2019）。大學多元入學方案（111 學年度起適用）。臺北市：作者。
教育部（2021）。高級中等教育階段學生學習歷程檔案- -110學年度高級中等學校說明版。https://www.ttvs.ntct.edu.tw/ischool/publish_page/192/
張鈿富（2012）。大學生學習投入理論與評量實務之探討，高教評鑑，特刊，41-62。
黃毅志（2008）。如何精確測量職業地位?改良版台灣地區新職業聲望與社經地位量表之建構。臺東大學教育學報，19(1)，151-159。
黃慧芬（2020）。新課綱學生「學習歷程檔案」於普通高級中學實踐現場之觀察。台灣教育，724，25-32。
葉玉玲、丁一顧（2021）。我國大學多元入學方案之回顧與省思。臺灣教育評論月刊，10(4)，1-9。
國立臺灣大學社會學系（2022）。什麼是學習歷程檔案？ https://www.108epo.com/courses.php
賀欣音、郭丁熒（2012）。學生知覺學校支持與學生霸凌行為關係之研究-以臺南市國中為例。教育學誌，27，83-131。
麥芃芃, 呂潔樺, 陳琬晴, 吳思鋒, 張益瑞, 廖堂智, ... & 楊豪森（2022）。大學選才下學習歷程檔案的輔導與準備，台灣教育，734，64-78。
謝智玲（2012）。新住民子女社會支持，自尊與行為適應之研究。測驗統計年刊，20，53-75。
秦偉燊（2020）。生涯規劃教育、職業教育與生命教育結合的初探：以香港為例。台灣教育研究期刊，1，175-192。
蔡哲銘（2022）。協助學生產出以課程驅動之學習歷程檔案。師友雙月刊，631，20-24。
鄭雅云、張奕華（2021）。大學入學制度的變革─ 學習歷程檔案之評析。臺灣教育評論月刊，10，24-30.
歐靜瑜（2022）。高中學習歷程檔案，紀錄學生學習軌跡。台灣教育，734，24-31。
鄒慧英（1997）。實作型評量的品管議題-兼談檔案評量之應用。教育測驗新近發展趨勢學術研討會。73-84。
盧意婷（2022）。學習歷程檔案的探究與實作:公民教學與行政實務經驗分享。師友雙月刊，631，25-30.
藍偉瑩（2019）。學習歷程檔案的理想如何實踐?臺灣教育評論月刊，8，28-30。
英文文獻
Allen, G. J., Giat, C., & Cherney, R. J. (1974). Locus of control, test anxiety, and student performance in a personalized instruction course. Journal of Educational Psychology, 66(6), 968.
Alemi, M., & Daftarifard, P. (2010). Pedagogical Innovations in Language Teaching Methodologies. Journal of Language Teaching & Research, 1(6) 765-770.
Alpert, R., & Haber, R. N. (1960). Anxiety in academic achievement situations. The Journal of abnormal and social psychology, 61(2), 207-215.
Alzouebi, K. (2020). Electronic portfolio development and narrative reflections in higher education: Part and parcel of the culture? Education and Information Technologies,25(2), 997-1011.
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
Ansong, D., Okumu, M., Hamilton, E. R., Chowa, G. A., & Eisensmith, S. R. (2018). Perceived family economic hardship and student engagement among junior high schoolers in Ghana. Children and Youth Services Review, 85, 9-18.
Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the student engagement instrument. Journal of School Psychology, 44(5), 427-445.
Archambault, I., Pascal, S., Olivier, E., Dupéré, V., Janosz, M., Parent, S., & Pagani, L. S. (2022). Examining the contribution of student anxiety and opposition-defiance to the internal dynamics of affective, cognitive and behavioural engagement in math. Learning and Instruction, 79, 101593
Arter, J. A., & Spandel, V. (1992). Using portfolios of student work in instruction and assessment. Educational Measurement: Issues and Practice, 11(1), 36-44.
Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25(4), 297-308.
Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy‐enhancing and suppressing teacher behaviours predicting students'' engagement in schoolwork. British Journal of Educational Psychology, 72(2), 261-278.
Axelson, R. D., & Flick, A. (2010). Defining student engagement. Change: The Magazine of Higher Learning, 43(1), 38-43.
Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16, 74-94.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359-373.
Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of personality and social psychology, 51(6), 1173-1182.
Barkoukis, V., Koidou, E., & Tsorbatzoudis, H. (2010). Effects of a motivational climate intervention on state anxiety, self-efficacy, and skill development in physical education. European Journal of Sport Science, 10(3), 167-177.
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32, 513-531.
Bru, E., Virtanen, T., Kjetilstad, V., & Niemiec, C. P. (2021). Gender differences in the strength of association between perceived support from teachers and student engagement. Scandinavian Journal of Educational Research, 65(1), 153-168.
Boyd, D. M., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer‐mediated Communication, 13(1), 210-230.
Burns, E. C., Martin, A. J., Kennett, R. K., Pearson, J., & Munro-Smith, V. (2021). Optimizing science self-efficacy: a multilevel examination of the moderating effects of anxiety on the relationship between self-efficacy and achievement in science. Contemporary Educational Psychology, 64, 101937.
Caplan G (1974). Support systems and community mental health: Lectures on concept development. Behavioral Publications.
Casali, N., Ghisi, M., Rizzato, R., Meneghetti, C., & De Beni, R. (2022). Validation of the “Study-Anxiety” questionnaire: A scale for the initial assessment of university students seeking psychological help. Journal of Psychopathology and Behavioral Assessment,44, 1-11.
Chang, D., & Cheng, W. (2015, April). Determining the relationship between academic self-efficacy and student engagement by meta-analysis. In 2015 International Conference on Education Reform and Modern Management (pp. 142-145). Atlantis Press.
Chen, G., Gully, S. M., & Eden, D. (2016). Validation of a new general self-efficacy scale. Organizational Research Methods, 4(1), 62–83. https://doi.org/10.1177/109442810141004
Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309–319
Clipp, E. C., & George, L. K. (1990). Caregiver needs and patterns of social support. Journal of Gerontology, 45(3), 102-111.
Cobb, S. (1976). Social support as a moderator of life stress. Psychosomatic Medicine, 38, 300–314
Commodari, E., & La Rosa, V. L. (2021). General academic anxiety and math anxiety in primary school. The impact of math anxiety on calculation skills. Acta psychologica, 220, 103413.
Colvin, M. (2000). Crime and coercion: An integrated theory of chronic criminality. Springer.
Connell, J. P., Spencer, M. B., & Aber, J. L. (1994). Educational risk and resilience in African‐American youth: Context, self, action, and outcomes in school. Child Development, 65(2), 493-506.
Cullen, F. T. (1994). Social support as an organizing concept for criminology: Presidential address to the academy of criminal justice sciences. Justice Quarterly, 11(4), 527-559.
Davidson, A. J., Gest, S. D., & Welsh, J. A. (2010). Relatedness with teachers and peers during early adolescence: An integrated variable-oriented and person-oriented approach. Journal of School Psychology, 48(6), 483-510.
Delaruelle, K., Walsh, S. D., Dierckens, M., Deforche, B., Kern, M. R., Currie, C., ... & Stevens, G. W. (2021). Mental health in adolescents with a migration background in 29 European countries: the buffering role of social capital. Journal of Youth and Adolescence, 50(5), 855-871.
Daviu, N., Bruchas, M. R., Moghaddam, B., Sandi, C., & Beyeler, A. (2019). Neurobiological links between stress and anxiety. Neurobiology of Stress, 11, 100191.
Declercq, F., Vanheule, S., Markey, S., & Willemsen, J. (2007). Posttraumatic distress in security guards and the various effects of social support. Journal of Clinical Psychology, 63(12), 1239-1246.
Demaray, M. K., & Malecki, C. K. (2002). The relationship between perceived social support and maladjustment for students at risk. Psychology in the Schools, 39(3), 305-316.
Efron, B., & Tibshirani, R. J. (1994). An introduction to the bootstrap. CRC press.
Endler, N. S., & Kocovski, N. L. (2001). State and trait anxiety revisited. Journal of Anxiety Disorders,15(3), 231-245.
Esposito, G., Marôco, J., Passeggia, R., Pepicelli, G., & Freda, M. F. (2022). The Italian validation of the university student engagement inventory. European Journal of Higher Education, 12(1), 35-55.
Federici, R. A., & Skaalvik, E. M. (2014). Students'' perceptions of emotional and instrumental teacher support: Relations with motivational and emotional responses. International Education Studies, 7(1), 21-36.
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research. Chemistry of Heterocyclic Compounds, 25(3), 319-325.
Finn, J. D., Pannozzo, G. M., & Voelkl, K. E. (1995). Disruptive and inattentive withdrawn behavior and achievement among fourth graders. Elementary School Journal, 95, 421–454.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109
Gallagher, P. (2001). An evaluation of a standards-based portfolio (This article was originally published in an incomplete form in: Nurse Education Today (2001) 21 (3):197-200. The Publishers would like to apologize for this error). Nurse Education Today, 21(5), 409-416.
Gao, N., Shao, W., Rahaman, M. S., & Salim, F. D. (2020). n-Gage: Predicting in-class emotional, behavioural and cognitive engagement in the wild. Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies, 4(3), 1-26.
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New
York: Basic Books.
Gardner, H. (1999). Are there additional intelligences? The case for naturalist, spiritual, and existential intelligences. Education, Information, and Transformation, 111-131.
Gardner, H. (2006). Changing minds: The art and science of changing our own and other people’s minds. Harvard Business Review Press.
Ginty, A. T., Oosterhoff, B. J., Young, D. A., & Williams, S. E. (2022). Effects of arousal reappraisal on the anxiety responses to stress: Breaking the cycle of negative arousal intensity and arousal interpretation. British Journal of Psychology, 113(1), 131-152.
Goes, T. C., Souza, T. H. A., Marchioro, M., & Teixeira-Silva, F. (2018). Excitotoxic lesion of the medial prefrontal cortex in Wistar rats: effects on trait and state anxiety. Brain Research Bulletin, 142, 313-319.
Han, J., Chu, X., Song, H., & Li, Y. (2015). Social capital, socioeconomic status and self-efficacy. Applied Economics and Finance, 2(1), 1-10.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2010). Multivariate data analysis (7th Edition). Pearson Prentice Hall
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). London, Unites Kingdom: Cengage Learning
Harris, S., Dolan, G., & Fairbairn, G. (2001). Reflecting on the use of student
portfolios. Nurse Education Today, 21(4), 278-286.
Hayes, A. F. (2017), “Introduction to mediation, moderation, and conditional process analysis: A regression-based approach”. New York: Guilford publications.
Helme, S., & Clarke, D. (2001). Identifying cognitive engagement in the mathematics classroom. Mathematics Education Research Journal, 13(2), 133-153.
Hernandez, D., Jacomino, G., Swamy, U., Donis, K., & Eddy, S. L. (2021). Measuring supports from learning assistants that promote engagement in active learning: evaluating a novel social support instrument. International Journal of STEM Education, 8(1), 1-17.
Heng, C. S., Abdullah, A. N., & Yusof, N. B. (2012). Investigating the construct of anxiety in relation to speaking skills among ESL tertiary learners. 3L: Southeast Asian Journal of English Language Studies, 18(3), 155-166.
Hollingshead, A. (1975). The four-factor index of social status. Unpublished manuscript, Yale University, Department of Sociology, New Haven, CT
House, J. (1981). Work stress and social support. Reading, MA: Addison-Wesley.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
Jeong, Y. S. (2014). Providing high school students with online instruction for optional curriculum. The Journal of the Korea Contents Association, 14(3), 500-508.
Jiang, J., & Ke, G. (2021). China''s move to mass higher education since 1998: Analysis of higher education expansion policies. Higher Education Quarterly, 75(3), 418-437.
Kim, B., Jee, S., Lee, J., An, S., & Lee, S. M. (2018). Relationships between social support and student burnout: A meta‐analytic approach. Stress and Health, 34(1), 127-134.
Kline, T. (2005). Psychological Testing: A Practical Approach to Design and Evaluation. Sage Publications, Thousand Oaks, CA.
Kline, R. B. (2005). Principles and practive of structural equation modeling. (2nd ed.). Guilford.
Kosine, N., & Lewis, M. (2008). Growth and exploration: Career development theory and programs of study. Career and Technical Education Research, 33(3), 227-243.
Kaiser, H.F. (1974). An index of factorial simplicity. Psychometrika, 39, 31–36
Kuo, C. C., Maker, J., Su, F. L., & Hu, C. (2010). Identifying young gifted children and cultivating problem solving abilities and multiple intelligences. Learning and Individual Differences, 20(4), 365-379.
Lei, H., Cui, Y., & Chiu, M. M. (2018). The relationship between teacher support and students'' academic emotions: A meta-analysis. Frontiers in Psychology, 8, 2288.
Lei, W., Zhang, H., Deng, W., Wang, H., Shao, F., & Hu, W. (2021). Academic self-efficacy and test anxiety in high school students: A conditional process model of academic buoyancy and peer support. School Psychology International, 42(6), 616-637
Lewis, A. (1970). The ambiguous word" anxiety". International Journal of Psychiatry, 9, 62-79.
Liu, R. D., Zhen, R., Ding, Y., Liu, Y., Wang, J., Jiang, R., & Xu, L. (2018). Teacher support and math engagement: roles of academic self-efficacy and positive emotions. Educational Psychology, 38(1), 3-16.
Maroco, J., Maroco, A. L., Campos, J. A. D. B., & Fredricks, J. A. (2016). University student’s engagement: development of the University Student Engagement Inventory (USEI). Psicologia: Reflexão e Crítica, 29,(1), 1-12.
Mathieu, M., Eschleman, K. J., & Cheng, D. (2019). Meta-analytic and multiwave comparison of emotional support and instrumental support in the workplace. Journal of Occupational Health Psychology, 24(3), 387-409.
Mendoza, L., Lehtonen, T., Lindblom-Ylänne, S., & Hyytinen, H. (2022). Exploring first-year university students’ learning journals: Conceptions of second language self-concept and self-efficacy for academic writing. System, 106, 102759.
Mohammed, T. F., Nadile, E. M., Busch, C. A., Brister, D., Brownell, S. E., Claiborne, C. T., ... & Cooper, K. M. (2021). Aspects of large-enrollment online college science courses that exacerbate and alleviate student anxiety. CBE—Life Sciences Education, 20(4), ar69.
Morin, A. H. (2020). Teacher support and the social classroom environment as predictors of student loneliness. Social Psychology of Education, 23(6), 1687-1707.
Morelli, S. A., Lee, I. A., Arnn, M. E., & Zaki, J. (2015). Emotional and instrumental support provision interact to predict well-being. Emotion, 15(4), 484-493.
Newmann, F. M. (1992). Student engagement and achievement in American secondary schools. Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027
Nunnally, J.C. and Bernstein, I.H. (1994). The Assessment of Reliability. Psychometric Theory, 3, 248-292.
Osborne, J. W., & Costello, A. B. (2009). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Pan-Pacific Management Review, 12, 131–146.
Owen, K. B., Parker, P. D., Van Zanden, B., MacMillan, F., Astell-Burt, T., & Lonsdale, C. (2016). Physical activity and school engagement in youth: a systematic review and meta-analysis. Educational Psychologist, 51(2), 129-145.
Paechter, M., Macher, D., Martskvishvili, K., Wimmer, S., & Papousek, I. (2017). Mathematics anxiety and statistics anxiety. Shared but also unshared components and antagonistic contributions to performance in statistics. Frontiers in Psychology, 8, 1196.
Pakarinen, E., Lerkkanen, M. K., & von Suchodoletz, A. (2020). Teacher emotional support in relation to social competence in preschool classrooms. International Journal of Research & Method in Education, 43(4), 444-460.
Paulson, F. L., Paulson, P. R., & Meyer, C. A. (1991). What makes a portfolio a portfolio？ Educational Leadership, 48, 60-63.
Peng, H., & Shih, Y. (2022). Efficacy of flipping the college career planning course--A finance career planning course. International Journal of Psychological Studies, 14(1).1-60.
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The achievement emotions questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36-48.
Peterson, P. L., Swing, S. R., Stark, K. D., & Waas, G. A. (1984). Students’ cognitions and time on task during mathematics instruction. American Educational Research Journal, 21(3), 487-515.
Preis, C., & Biggs, B. T. (2001). Can instructors help learners overcome math anxiety? Australian Teacher Education Association Journal, 28, 6–10.
Puozzo, I. C., & Audrin, C. (2021). Improving self-efficacy and creative self-efficacy to foster creativity and learning in schools. Thinking Skills and Creativity, 42, 100966.
Quin, D. (2017). Longitudinal and contextual associations between teacher–student relationships and student engagement: A systematic review. Review of Educational Research, 87(2), 345-387.
Quin, D., Hemphill, S. A., & Heerde, J. A. (2017). Associations between teaching quality and secondary students’ behavioral, emotional, and cognitive engagement in school. Social Psychology of Education, 20(4), 807-829.
Raza, M. Y., Khan, A. N., Khan, N. A., Ali, A., & Bano, S. (2020). Dark side of social media and academic performance of public sector schools students: Role of parental school support. Journal of Public Affairs, 20(3), e2058.
Reckase, M. D. (1995). Portfolio assessment : A theoretical estimate of score reliability. Educational Measurement: Issues and Practice,14(1), 12-14
Reschly, A. L., & Christenson, S. L. (2012). Jingle, jangle, and conceptual haziness: Evolution and future directions of the engagement construct. In Handbook of research on student engagement (pp. 3-19). Springer, Boston, MA.
Sarafino, E. P. (2006). Health psychology: Biopsychosocial interactions. Hoboken, NJ: Wiley
Schenke, K., Lam, A. C., Conley, A. M., & Karabenick, S. A. (2015). Adolescents'' help seeking in mathematics classrooms: Relations between achievement and perceived classroom environmental influences over one school year. Contemporary Educational Psychology, 41, 133-146.
Semmer, N. K., Elfering, A., Jacobshagen, N., Perrot, T., Beehr, T. A., & Boos, N. (2008). The emotional meaning of instrumental social support. International Journal of Stress Management, 15(3), 235-251.
Shakespeare-Finch, J., & Obst, P. L. (2011). The development of the 2-way social support scale: A measure of giving and receiving emotional and instrumental support. Journal of Personality Assessment, 93(5), 483-490.
Shumaker, S. A., & Brownell, A. (1984). Toward a theory of social support: Closing conceptual gaps. Journal of Social Issues, 40(4), 11-36.
Sinval, J., Casanova, J. R., Marôco, J., & Almeida, L. S. (2021). University student engagement inventory (USEI): Psychometric properties. Current Psychology, 40, 1608-1620.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-581.
Smith, K., & Tillema, H. (1998). Evaluating portfolio use as a learning tool for professionals. Scandinavian Journal of Educational Research, 42(2), 193-205.
Sökmen, Y. (2021). The role of self-efficacy in the relationship between the learning environment and student engagement. Educational Studies, 47(1), 19-37.
Spielberger, C. D. (1966). The effects of anxiety on complex learning and academic achievement. In C. D. Spielberger (Ed.), Anxiety and behaviour (pp. 361-398). New York: Academic Press.
Strati, A. D., Schmidt, J. A., & Maier, K. S. (2017). Perceived challenge, teacher support, and teacher obstruction as predictors of student engagement. Journal of Educational Psychology, 109(1), 131-147.
Strack, J., & Esteves, F. (2015). Exams? Why worry? Interpreting anxiety as facilitative and stress appraisals. Anxiety, Stress, & Coping, 28(2), 205-214.
Sultana, F., Lim, C. P., & Liang, M. (2020). E-portfolios and the development of students’ reflective thinking at a Hong Kong University. Journal of Computers in Education, 7(3), 277-294.
Super, D. E. (1990). A life-span, life-space approach to career development. In D. Brown & L. Brooks (Eds.), Career choice and development: Applying contemporary theories to practice (2nd ed., pp. 197-261). San Francisco: Jossey-Bass.
Savickas, M. L., & Super, D. E. (1993). Can life stages and substages be identified in students? Man and Work, 4 (1), 78-71.
Taylor, K. M., & Betz, N. E. (1983). Applications of self-efficacy theory to the understanding and treatment of career indecision. Journal of Vocational Behavior, 22(1), 63-81.
Thompson, A. S., & Lee, J. (2014). The impact of experience abroad and language proficiency on language learning anxiety. Tesol Quarterly, 48(2), 252-274
Tardy, C. H. (1985). Social support measurement. American journal of community psychology, 13(2), 187-202.
Taylor, R. J., & Chatters, L. M. (1988). Church members as a source of informal social support. Review of Religious Research, 193-203.
Tofighi, D., & Kelley, K. (2020). Indirect effects in sequential mediation models: Evaluating methods for hypothesis testing and confidence interval formation. Multivariate Behavioral Research, 55(2), 188-210
Tomaszewski, W., Xiang, N., & Western, M. (2020). Student engagement as a mediator of the effects of socio‐economic status on academic performance among secondary school students in Australia. British Educational Research Journal, 46(3), 610-630.
Tubaishat, A. (2015). Can e-portfolio improve students’ readiness to find an IT Career. Issues in Informing Science and Information Technology, 12, 198-202.
Trowler, V. (2010). Student engagement literature review. The Higher Education Academy, 11(1), 1-15.
Verschueren, K., & Koomen, H. M. (2012). Teacher–child relationships from an attachment perspective. Attachment & Human Development, 14(3), 205-211.
Voelkl, K. E. (1997). Identification with school. American Journal of Education, 105(3), 294-318.
Wang, M. T., Fredricks, J., Ye, F., Hofkens, T., & Linn, J. S. (2017). Conceptualization and assessment of adolescents’ engagement and disengagement in school. European Journal of Psychological Assessment. 35(4), 592–606
Wang, M. T., & Eccles, J. S. (2012). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22(1), 31-39.
Wilson, D. M., Summers, L., & Wright, J. (2020). Faculty support and student engagement in undergraduate engineering. Journal of Research in Innovative Teaching & Learning, 13(1), 83-101.
Wills, T.A. (1991). Social support and interpersonal relationships. In M.S. Clark (Ed.), Prosocial behavior (pp. 265 – 289). Newbury Park, CA: Sage.
Wilcox, G., McQuay, J., Blackstaffe, A., Perry, R., & Hawe, P. (2016). Twenty percent of the variance between students in academic engagement is explained by grade level, gender, family affluence, anxiety, and social support. School Psychology Forum, 10(4),397-409.
Worthington, R. L., & Whittaker, T. A. (2006). Scale development research: A content analysis and recommendations for best practices. The Counseling Psychologist, 34(6), 806-838.
Wortha, F., Azevedo, R., Taub, M., & Narciss, S. (2019). Multiple negative emotions during learning with digital learning environments–Evidence on their detrimental effect on learning from two methodological approaches. Frontiers in Psychology, 10, 2678.
Yamamoto, K., Thomas, E. C., & Karns, E. A. (1969). School-related attitudes in middle-school age students. American Educational Research Journal, 6(2), 191-206.
Yang, X., Zhang, M., Kong, L., Wang, Q., & Hong, J. C. (2021). The effects of scientific self-efficacy and cognitive anxiety on science engagement with the “question-observation-doing-explanation” model during school disruption in COVID-19 pandemic. Journal of Science Education and Technology, 30(3), 380-393.
Yazzie-Mintz, E. (2010). Charting the path form engagement to achievement: A report on the 2009 high school survey of student engagement. Bloomington, IN: Center for Evaluation & Education Policy
Yu, C., Li, X., Wang, S., & Zhang, W. (2016). Teacher autonomy support reduces adolescent anxiety and depression: An 18-month longitudinal study. Journal of Adolescence, 49, 115-123.
Zeidner, M., Boekaerts, M., & Pintrich, P. R. (2000). Self-regulation: Directions and challenges for future research. In Handbook of self-regulation (pp. 749-768). Academic Press.
Zhou, C. H. (2010). A Review of Foreign Researches on Influential Factors Affecting Students'' Engagement in English Classroom. Online Submission, 7(12), 18-22