期刊論文1. | Narciss, S.、Huth, K.(2006)。Fostering achievement and motivation with bug-related tutoring feedback in a computer-based training for written subtraction。Learning and Instruction,16(4),310-322。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |
2. | Ryan, R. M.、Deci, E. L.(2000)。Self-determination theory and facilitation of intrinsic motivation, social development, and well-being。American psychologist,55(1),68-78。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |
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4. | 毛國楠、劉政宏、彭淑玲、李維光、陳慧娟(20080600)。能力信念、學業自我價值後效與學業成就對國小學生學習動機與學習情緒之影響。教育心理學報,39(4),569-588。 延伸查詢![new window](/gs32/images/newin.png) |
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6. | Park, O.、Gittelman, S. S.(1992)。Selective use of animation and feedback in computer-based instruction。Educational Technology Research and Development,40(4),27-38。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |
7. | Keller, John M.、Suzuki, Katsuaki(2004)。Learner motivation and e-learning design: A multinationally validated process。Journal of Educational Media,29(3),229-239。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |
8. | Kamins, M. L.、Dweck, C. S.(1999)。Person versus process praise and criticism: Implications for contingent self-worth and coping。Developmental Psychology,35(3),835-847。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |
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10. | Elliott, E. S.、Dweck, C. S.(1988)。Goals: An Approach to Motivation and Achievement。Journal of Personality and Social Psychology,54(1),5-12。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |
11. | Blackwell, L. S.、Trzesniewski, K. H.、Dweck, C. S.(2007)。Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention。Child Development,78(1),246-263。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |
12. | Heyman, Gail D.、Dweck, C. S.(1992)。Achievement Goals and Intrinsic Motivation: Their Relation and Their Role in Adaptive Motivation。Motivation and Emotion,16(3),231-247。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |
13. | Smiley, P. A.、Dweck, C. S.(1994)。Individual differences in achievement goals among young children。Child Development,65(6),1723-1743。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |
14. | Ryan, Richard M.、Deci, Edward L.(2000)。Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions。Contemporary Educational Psychology,25(1),54-67。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |
15. | Hong, Ying-yi、Chiu, Chi-yue、Dweck, Carol S.、Lin, Derrick M.-S.、Wan, Wendy(1999)。Implicit Theories, Attributions, and Coping: A Meaning System Approach。Journal of Personality and Social Psychology,77(3),588-599。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |
16. | Koka, A.、Hein, V.(2003)。Perceptions of teacher’s feedback and learning environment as predictors of intrinsic motivation in physical education。Psychology of Sport and Exercise,4(4),333-346。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |
17. | Burhans, K. K.、Dweck, C. S.(19951200)。Helplessness in early childhood: The role of contingent worth。Child Development,66(6),1719-1738。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |
18. | Buzhardt, J.、Semb, G. B.(2002)。Item-by-item versus end-of-test feedback in a computer-based PSI course。Journal of Behavioral Education,11(2),89-104。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |
19. | Clariana, R. B.、Ross, S. M.、Morrison, G. R.(1991)。The effects of different feedback strategies using computer-administered multiple-choice questions as instruction。Educational Technology Research and Development,39(2),5-17。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |
20. | Clariana, R. B.、Wagner, D.、Roher Murphy, L. C.(2000)。Applying a connectionist description of feedback timing。Educational Technology Research and Development,48(3),5-21。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |
21. | Dweck, C. S.(2007)。Boosting achievement with messages that motivate。Education Canada,47(2),6-10。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |
22. | Dweck, C. S.(2007)。The perils and promises of praise。Educational Leadership,65(2),34-39。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |
23. | Gordijn, J.、Nijhof, W. J.(20020900)。Effects of complex feedback on computer-assisted modular instruction。Computers & Education,39(2),183-200。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |
24. | Henderlong, J.、Lepper, M. R.(2002)。The effects of praise on children’s intrinsic motivation: A review and synthesis。Psychological Bulletin,128(5),774-795。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |
25. | Heyman, G. D.、Dweck, C. S.、Cain, K. M.(19920400)。Young children’s vulnerability to self-blame and helplessness: Relationship to beliefs about goodness。Child Development,63(2),401-415。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |
26. | Mandernach, B. J.(2005)。Relative effectiveness of computer-based and human feedback for enhancing student learning。The Journal of Educators Online,2(1),1-12。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |
27. | Mangels, J. A.、Butterfield, B.、Lamb, J.、Good, C.、Dweck, C. S.(2006)。Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model。Soc Cogn Affect Neurosci,1(2),75-86。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |
28. | Morrison, G. R.、Ross, S. M.、Gopalakrishnan, M.、Casey, J.(1995)。The effects of feedback and incentives on achievement in computer-based instruction。Contemporary Educational Psychology,20(1),32-50。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |
29. | Mueller, C. M.、Dweck, C. S.(1998)。Praise for intelligence can undermine children’s motivation and performance。Journal of Personality and Social Psychology,75(1),33-52。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |
30. | Nicola, D. J.、Macfarlane-Dickb, D.(2006)。Formative assessment and selfregulated learning: A model and seven principles of good feedback practice。Studies in Higher Education,31(2),199-218。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |
31. | Pridemore, D. R.、Klein, J. D.(19951000)。Control of practice and level of feedback in computer-based instruction。Contemporary Educational Psychology,20(4),444-450。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |
32. | Vollmeyer, R.、Rheinberg, F.(20051200)。A surprising effect of feedback on learning。Learning and Instruction,15(6),589-602。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) |