| 期刊論文| 1. | Wang, M.-T.、Eccles, J. S.(2012)。Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school。Child Development，83(3)，877-895。   | | 2. | 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。 | | 3. | Wang, Ming-Te、Eccles, J. S.(2013)。School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective。Learning and Instruction，28，12-23。 | | 4. | Duckworth, Angela L.、Peterson, Christopher、Matthews, Michael D.、Kelly, Dennis R.(2007)。Grit: Perseverance and passion for long-term goals。Journal of Personality and Social Psychology，92(6)，1087-1101。 | | 5. | Skinner, E. A.、Furrer, C.、Marchand, G.、Kindermann, T.(2008)。Engagement and disaffection in the classroom: Part of a larger motivational dynamic。Journal of Educational Psychology，100(4)，765-781。 | | 6. | Marks, Helen M.(2000)。Student engagement in instructional activity: Patterns in the elementary, middle, and high school years。American Educational Research Journal，37(1)，153-184。 | | 7. | Reeve, J.、Tseng, C.-M.(2011)。Agency as a fourth aspect of students' engagement during learning activities。Contemporary Educational Psychology，36(4)，257-267。 | | 8. | Larson, R. W.、Richards, M. H.(1991)。Daily companionship in late childhood and early adolescence: Changing developmental contexts。Child Development，62(2)，284-300。 | | 9. | Bronfenbrenner, U.(1976)。The experimental ecology of education。Educational Researcher，5(9)，5-15。 | | 10. | Fredricks, Jennifer A.、Blumenfeld, Phyllis C.、Paris, Alison H.(2004)。School engagement: Potential of the concept, state of the evidence。Review of Educational Research，74(1)，59-109。 | | 11. | 林漢唐、陳慧娟(20161200)。家長網路管教、學校投入與青少年危險網路行為之關係：家庭凝聚力之調節效果分析。教育科學研究期刊，61(4)，205-242。 延伸查詢 | | 12. | Camara, M.、Bacigalupe, G.、Padilla, P.(2017)。The role of social support in adolescents: Are you helping me or stressing me out?。International Journal of Adolescence and Youth，22(2)，123-136。 | | 13. | Wolters, C. A.、Hussain, M.(2015)。Investigating grit and its relations with college students' self-regulated learning and academic achievement。Metacognition and Learning，10(3)，293-311。 | | 14. | Jang, H.、Kim, E. J.、Reeve, J.(2016)。Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model。Learning and Instruction，43，27-38。 | | 15. | 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。 | | 16. | MacCallum, Robert Charles、Hong, Sehee(1997)。Power analysis in covariance structure modeling using GFI and AGFI。Multivariate Behavioral Research，32(2)，193-210。 | | 17. | Vollet, J. W.、Kindermann, T. A.、Skinner, E. A.(2017)。In peer matters, teachers matter: Peer group influences on students' engagement depend on teacher involvement。Journal of Educational Psychology，109(5)，635-652。 | | 18. | Wentzel, K. R.、Russell, S.、Baker, S.(2016)。Emotional support and expectations from parents, teachers, and peers predict adolescent competence at school。Journal of Educational Psychology，108(2)，242-255。 | | 19. | Deci, Edward L.、Ryan, Richard M.(1987)。The support of autonomy and the control of behavior。Journal of personality and social psychology，53(6)，1024-1037。 | | 20. | Bazelais, P.、Lemay, D. J.、Doleck, T.(2016)。How does grit impact college students' academic achievement in science?。European Journal of Science and Mathematics Education，4(1)，33-43。 | | 21. | Datu, J. A. D.、Valdez, J. P. M.、King, R. B.(2016)。Perseverance counts but consistency does not! Validating the short grit scale in a collectivist setting。Current Psychology，35(1)，121-130。 | | 22. | Datu, J. A. D.、Yuen, M.、Chen, G.(2017)。Development and validation of the Triarchic Model of Grit Scale (TMGS): Evidence from Filipino undergraduate students。Personality and Individual Differences，114，198-205。 | | 23. | Duckworth, A. L.、Yeager, D. S.(2015)。Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes。Educational Researcher，44(4)，237-251。 | | 24. | Muenks, K.、Wigfield, A.、Yang, J. S.、O'Neal, C. R.(2017)。How true is grit? Assessing its relations to high school and college students' personality characteristics, self-regulation, engagement, and achievement。Journal of Educational Psychology，109(5)，599-620。 | | 25. | 陳慧娟、簡洧晴(20200600)。大學生選課後悔與動機干擾研究：檢驗後悔因應策略的中介效果與社會支持的調節效果。教育科學研究期刊，65(2)，277-312。 延伸查詢 | | 26. | Viner, R. M.、Ross, D.、Hardy, R.、Kuh, D.、Power, C.、Johnson, A.、Wellings, K.、McCambridge, J.、Cole, T. J.、Kelly, Y.、Batty, G. D.(2015)。Life course epidemiology: Recognising the importance of adolescence。Journal of Epidemiology and Community Health，69(8)，719-720。 | | 27. | Yoon, S.、Kim, S.、Kang, M.(2020)。Predictive power of grit, professor support for autonomy and learning engagement on perceived achievement within the context of a flipped classroom。Active Learning in Higher Education，21(3)，233-247。 | | 28. | Yang, C.、Bear, G. G.、May, H.(2018)。Multilevel associations between school-wide social-emotional learning approach and student engagement across elementary, middle, and high schools。School Psychology Review，47(1)，45-61。 | | 29. | Wang, M.-T.、Dishion, T. J.、Stormshak, E. A.、Willett, J. B.(2011)。Trajectories of family management practices and early adolescent behavioral outcomes。Developmental Psychology，47(5)，1324-1341。 | | 30. | Steinmayr, R.、Weidinger, A. F.、Wigfield, A.(2018)。Does students' grit predict their school achievement above and beyond their personality, motivation, and engagement?。Contemporary Educational Psychology，53，106-122。 | | 31. | Song, J.、Bong, M.、Lee, K.、Kim, S.-I.(2015)。Longitudinal investigation into the role of perceived social support in adolescents' academic motivation and achievement。Journal of Educational Psychology，107(3)，821-841。 | | 32. | Rucinski, C. L.、Brown, J. L.、Downer, J. T.(2018)。Teacher-child relationships, classroom climate, and children's social-emotional and academic development。Journal of Educational Psychology，110(7)，992-1004。 | | 33. | Roksa, J.、Kinsley, P.(2018)。The role of family support in facilitating academic success of low-income students。Research in Higher Education，60(4)，415-436。 | | 34. | Ratelle, C. F.、Larose, S.、Guay, F.、Senécal, C.(2005)。Perceptions of parental involvement and support as predictors of college students' persistence in a science curriculum。Journal of Family Psychology，19(2)，286-293。 | | 35. | O'Neal, C. R.、Goldthrite, A.、Weston Riley, L.、Atapattu, R. K.(2018)。A reciprocal, moderated mediation model of grit, engagement, and literacy achievement among dual language learners。Social Development，27(3)，665-680。 | | 36. | Núñez, J. L.、León, J.(2019)。Determinants of classroom engagement: A prospective test based on self-determination theory。Teachers & Teaching，25(2)，147-159。 | | 37. | Muenks, K.、Yang, J. S.、Wigfield, A.(2018)。Associations between grit, motivation, and achievement in high school students。Motivation Science，4(2)，158-176。 | | 38. | Montenegro, A.(2017)。Understanding the concept of student agentic engagement for learning。Colombian Applied Linguistics Journal，19(1)，117-128。 | | 39. | Light, A.、Nencka, P.(2019)。Predicting educational attainment: Does grit compensate for low levels of cognitive ability?。Learning and Individual Differences，70，142-154。 | | 40. | Lietaert, S.、Roorda, D.、Laevers, F.、Verschueren, K.、De Fraine, B.(2015)。The gender gap in student engagement: The role of teachers' autonomy support, structure, and involvement。British Journal of Educational Psychology，85(4)，498-518。 | | 41. | Levy, J. M.、Steele, H.(2011)。Attachment and grit: Exploring possible contributions of attachment styles (from past and present life) to the adult personality construct of grit。Journal of Social and Psychological Sciences，4(2)，16-49。 | | 42. | Kitano, N.、Jindo, T.、Nakahara-Gondoh, Y.、Sakamoto, S.、Gushiken, T.、Suzukawa, K.、Nagamatsu, T.(2018)。Building grit in Japanese male high-school students: Examining the role of belonging to an organized sports activity。Journal of Adolescent Health，62(2)，S123-S124。 | | 43. | Howard, J. M.、Nicholson, B. C.、Chesnut, S. R.(2019)。Relationships between positive parenting, overparenting, grit, and academic success。Journal of College Student Development，60(2)，189-202。 | | 44. | Hodge, B.、Wright, B.、Bennett, P.(2018)。The role of grit in determining engagement and academic outcomes for university students。Research in Higher Education，59(4)，448-460。 | | 45. | Haakma, I.、Janssen, M.、Minnaert, A.(2017)。Intervening to improve teachers' need-supportive behaviour using self-determination theory: Its effects on teachers and on the motivation of students with deafblindness。International Journal of Disability, Development & Education，64(3)，310-327。 | | 46. | Gutiérrez, M.、Tomás, J. M.(2019)。The role of perceived autonomy support in predicting university students' academic success mediated by academic self-efficacy and school engagement。Educational Psychology，39(6)，729-748。 | | 47. | Garcia-Reid, P.、Peterson, C. H.、Reid, R. J.(2015)。Parent and teacher support among Latino immigrant youth: Effects on school engagement and school trouble avoidance。Education and Urban Society，47(3)，328-343。 | | 48. | Flanagan, K. M.、Einarson, J.(2017)。Gender, math confidence, and grit: Relationships with quantitative skills and performance in an undergraduate biology course。CBE-Life Sciences Education，16(3)。 | | 49. | Fernández-González, L.、González-Hernández, A.、Trianes-Torres, M. V.(2015)。Relationships between academic stress, social support, optimism-pessimism and self-esteem in college students。Electronic Journal of Research in Educational Psychology，13(1)，111-130。 | | 50. | Doménech-Betoret, F.、Gómez-Artiga, A.、Abellán-Roselló, L.(2019)。The educational situation quality model: A new tool to explain and improve academic achievement and course satisfaction。Academy of Management Learning & Education，18(2)，128-152。 | | 51. | DeGarmo, D. S.、Martinez, C. R.(2006)。A culturally informed model of academic well‐being for Latino youth: The importance of discriminatory experiences and social support。Family Relations，55(3)，267-278。 | | 52. | Datu, J. A. D.(2017)。Sense of relatedness is linked to higher grit in a collectivist setting。Personality and Individual Differences，105，135-138。 | | 53. | Cui, G.、Lan, X.(2020)。The associations of parental harsh discipline, adolescents' gender, and grit profiles with aggressive behavior among Chinese early adolescents。Frontiers in Psychology，11。 | | 54. | Cormier, D. L.、Dunn, J. G. H.、Dunn, J. Causgrove(2019)。Examining the domain specificity of grit。Personality and Individual Differences，139(36)，349-354。 | | 55. | Buhs, E. S.、Koziol, N. A.、Rudasill, K. M.、Crockett, L. J.(2018)。Early temperament and middle school engagement: School social relationships as mediating processes。Journal of Educational Psychology，110(3)，338-354。 | | 56. | Brooks, N. G.、Seipel, S. J.(2018)。Grit and the information systems student: A discipline-specific examination of perseverance and passion for long term goals。Information Systems Education Journal，16(1)，21-32。 | | 57. | Banse, H.、Palacios, N.(2018)。Supportive classrooms for Latino English language learners: Grit, ELL status, and the classroom context。The Journal of Educational Research，111(6)，645-656。 | | 58. | Doll, William J.、Xia, Weidong、Torkzadeh, Gholamreza(1994)。A confirmatory factor analysis of the end-user computing satisfaction instrument。Management Information Systems Quarterly，18(4)，453-461。 | | 59. | French, D. C.、Conrad, J.(2001)。School dropout as predicted by peer rejection and antisocial behavior。Journal of Research on Adolescence，11(3)，225-244。 | 會議論文| 1. | De Vera, M. J.、Gavino, J. C. Jr.、Portugal, E. J.(2015)。Grit and superior work performance in an Asian context。11th International Business and Social Science Research Conference，(會議日期: 2015, January 9)。 | 圖書| 1. | 邱皓政(2011)。量化研究與統計分析。五南圖書公司。 延伸查詢 | | 2. | Duckworth, Angela L.(2016)。Grit: The power of passion and perseverance。Scribner。 | | 3. | 顏志龍、鄭中平(2019)。給論文寫作者的統計指南--傻瓜也會跑統計。臺北市：五南。 延伸查詢 | | 4. | 財團法人語言訓練測驗中心(2005)。全民英語能力分級檢定測驗學習指南：中級練習手冊。 延伸查詢 | | 5. | 邱皓政(2018)。量化研究法（三）：測驗原理與量表發展技術。雙葉書廊。 延伸查詢 | | 6. | 郭生玉(2004)。教育測驗與評量。精華。 延伸查詢 | | 7. | Hayes, Andrew F.(2013)。Introduction to mediation, moderation, and conditional process analysis: A regression-based approach。Guilford Press。 | 其他| 1. | 教育部國民及學前教育署(2020)。社區高中職均質化成效佳、學生適性就近入學強化發展潛能，https://www.edu.tw/NewsContent.aspx?n=9E7AC85F1954DDA8&s=F002CACC0F9C1B9A。 延伸查詢 | | 2. | 高等教育司(2020)。看見大學選才新方向--大學18學群選才需求與高中適性學習調查報告，https://depart.moe.edu.tw/ed2200/News_Content.aspx?n=9077496111 B0527&s0=93ADA64423A11B2C。 延伸查詢 | 圖書論文| 1. | Skinner, E. A.、Kindermann, T. A.、Connell, J. P.、Wellborn, J. G.(2009)。Engagement and disaffection as organizational constructs in the dynamics of motivational development。Handbook of motivation at school。New York, NY：Routledge/Taylor & Francis Group。 | | 2. | Datu, J. A. D.、Valdez, J. P. M.、King, R. B.(2016)。The successful life of gritty students: Grit leads to optimal educational and well-being outcomes in a collectivist context。The psychology of Asian learners: A festschrift in honor of David Watkins。Springer。 | |