| 期刊論文| 1. | Ames, C.(1984)。Achievement attributions and selfinstructions under competitive and individualistic goal structures。Journal of Educational Psychology，76，478-487。   | | 2. | Bjork, R. A.、Dunlosky, J.、Kornell, N.(2013)。Selfregulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, The adaptable learning process: Initiating and maintaining behavioural change。Applied Psychology，64(41)，417-444。 | | 3. | Boekaerts, M.(1992)。The adaptable learning process: Initiating and maintaining behavioural change。Applied Psychology，41，377-397。 | | 4. | Borkowski, J. G.(1996)。Metacognition: Theory or chapter heading?。Learning and Individual Differences，8，391-402。 | | 5. | Camahalam, F. M. G.(2006)。Effects of metacognitive reading program on the reading achievement and metacognitive strategies of students with cases of dyslexia。Reading Improvement，43，77-93。 | | 6. | Chen, C.、Zhang, L. F.(2011)。Temperament, personality and achievement goals among Chinese adolescent students。Educational Psychology: An International Journal of Experimental Educational Psychology，31，339-359。 | | 7. | Desoete, A.(2008)。Multi-method assessment of metacognitive skills in elementary school children: How you test is what you get。Metacognition and Learning，3，189-206。 | | 8. | Desoete, A.、Roeyers, H.、De Clercq, A.(2003)。Can offline metacognition enhance mathematical problem solving?。Journal of Educational Psychology，95，188-200。 | | 9. | Dignath, C.、Buettner, G.、Langfeldt, H. P.(2008)。How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes。Educational Research Review，3(2)，101-129。 | | 10. | Elliot, A. J.(2006)。The hierarchical model of approach-avoidance motivation。Motivation and Emotion，30(2)，111-116。 | | 11. | Fuchs, L. S.、Fuchs, D.、Prentice, K.、Burch, M.、Hamlett, C. L.、Owen, R.(2003)。Enhancing third-grade student’ mathematical problem solving with selfregulated learning strategies。Journal of Educational Psychology，95，306-315。 | | 12. | Graham, S.、Harris, K. R.、Mason, L.(2005)。Improving the writing performance, knowledge, and selfefficacy of struggling young writers: The effects of self-regulated strategy development。Contemporary Educational Psychology，30，207-241。 | | 13. | Hopkins, W. G.、Green, J. R.(1995)。Combining event scores to estimate the ability of competitors。Medicine and Science in Sports and Exercise，27，592-598。 | | 14. | Imlay, G. J.、Carda, R. D.、Stanbrough, M. E.、Dreiling, A. M.、O'Connor, P. J.(1995)。Anxiety and athletic performance: A test of zone of optimal function theory。International Journal of Sport Psychology，26，295-306。 | | 15. | Kosnin, A. M.(2007)。Self-regulated learning and academic achievement in Malaysian undergraduates。International Education Journal，8，221-228。 | | 16. | Labuhn, A. S.、Zimmerman, B. J.、Hasselhorn, M.(2010)。Enhancing students’ self-regulation and mathematics performance: The influence of feedback and self-evaluative standards。Metacognition and Learning，5，173-194。 | | 17. | Liem, G. A. D.、Ginns, P.、Martin, A. J.、Stone, B.、Herrett, M.(2012)。Personal best goals and academic and social functioning: A longitudinal perspective。Learning and Instruction，22，222-230。 | | 18. | Martin, A. J.(2006)。Personal best (PBs): A proposed multidimensional model and empirical analysis。British Journal of Educational Psychology，76，803-825。 | | 19. | Martin, A. J.(2011)。Personal best (PB) approaches to academic development: Personal best (PB) approaches to academic development: Implications for motivation and assessment。Educational Practice and Theory，33，93-99。 | | 20. | Martin, A. J.(2013)。Improving the achievement, motivation, and engagement of students with ADHD: The role of personal best goals and other growth-based approaches。Australian Journal of Guidance and Counselling，23，143-155。 | | 21. | Martin, A. J.、Liem, G. A. D.(2010)。Academic personal best (PBs), engagement, and achievement: A crosslagged panel analysis。Learning and Individual Differences，20，265-270。 | | 22. | Oishi, K.、Kimura, M.、Yasukawa, M.、Yoneda, T.、Maeshima, T.(1994)。Amplitude reduction of Amplitude reduction of H-reflex during mental movement simulation in elite athletes。Behavioural Brain Research，62，55-61。 | | 23. | Ross, J. A.、Hogaboam-Gray, A.、Rolheiser, C.(2002)。Student self-evaluation in grade 5-6 mathematics: Effects on problem solving achievement。Educational Assessment，8，43-59。 | | 24. | Schneider, W.、Artelt, C.(2010)。Metacognition and mathematics education。ZDM--International Journal on Mathematics Education，42，149-161。 | | 25. | Schunk, D. H.、Zimmerman, B. J.(2007)。Influencing children's self-Efficacy and self-regulation of reading and writing through modeling。Reading and Writing Quarterly，23，7-25。 | | 26. | Sitzmann, T.、Ely, K.(2011)。A meta-analysis of selfregulated learning in work-related training and educational attainment: What we know and where we need to go。Psychological Bulletin，137，421-442。 | | 27. | Steiger, J. H.(2007)。Understanding the limitations of global fit assessment in structural equation modeling。Personality and Individual Differences，42(5)，893-898。 | | 28. | Van Den Hurk, M.(2006)。The relation between selfregulated strategies and individual study time, prepared participation and achievement in a problem-based curriculum。Active Learning in Higher Education，7，155-169。 | | 29. | Winkelmann, H.、Van den Heuvel-Panhuizen, M.、Robitzsch, A.(2008)。Gender differences in the mathematics achievements of German primary school students: Results from a German large-scale study。ZDM Mathematics Education，40，601-616。 | | 30. | Wolfe, E. W.、Chiu, C. W.(1999)。Measuring pretest-posttest change with a Rasch rating scale model。Journal of Outcome Measurement，3(2)，134-161。 | | 31. | Bong, M.(2001)。Role of Self-efficacy and Taskvalue in Predicting College Students' Course Performance and Future Enrollment Intentions。Contemporary Educational Psychology，26，553-570。 | | 32. | Boekaerts, M.、Corno, L.(2005)。Self-Regulation in the classroom: A perspective on assessment and intervention。Applied Psychology: An International Review，54(2)，199-231。 | | 33. | Law, Y. K.、Chan, C. K. K.、Sachs, J.(2008)。Beliefs about learning, self-regulated strategies and text comprehension among Chinese children。British Journal of Educational Psychology，78(1)，51-73。 | | 34. | Paris, Scott G.、Paris, Alison H.(2001)。Classroom applications of research on self-regulated learning。Educational Psychologist，36(2)，89-101。 | | 35. | Wolters, C. A.、Yu, S. L.(1996)。The relation between goal orientation and studentsâ motivational beliefs and self-regulated learning。Learning and Individual Differences，8，211-238。 | | 36. | Costello, A. B.、Osborne, J. W.(2005)。Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis。Practical Assessment, Research, and Evaluation，10(7)，173-178。 | | 37. | Harackiewicz, J. M.、Barron, K. E.、Elliot, A. J.(1998)。Rethinking achievement goals: When are they adaptive for college students and why?。Educational Psychologist，33(1)，1-21。 | | 38. | Harackiewicz, J. M.、Elliot, A. J.(1993)。Achievement goals and intrinsic motivation。Journal of Personality and Social Psychology，65(5)，904-915。 | | 39. | Elliot, A. J.、Murayama, K.、Pekrun, R.(2011)。A 3×2 achievement goal model。Journal of Educational Psychology，103(3)，632-648。 | | 40. | Zimmerman, Barry J.、Martinez-Pons, M.(1988)。Construct validation of a strategy model of student self-regulated learning。Journal of Educational Psychology，80(3)，284-290。 | | 41. | Ames, C.(1992)。Classrooms: Goals, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。 | | 42. | Dweck, Carol S.(1986)。Motivational Processes Affecting Learning。American Psychologist，41(10)，1040-1048。 | | 43. | Nicholls, John G.(1984)。Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance。Psychological Review，91(3)，328-346。 | | 44. | Schunk, D. H.(1990)。Goal setting and self-efficacy during self-regulated learning。Educational Psychologist，25(1)，71-86。 | | 45. | Zimmerman, B. J.(1986)。Development of self-regulated learning: Which are the key subprocesses?。Contemporary Educational Psychology，11(4)，307-313。 | | 46. | Zimmerman, Barry J.(2002)。Becoming a self-regulated learner: An overview。Theory Into Practice，41(2)，64-70。 | | 47. | Preacher, Kristopher J.、Zyphur, Michael J.、Zhang, Zhen(2010)。A general multilevel SEM framework for assessing multilevel mediation。Psychological Methods，15(3)，209-233。 | | 48. | Ames, Carole、Archer, Jennifer(1988)。Achievement goals in the classroom: Students' learning strategies and motivation processes。Journal of Educational Psychology，80(3)，260-267。 | | 49. | Hu, Li-tze、Bentler, Peter 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。 | | 50. | McDonald, Roderick P.、Ho, Moon-Ho Ringo(2002)。Principles and practice in reporting structural equation analyses。Psychological Methods，7(1)，64-82。 | | 51. | 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。 | | 52. | Zimmerman, Barry J.(1989)。A social cognitive view of self-regulated academic learning。Journal of Educational Psychology，81(3)，329-339。 | 研究報告| 1. | Zwick, R.(2012)。A review of ETS differential item functioning assessment procedures: Flagging rules, minimum sample size requirements, and criterion refinement。Princeton, NJ：Educational Testing Service。 | 圖書| 1. | Byrne, B. M.(2012)。Structural equation modeling with Mplus: Basic concepts, applications, and programming。New York, NY：Routledge Academic。 | | 2. | Education Bureau(2013)。School self-evaluation manual。Hong Kong：Government Printer。 | | 3. | Linacre, J. M.(2012)。Winsteps® Rasch measurement computer program user's guide。Beaverton, Oregon：Winsteps.com。 | | 4. | Muthen, L. K.、Muthén, B. O.(1998)。Mplus: Statistical analysis with latent variables: User' Guide。Los Angeles, CA：Muthén & Muthén。 | | 5. | Rasbash, J.、Steele, F.、Browne, W. J.、Goldstein, H.(2012)。A user's guide to MLwiN。Bristol, UK：Centre for Multilevel Modelling, University of Bristol。 | | 6. | Hattie, John(2009)。Visible learning: A synthesis of over 800 meta-analyses relating to achievement。Routledge。 | | 7. | Kline, R. B.(2011)。Principle and practice of structural equation modeling。New York, NY：Guilford Press。 | | 8. | Wright, B. D.、Masters, G. N.(1982)。Rating scale analysis: Rasch measurement。Chicago：MESA Press。 | | 9. | Rasch, G.(1980)。Probabilistic models for some intelligence and attainment tests。Chicago, Illinois：The University of Chicago Press。 | | 10. | Education and Manpower Bureau(2005)。The new academic structure for senior secondary education and higher education--Action plan for investing in the future of Hong Kong。Hong Kong：Government Printer。 | 其他| 1. | IBM Corp(2012)。IBM SPSS statistics for Windows，Armonk, NY.：IBM。 | | 2. | Linacre, J. M.(2011)。Winsteps®，Chicago, IL：winsteps.com。 | | 3. | Linacre, J. M.(2014)。Reliability and separation of measures，http://www.winsteps.com/winman/reliability.htm， 2014/05/28。 | 圖書論文| 1. | Winne, P. H.、Hadwin, A. F.(1998)。Studying as selfregulated engagement in learning。Metacognition in educational theory and practice。Hillsdale, NJ：Lawrence Erlbaum Associates。 | | 2. | Chou, C. P.、Bentler, P. M.(1995)。Estimates and tests in structural equation modeling。Structural equation modeling: Concepts, issues, and applications。Thousand Oaks, CA：Sage。 | | 3. | Zimmerman, B. J.(2000)。Attainment of self-regulation: A social cognitive perspective。Handbook of self-regulation。Academic Press。 | | 4. | Zieky, M.(1993)。Practical questions in the use of DIF statistics in test development。Differential item functioning。Hillsdale, NJ：Erlbaum。 | | 5. | Pintrich, P. R.、Zusho, A.(2002)。The development of academic self-regulation: The role of cognitive and motivational factors。Development of achievement motivation。San Diego, CA：Academic Press。 | | 6. | Pintrich, P. R.(2000)。The Role of Goal Orientation in Selfregulated Learning。Handbook of Self-regulation。San Diego, CA：Academic Press。 | |