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B.(1978)。Individual and group difference in study processes。British Journal of Educational Psychology,48(3),226-279。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 6. | Rao, N.、Moely, B. E.、Sachs, J.(2000)。Motivational beliefs, study strategies, and mathematics attainment in high- and low-achieving Chinese secondary school students。Contemporary Educational Psychology,25(3),287-316。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 7. | Schunk, Dale H.(1991)。Self-efficacy and Academic Motivation。Educational Psychologist,26(3/4),207-231。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 8. | Wong, E. H., Wiest, D. J.,、Cusick, L. B.(2002)。Perceptions of autonomy support, parent attachment, competence and self-worth as predictors of motivational orientation and academic achievement: An examination of sixth-and ninth-grade regular education students。Adolescence,37,255-266。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 9. | Schunk, D. H.(1984)。Sequential attributional feedback and children's achievement behaviors。Journal of Educational Psychology,76(6),1159-1169。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 10. | Karabenick, S. A.、Knapp, J. R.(1991)。Relationship of Academic Help Seeking to the Use of Learning Strategies and Other Instrumental Achievement Behavior in College Students。Journal of Educational Psychology,83(2),221-230。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 11. | Schunk, D. H.(1982)。Effects of effort attributional feedback on children's perceived self-efficacy and achievement。Journal of Educational Psychology,74(4),548-556。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 12. | Pajares, Frank、Miller, M. David(1994)。Role of Self-Efficacy and Self-Concept Beliefs in Mathematical Problem Solving: A Path Analysis。Journal of Educational Psychology,86(2),193-203。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 13. | VanZile-Tamsen, C.、Livingston, J. A.(1999)。The differential impact of motivation on the self-regulated strategy use of high- and low-achieving college students。Journal of College Student Development,40(1),54-60。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 14. | Diener, Carol I.、Dweck, Carol S.(1978)。An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognitions following failure。Journal of Personality and Social Psychology,36(5),451-462。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 15. | Ames, Carole、Archer, Jennifer(1988)。Achievement goals in the classroom: Students' learning strategies and motivation processes。Journal of Educational Psychology,80(3),260-267。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 16. | Pintrich, Paul R.、De Groot, Elisabeth V.(1990)。Motivational and self-regulated learning components of classroom academic performance。Journal of Educational Psychology,82(1),33-40。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 17. | Bandalos, D. L., Finney, S. J.,、Geske, J. A.(2003)。A model of statistics performance based on achievement goal theory。Journal of Educational Psychology,95,604-616。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 18. | Justice, E. M.、Dornan, T. M.(2001)。Metacognitive differences between traditional-age and nontraditional-age college students。Adult Education Quarterly,51(3),236-249。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 19. | Schunk, D. H.(1987)。Peer models and children's behavioral change。Review of Educational Research,57,149-174。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 20. | Schutz, P. A., Drogosz, L. M., White, V. E.,、Distefano, C.(1998)。Prior knowledge, attitude, and strategiy use in an introduction to statistics course。Learning and Individual Differences,10(4),291-308。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 21. | Schunk, D. H.(1987)。Peer models and children's behavioral change.。Review of Educational Research,57,149-174。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 22. | Bandalos, D. L., Finney, S. J.、Geske, J. A.(2003)。A model of statistics performance based on achievement goal theory.。Journal of Educational Psychology,95,604-616。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 23. | Justice, E. M.、Dornan, T. M.(2001)。Metacognitive differences between traditional-age and nontraditional-age college students.。Adult Education Quarterly,51(3),236-249。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 24. | Schutz, P. A., Drogosz, L. M., White, V. E.、Distefano, C.(1998)。Prior knowledge, attitude, and strategiy use in an introduction to statistics course.。Learning and Individual Differences,10(4),291-308。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 會議論文1. | Entwistle, N. J.(1994)。Experiences of understanding and strategic studying。The annual meeting of the American Educational Research Association。New Orleans, LA.。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 2. | Wigfield, A., Anderman, E.,、Eccles, J. S.(2000)。Relations among children’s ability-related beliefs, achievement value, and achievement goals。New Orleans。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 3. | Entwistle, N. J.(1994)。Experiences of understanding and strategic studying。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 4. | Wigfield, A., Anderman, E.、Eccles, J. S.(2000)。Relations among children's ability-related beliefs, achievement value, and achievement goals.。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 圖書1. | Hair, J. F.、Anderson, R. E.、Tatham, R. L.、Black, W. C.(1995)。Multivariate data analysis with readings。Upper Saddler River, NJ:Prentice-Hall。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 2. | Pintrich, P. R.、Schunk, D. H.(1996)。Motivation in education: Theory, research, and application。Englewood Cliffs, NJ:Prentice Hall。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 3. | Candy, Philip C.(1991)。Self-direction for lifelong learning: A comprehensive guide to theory and practice。San Francisco, California:Jossey-Bass。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 4. | Gagné, R. M.(1974)。Essentials of learning for instruction。The Dryden Press。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 5. | Nunnally, Jum C.、Bernstein, Ira H.(1978)。Psychometric Theory。McGraw-Hill。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 圖書論文1. | Pintrich, P. R.(1989)。The dynamic interplay of student motivation and cognition in the college classroom。Advances in motivation and achievement: Motivation enhancing environments。JAI Press。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 2. | Dweck, C. S.、Elliott, E. S.(1983)。Achievement motivation。Handbook of child psychology vol. 4: Socialization, personality, and social development。New York:Wiley。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 3. | Pintrich, Paul R.、Schrauben, Barbara(1992)。Students' motivational beliefs and their cognitive engagement in classroom tasks。Student perceptions in the classroom: Causes and consequences。Hillsdale, NJ:Lawrence Erlbaum Associates。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | |
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