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題名:不同回饋操弄對臺灣國中生期望-價值信念與學習表現之影響
書刊名:教育心理學報
作者:彭淑玲
作者(外文):Peng, Shu-ling
出版日期:2021
卷期:53:2
頁次:頁383-405
主題關鍵詞:學習表現期望-價值信念回饋操弄Academic performanceExpectancy-value beliefFeedback manipulation
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:121
  • 點閱點閱:3
期刊論文
1.Shute, Valerie J.(2008)。Focus on formative feedback。Review of Educational Research,78(1),153-189。  new window
2.朱展志、林如瀚(20111100)。不同參照回饋對低體適能學童成就動機與體適能成績之影響。教育與多元文化研究,5,119-137。new window  延伸查詢new window
3.Slavin, R. E.(1980)。Effects of individual learning expectations on student achievement。Journal of Educational Psychology,72(4),520-524。  new window
4.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。  new window
5.Rolland, R. G.(2012)。Synthesizing the evidence on classroom goal structures in middle and secondary schools: A meta-analysis and narrative review。Review of Educational Research,82(4),396-435。  new window
6.Shim, S. S.、Cho, Y.、Wang, C.(2013)。Classroom goal structures, social achievement goals, and adjustment in middle school。Learning and Instruction,23,69-77。  new window
7.鄧毓浩(20060900)。九年一貫課程社會學習領域公民基本內容評析。公民訓育學報,18,1-18。new window  延伸查詢new window
8.吳靜吉、程炳林(1992)。激勵的學習策略量表之修訂。測驗年刊,39,59-78。  延伸查詢new window
9.毛國楠(19970900)。成績回饋方式對不同能力水準國中生數學科的學習動機、學習策略、學習態度與學業成就之影響。教育心理學報,29,117-135。new window  延伸查詢new window
10.Meece, J. L.、Anderman, E. M.、Anderman, L. H.(2006)。Classroom goal structure, student motivation, and academic achievement。Annual Review of Psychology,57,487-503。  new window
11.Linnenbrink, E. A.(2005)。The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning。Journal of Educational Psychology,97(2),197-213。  new window
12.林宴瑛、彭淑玲(20151200)。以多重目標觀點探討課室目標結構對國中生自我調整學習策略的影響:課室教學實驗研究。教育心理學報,47(2),159-178。new window  延伸查詢new window
13.Butler, Ruth(2006)。Are mastery and ability goals both adaptive? Evaluation, initial goal construction and the quality of task engagement。British Journal of Educational Psychology,76(3),595-611。  new window
14.Steele-Johnson, D.、Heintz, P. Jr.、Miller, C. E.(2008)。Examining Situationally Induced State Goal Orientation Effects on Task Perceptions, Performance, and Satisfaction: A Two-Dimensional Conceptualization。Journal of Applied Social Psychology,38(2),334-365。  new window
15.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,79(4),474-482。  new window
16.Greene, B. A.、Miller, R. B.、Crowson, H. M.、Duke, B. L.、Akey, K. L.(2004)。Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation。Contemporary Educational Psychology,29(4),462-482。  new window
17.Ames, C.(1992)。Classroom: Goals, structures, and student motivation。Journal of Educational Psychology,84(3),261-271。  new window
18.Fredricks, J. A.、Eccles, J. S.(2002)。Children's competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains。Developmental Psychology,38(4),519-533。  new window
19.Uçar, F. M.、Sungur, S.(2017)。The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement。Research in Science and Technological Education,35(2),149-168。  new window
20.黃博聖、劉政宏、陳學志(20170600)。不同結果狀態對正、負向回饋的注意與回憶效果。教育心理學報,48(4),469-486。new window  延伸查詢new window
21.Brookhart, S. M.(1997)。A theoretical framework for the role of classroom assessment in motivating student effort and achievement。Applied Measurement in Education,10(2),161-180。  new window
22.Pintrich, Paul R.(2000)。Multiple goals, multiple pathways: The role of goal orientation in learning and achievement。Journal of Educational Psychology,92(3),544-555。  new window
23.Wigfield, Allan、Eccles, Jacquelynne S.(2000)。Expectancy-value theory of achievement motivation。Contemporary Educational Psychology,25(1),68-81。  new window
24.程炳林(20030400)。四向度目標導向模式之研究。師大學報. 教育類,48(1),15-40。new window  延伸查詢new window
25.彭淑玲(20190900)。知覺教師回饋、個人成就目標、學業自我效能與無聊之關係:中介效果與條件間接化效果分析。教育心理學報,51(1),83-108。new window  延伸查詢new window
26.Senko, C.、Harackiewicz, J.(2005)。Regulation of achievement goals: the role competence feedback。Journal of Educational Psychology,97(3),320-336。  new window
27.Pekrun, R.、Cusack, A.、Murayama, K.、Elliot, A. J.、Thomas, K.(2014)。The power of anticipated feedback: Effects on students' achievement goals and achievement emotions。Learning and Instruction,29,115-124。  new window
28.Becker, L. J.(1978)。Joint effect of feedback and goal setting on performance: A field study of residential energy conservation。Journal of Applied Psychology,63(4),428-433。  new window
29.Guo, J.、Parker, P. D.、Marsh, H. W.、Morin, A. J. S.(2015)。Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective。Developmental Psychology,51(8),1163-1176。  new window
30.簡嘉菱、程炳林(20181200)。學業拖延與課業情緒之交互關係:課室目標結構的調節效果。教育心理學報,50(2),293-313。new window  延伸查詢new window
31.Putwain, D. W.、Nicholson, L. J.、Pekrun, R.、Becker, S.、Symes, W.(2019)。Expectancy of success, attainment value, engagement, and achievement: A moderated mediation analysis。Learning and Instruction,60,117-125。  new window
32.Bong, M.(2008)。Effects of parent-child relationships and classroom goal structures on motivation, help-seeking avoidance, and cheating。The Journal of Experimental Education,76(2),191-217。  new window
33.Ryan, Richard M.、Deci, Edward L.(2000)。Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being。American Psychologist,55(1),68-78。  new window
34.Lavasani, Masoud Gholamali、Hejazi, Elahe、Varzaneh, Javad Yazdani(2011)。The predicting model of math anxiety: the role of classroom goal structure, self-regulation and math self-efficacy。Procedia--Social and Behavioral Sciences,15,557-562。  new window
35.Duijnhouwer, H.、Prins, F. J.、Stokking, K. M.(2012)。Feedback providing improvement strategies and reflection on feedback: Effects on students' writing motivation, process, and performance。Learning and Instruction,22(3),171-184。  new window
36.Jiang, Y.、Song, J.、Lee, M.、Bong, M.(2014)。Self-efficacy and achievement goals as motivational links between perceived contexts and achievement。Educational Psychology,34(1),92-117。  new window
37.Kosovich, J. J.、Flake, J. K.、Hulleman, C. S.(2017)。Short-term motivation trajectories: A parallel process model of expectancy-value。Contemporary Educational Psychology,49,130-139。  new window
38.Lazarides, R.、Buchholz, J.、Rubach, C.(2018)。Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms。Teaching and Teacher Education,69,1-10。  new window
39.Madjar, N.、Chohat, R.(2017)。Will I succeed in middle school? A longitudinal analysis of self-efficacy in school transitions in relation to goal structures and engagement。Educational Psychology,37(6),680-694。  new window
40.Nuutila, K.、Tuominen, H.、Tapola, A.、Vainikainen, M.-P.(2018)。Consistency, longitudinal stability, and predictions of elementary school students' task interest, success expectancy, and performance in mathematics。Learning and Instruction,56,73-83。  new window
41.Penk, C.、Schipolowski, S.(2015)。Is it all about value? Bringing back the expectancy component to the assessment of test-taking motivation。Learning and Individual Differences,42,27-35。  new window
42.Perez, T.、Wormington, S. V.、Barger, M. M.、Schwartz-Bloom, R. D.、Lee, Y.-K.、Linnenbrink-Garcia, L.(2019)。Science expectancy, value, and cost profiles and their proximal and distal relations to undergraduate science, technology, engineering, and math persistence。Science Education,103(2),264-286。  new window
43.Robinson, K. A.、Lee, Y.-K.、Bovee, E.、Perez, T.、Walton, S. P.、Briedis, D.、Linnenbrink-Garcia, L.(2019)。Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering。Journal of Educational Psychology,111(6),1081-1102。  new window
44.許崇憲(20130900)。目標結構知覺對成就目標取向、學業表現、及學習策略的預測力:期刊文獻的後設分析研究。教育心理學報,45(1),63-82。new window  延伸查詢new window
45.林易慧、程炳林(20060300)。課室目標線索與個人目標導向對國小學童解題成就及自我調整學習之交互效果。教育心理學報,37(3),231-255。new window  延伸查詢new window
研究報告
1.程炳林(2009)。國中生個人目標導向之狀態--特質成份及潛在改變量分析 (計畫編號:NSC95-2413-H-006-008-MY3)。  延伸查詢new window
學位論文
1.李茂能(1985)。努力分數的回饋對國中生英語科的抱負水準、成就動機與學習效果之影響(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.吳青蓉(2002)。英語學習歷程模式之驗證暨「主題建構式語言學習策略」對國中生英語學習表現影響之研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
3.范儷齡(2002)。不同回饋方式對高職女學生學習動機與學業成就之影響(碩士論文)。國立臺灣科技大學。  延伸查詢new window
圖書
1.陳正昌、程炳林(2002)。SPSS、SAS、BMDP統計軟體在多變量統計上的應用。五南圖書。  延伸查詢new window
2.Cohen, J.(1998)。Statistical power analysis for the behavioral sciences。Lawrence Erlbaum Associates。  new window
3.郭生玉(2004)。教育測驗與評量。精華。  延伸查詢new window
4.Bandura, A.、Wessels, S.(1997)。Self-efficacy: The exercise of self-control。New York:Freeman。  new window
圖書論文
1.Eccles, J. S.(2005)。Subjective task value and the Eccles et al. model of achievement-related choices。Handbook of competence and motivation。Guilford Press。  new window
2.Wigfield, A.、Tonks, S.、Klauda, S. L.(2009)。Expectancy-value theory。Handbook of motivation at school。Routledge。  new window
3.Eccles, J. S.、Adler, T. F.、Futterman, R.、Goff, S. B.、Kaczala, C. M.、Meece, J. L.、Midgley, C.(1983)。Expectancies, values, and academic behaviors。Achievement and achievement motivation。W. H. Freeman。  new window
4.Wigfield, A.、Cambria, J.(2010)。Expectancy-value theory: Retrospective and prospective。The decade ahead: Theoretical perspectives on motivation and achievement。Emerald Group。  new window
5.Pekrun, R.、Perry, R. P.(2014)。Control-value theory of achievement emotions。International Handbook of Emotions in Education。Taylor & Francis。  new window
 
 
 
 
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