| 期刊論文1. | Anderman, E. M.、Maehr, M. L.(1994)。Motivation and schooling in the middle grades。Review of Educational Research,64(2),287-309。 | 2. | Ryan, A. M.、Hicks, L.、Midgley, C.(1997)。Social goals, academic goals, and avoiding seeking help in the classroom。Journal of Early Adolescence,17,152-171。 | 3. | Martin, A. J.、Marsh, H. W.、Debus, R. L.(2003)。Self-handicapping and defensive pessimism: A model of self-protection from a longitudinal perspective。Contemporary Educational Psychology,28,1-36。 | 4. | Pintrich, P. R.(2000)。Educational psychology at the millennium: A look back and a look forward。Educational Psychologist,35,221-226。 | 5. | Ames, C.、Archer, J.(1987)。Mother beliefs about the role of ability and effort in school learning。Journal of Educational Psychology,78(4),409-414。 | 6. | Gall, N. S.、DeCooke, P. A.(1987)。Same-sex and cross-sex help exchanges in the classroom。Journal of Educational Psychology,79,67-71。 | 7. | Maehr, M. L.、Midgley, C.(1991)。Enhancing student motivation: A schoolwide approach。Educational Psychologist,26(3/4),399-427。 | 8. | Marshall, H. H.、Weinstein, R. S.(1984)。Classroom factors affecting students' self-evaluations: An interactional model。Review of Educational Research,54(3),301-325。 | 9. | Wolters, C.、Yu, S. L.、Pintrich, P. R.(2003)。The relation between goal orientation and students' motivation beliefs and self-regulated learning。Learning and Individual Difference,8(3),211-237。 | 10. | 施淑慎(20060900)。教育目標結構與成就目標取向對國小學童自我阻礙行為及考試焦慮之預測作用。教育與心理研究,29(3),517-546。 延伸查詢 | 11. | 黃幸美(19921000)。父母親信念與兒童學習成就相關之探討。現代教育,7(4)=28,137-144。 延伸查詢 | 12. | Brattesani, K. A.、Weinstein, R. S.、Marshall, H. H.(1984)。Student perceptions of differential teacher treatment as moderators of teacher expectation effects。Journal of Educational Psychology,76(2),236-247。 | 13. | Butler, R.(1987)。Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance。Journal of Educational Psychology,58,1-14。 | 14. | Gottfried, A. E.、Fleming, J. S.、Gottfried, A. W.(1994)。Role of parental motivational practices in children's academic intrinsic motivation and achievement。Journal of Educational Psychology,86(1),104-113。 | 15. | Gutman, L. M.(2006)。How student and parent goal orientations and classroom goal structures influence the math achievement of African Americans during the high school transition。Contemporary Educational Psychology,31(1),44-63。 | 16. | Martin, K. A.、Brawley, L. R.(2002)。Self-handicapping in physical achievement settings: The contributions of self-esteem and self-efficacy。Self and Identity,1(4),337-351。 | 17. | Nelson-Le Gall, S.、Glor-Scheib, S.(1985)。Help-seeking in elementary classroom: An observational study。Contemporary Educational Psychology,10,58-71。 | 18. | Newman, R. S.、Goldin, L.(1990)。Children's reluctance to seek help with schoolwork。Journal of Educational Psychology,82,92-100。 | 19. | Renshaw, P. D.(1990)。Process versus product task interpretation and parental teaching practice。International Journal of Behavioral Development,13(4),489-505。 | 20. | Soto, L. D.(1989)。The relationship between the home environment and the motivational orientation of higher and lower achieving Puerto Rican children。Educational Research Quarterly,13(1),22-36。 | 21. | Urdan, T. C.(1997)。Examining the Relations among Early Adolescent Students' Goals and Friends' Orientation toward Effort and Achievement in School。Contemporary Educational Psychology,22,165-191。 | 22. | Greene, B. A.、Miller, R. B.(1996)。Influences on achievement: Goals, perceived ability, and cognitive engagement。Contemporary Educational Psychology,21(2),181-192。 | 23. | Kaplan, A.、Midgley, C.(1997)。The effect of achievement goals: Does level of perceived achievement competence make a difference?。Contemporary Educational Psychology,22,415-435。 | 24. | Urdan, T.、Midgley, C.(2001)。Academic Self-handicapping and Achievement Goals: A Further Examination。Contemporary Educational Psychology,26(1),61-75。 | 25. | Midgley, C.、Anderman, E.、Hicks, L.(1995)。Differences between elementary and middle school teachers and students: A goal theory approach。Journal of Early Adolescence,15(1),90-113。 | 26. | Church, M. A.、Elliot, A. J.、Gable, S. L.(2001)。Perceptions of Classroom Environment, Achievement Goals, and Achievement Outcomes。Journal of Educational Psychology,93(1),43-55。 | 27. | Baron, R. M.、Kenny, D. A.(198612)。The Moderator-Mediator Variable Distinction in Social Psychological Research: Conceptual, Strategic, and Statistical Considerations。Journal of Personality and Social Psychology,51(6),1173-1182。 | 28. | Parsons, J. E.、Adler, T. F.、Kaczala, C. M.(1982)。Socialization of achievement attitudes and beliefs: Parental influences。Child Development,53(2),310-321。 | 29. | Meece, J. L.、Holt, K.(1993)。A pattern analysis of students' achievement goals。Journal of Educational Psychology,85(4),582-590。 | 30. | Patrick, H.、Anderman, L. H.、Ryan, A. M.、Edelin, K. C.、Midgley, C.(2001)。Teachers' communication of goal orientations in four fifth-grade classrooms。The Elementary School Journal,102(1),35-58。 | 31. | Wolters, C. A.(1998)。Self-regulated Learning and College Students' Regulation of Motivation。Journal of Educational Psychology,90(2),224-235。 | 32. | Skaalvik, E. M.(1997)。Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety。Journal of Educational Psychology,89(1),71-81。 | 33. | Turner, J. C.、Midgley, C.、Meyer, D. K.、Gheen, M.、Anderman, E. M.、Kang, Y.、Patrick, H.(2002)。The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study。Journal of Educational Psychology,94(1),88-106。 | 34. | Urdan, T.、Midgley, C.(2001)。Academic Self-handicapping: What We Know, What More There Is to Learn?。Educational Psychology Review,13,115-138。 | 35. | Urdan, T.、Midgley, C.(2003)。Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence。Contemporary Educational Psychology,28(4),524-551。 | 36. | Lee, O.、Anderson, C. W.(1993)。Task engagement and conceptual change in middle school science classrooms。American Educational Research Journal,30(3),585-610。 | 37. | Midgley, C.、Arunkumar, R.、Urdan, T.(1996)。If I don't do well tomorrow, there's a reason: Predictors of adolescents' use of academic self-handicapping behavior。Journal of Educational Psychology,88,423-434。 | 38. | Midgley, Carol、Urdan, Tim(1995)。Predictors of Middle School Students' Use of Self-Handicapping Strategies。The Journal of Early Adolescence,15(4),389-411。 | 39. | Urdan, Tim、Midgley, Carol、Anderman, Eric M.(1998)。The Role of Classroom Goal Structure in Students' Use of Self Handicapping Strategies。American Educational Research Journal,35(1),101-122。 | 40. | 吳靜吉、程炳林(19920100)。激勵的學習策略量表之修訂。測驗年刊,39,59-78。 延伸查詢 | 41. | Ames, C.、Ames, R.(1981)。Competitive versus individualistic goal structures: The salience of past performance information for causal attributions and affect。Journal of Educational Psychology,73(3),411-418。 | 42. | Elliott, E. S.、Dweck, C. S.(1988)。Goals: An Approach to Motivation and Achievement。Journal of Personality and Social Psychology,54(1),5-12。 | 43. | Dweck, C. S.(1992)。The study of goals in psychology。Psychological Science,3(3),165-167。 | 44. | Nolen, S. B.(1988)。Reasons for studying: Motivational orientations and study strategies。Cognition and Instruction,5(4),269-287。 | 45. | Wolters, Christopher A.(2004)。Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement。Journal of Educational Psychology,96(2),236-250。 | 46. | Ames, C.(1992)。Classrooms: Goals, structures, and student motivation。Journal of Educational Psychology,84(3),261-271。 | 47. | Elliot, A. J.、McGregor, H. A.(2001)。A 2×2 achievement goal framework。Journal of Personality and Social Psychology,80(3),501-519。 | 48. | Dweck, Carol S.(1986)。Motivational Processes Affecting Learning。American Psychologist,41(10),1040-1048。 | 49. | Dweck, Carol S.、Leggett, Ellen L.(1988)。A social-cognitive approach to motivation and personality。Psychological Review,95(2),256-273。 | 50. | Elliot, A. J.、Church, M. A.(1997)。A hierarchical model of approach and avoidance achievement motivation。Journal of Personality and Social Psychology,72(1),218-232。 | 51. | Nicholls, John G.(1984)。Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance。Psychological Review,91(3),328-346。 | 52. | Nicholls, John G.、Patashnick, Michael、Nolen, Susan B.(1985)。Adolescents' theories of education。Journal of Educational Psychology,77(6),683-692。 | 53. | Wolters, C. A.(1999)。The relation between high school students' motivational regulation and their use of learning strategies, effort, and classroom performance。Learning and Individual Differences,11(3),281-299。 | 54. | Elliot, Andrew J.、Harackiewicz, Judith M.(1996)。Approach and Avoidance Achievement Goals and Intrinsic Motivation: A Mediational Analysis。Journal of Personality and Social Psychology,70(3),461-475。 | 55. | 彭淑玲、程炳林(20051000)。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。 延伸查詢 | 56. | Meece, Judith L.、Blumenfeld, Phyllis C.、Hoyle, Rock H.(1988)。Students' Goal Orientations and Cognitive Engagement in Classroom Activities。Journal of Educational Psychology,80(4),514-523。 | 57. | 程炳林(20020400)。多重目標導向、動機問題與調整策略之交互作用。師大學報. 教育類,47(1),39-58。 延伸查詢 | 58. | Ames, Carole、Archer, Jennifer(1988)。Achievement goals in the classroom: Students' learning strategies and motivation processes。Journal of Educational Psychology,80(3),260-267。 | 會議論文1. | Nelson, J. M.、Hruda, L. Z.、Miggley, C.(2000)。The importance of parent achievement goals for their children。The annual meeting of the American Educational Research Association。New Orlearns。 | 圖書1. | Billingsley, A.(1992)。Climbing Jacob's ladder: The enduring legacy of African American families。New York:Simon and Schuster。 | 2. | Midgley, C.、Maehr, M. L.、Hicks, L.、Roeser, R.、Urdan, T.、Anderman, E.、Middleton, M.、Kaplan, A.、Arunkumar, R.(1997)。Patterns of Adaptive Learning Survey。Ann Arbor, MI:The University of Michigan。 | 3. | Pintrich, P. R.、Schunk, D. H.(1996)。Motivation in education: Theory, research and practice。Englewood Cliffs, NJ:Prentice-Hall。 | 4. | Pintrich, P. R.、Smith, D. A. F.、McKeachie, W. J.(1989)。A Manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ)。Ann Arbor, Michigan:NCPIPTAL, School of Education, The University Michigan。 | 圖書論文1. | Jacobs, J. E.、Osgood, D. W.(2002)。The use of Multi-level modeling to study individual changes and context effects in achievement motivation。New directions in measures and methods。New York:Elsevier Sciences。 | 2. | Wilson, M. N.、Cooke, D. Y.、Arrington, E. G.(1997)。African-American adolescents and academic achievement: Family and peer influences。Social and emotional adjustment and family relations in ethnic minority families。Mahwah, NJ:Lawrence Erlbaum Associates。 | 3. | Meece, J. L.(1991)。The classroom context and students' motivation goals。Advances in motivation and achievement。Greenwich, CT:JAI Press。 | 4. | Renshaw, P. D.(1992)。Reflecting on the experimental context: Parents' interpretations of the education motive during teaching episodes。Children development within social contexts: Metatheoretical theoretical and methodological issues。Hillsdale, NJ:Elbaum。 | 5. | Eccles, J. S.、Adler, T. F.、Futterman, R.、Goff, S. B.、Kaczala, C. M.、Meece, J. L.、Midgley, C.(1983)。Expectancies, values, and academic behaviours。Achievement and achievement motives: psychological and sociological approaches。San Francisco, CA:W. H. Freeman。 | 6. | Pintrich, P. R.、Schrauben, B.(1992)。Students' motivational beliefs and their cognitive engagement in classroom tasks。Students perceptions in the classroom: Causes and consequences。Hillsdales, NJ:Lawrence Erlbaum Associates。 | |
| |