臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：國中生逃避策略的改變暨其與知覺課室目標結構及羞愧情緒之關係
書刊名：教育心理學報
作者：彭淑玲／程炳林
作者(外文)：Peng, Shu-ling／Cherng, Biing-lin
出版日期：2022
卷期：53:3
頁次：頁665-686
主題關鍵詞：逃避策略；課室目標結構；橫斷與縱貫性設計；羞愧；Avoidance strategies；Classroom goal structures；Cross-sectional and longitudinal designs；Shame
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(1) 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:1
  • 共同引用共同引用:32
  • 點閱點閱:2
期刊論文
1.Tangney, J. P.(1995)。Recent advances in the empirical study of shame and guilt。American Behavioral Scientist，38(8)，1132-1145。  new window
2.Butler, R.、Neuman, O.(1995)。Effects of Task and Ego Achievement Goals on Help-seeking Behaviors and Attitude。Journal of Educational Psychology，87(2)，261-271。  new window
3.Luo, W. S.、Hogan, D.、Paris, S. G.(2011)。Predicting Singapore students' achievement goals in their English study: Self-construal and classroom goal structure。Learning and Individual Differences，21(5)，526-535。  new window
4.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
5.Bong, M.(2005)。Within-grade changes in Korean girls' motivation and perceptions of the learning environment across domains and achievement levels。Journal of Educational Psychology，97(4)，656-672。  new window
6.Wolters, C. A.、Daugherty, S. G.(2007)。Goal structures and teachers' sense of efficacy: Their relation and association to teaching experience and academic level。Journal of Educational Psychology，99(1)，181-193。  new window
7.McArdle, J. J.(2009)。Latent variable modeling of differences and changes with longitudinal data。Annual review of psychology，60(1)，577-605。  new window
8.Karabenick, S. A.(2004)。Perceived achievement goal structure and college student help seeking。Journal of Educational Psychology，96(3)，569-581。  new window
9.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。  new window
10.Midgley, C. M.、Urdan, T.(2001)。Academic self-handicapping and achievement goals: A further examination。Contemporary Educational Psychology，26(1)，61-75。  new window
11.Middleton, M. J.、Midgley, C.(2002)。Beyond motivation: Middle school students' perceptions of press for understanding in math。Contemporary Educational Psychology，27(3)，373-391。  new window
12.Turner, J. E.、Schallert, D. L.(2001)。Expectancy-value relationships of shame reactions and shame resiliency。Journal of Educational Psychology，93(2)，320-329。  new window
13.Ryan, A. M.、Gheen, M. H.、Midgley, C.(1998)。Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social-emotional role, and the classroom goal structure。Journal of Educational Psychology，90(3)，528-535。  new window
14.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
15.Ryan, A. M.、Pintrich, P. R.、Midgley, C.(2001)。Avoiding seeking help in the classroom: Who and why?。Educational Psychology Review，13(2)，93-114。  new window
16.Midgly, C.、Anderman, E. M.(1997)。Changes in Achievement Goal Orientations, Perceived Academic Competence, and Grades across the Transition to Middle-Level Schools。Contemporary Educational Psychology，22(3)，269-298。  new window
17.Kaplan, A.、Maehr, M. L.(1999)。Achievement goals and student well-being。Contemporary Educational Psychology，24，330-358。  new window
18.Kaplan, A.、Midgley, C.(1999)。The relationship between perceptions of the classroom goal structure and early adolescents' affect in school: The mediating role of coping strategies。Learning and Individual Differences，11(2)，187-213。  new window
19.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。  new window
20.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。  new window
21.Turner, J. E.、Husman, J.、Schallert, D. L.(2002)。The Importance of Students' Goals in Their Emotional Experience of Academic Failure: Investigating the Precursors and Consequences of Shame。Educational Psychologist，37(2)，79-89。  new window
22.程炳林(20061000)。主觀能力與逃避策略之關係。師大學報．教育類，51(2)，1-24。new window  延伸查詢new window
23.Lau, S.、Nie, Y.(2008)。Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions。Journal of Educational Psychology，100(1)，15-29。  new window
24.Urdan, T. C.(2004)。Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture。Journal of Educational Psychology，96(2)，251-264。  new window
25.Ames, C.(1992)。Classroom: Goals, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。  new window
26.McGregor, H. A.、Elliot, A. J.(2005)。The shame of failure: Examining the link between fear of failure and shame。Personality and Social Psychology Bulletin，31(2)，218-231。  new window
27.Wolter, C. A.(2003)。Understanding procrastination from a self-regulated learning perspective。Journal of Educational Psychology，95(1)，179-187。  new window
28.Butler, R.(1998)。Determinants of help seeking: Relations between perceived reasons for classroom help-avoidance and help-seeking behaviors in an experimental context。Journal of Educational Psychology，90(4)，630-643。  new window
29.Ryan, A. M.、Pintrich, P. R.(1997)。"Should I ask for help?" The role of motivation and attitudes in adolescents' help seeking in math class。Journal of Educational Psychology，89(2)，329-341。  new window
30.Urdan, T.、Midgley, C.(2001)。Academic self-handicapping: What we know, what more there is to learn。Educational Psychology Review，13(2)，115-138。  new window
31.Bergold, S.、Steinmayr, R.(2016)。The relation over time between achievement motivation and intelligence in young elementary school children: A latent cross-lagged analysis。Contemporary Educational Psychology，46，228-240。  new window
32.Rotgans, J. I.、Schmidt, H. G.(2017)。Interest development: Arousing situational interest affects the growth trajectory of individual interest。Contemporary Educational Psychology，49，175-184。  new window
33.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
34.Peng, S. L.、Cherng, B. L.、Lin, Y. Y.、Kuo, C. W.(2018)。Four-dimensional classroom goal structure model: Validation and investigation of its effect on students' adoption of personal achievement goals and approach/avoidance behaviors。Learning and Individual Differences，61，228-238。  new window
35.Putwain, D. W.、Becker, S.、Symes, W.、Pekrun, R.(2018)。Reciprocal relations between students' academic enjoyment, boredom, and achievement over time。Learning and Instruction，54，73-81。  new window
36.Pekrun, Reinhard(2006)。The Control-value theory of achievement emotions: assumptions, corollaries, and implications for educational research and practice。Educational Psychology Review，18(4)，315-341。  new window
37.Putwain, D. W.、Larkin, D.、Sander, P.(2013)。A reciprocal model of achievement goals and learning related emotions in the first year of undergraduate study。Contemporary Educational Psychology，38(4)，361-374。  new window
38.Gladstone, J. R.、Häfner, I.、Turci, L.、Kneiβler, H.、Muenks, K.(2018)。Associations between parents and students' motivational beliefs in mathematics and mathematical performance: The role of gender。Contemporary Educational Psychology，54，221-234。  new window
39.Cheung, Gordon W.、Rensvold, Roger B.(2002)。Evaluating goodness-of-fit indexes for testing measurement invariance。Structural Equation Modeling: A Multidisciplinary Journal，9(2)，233-255。  new window
40.彭淑玲、程炳林(20200300)。學生為何作弊？以條件化間接效果考驗課室目標結構、個人成就目標、無聊與作弊之關係。教育心理學報，51(3)，387-414。new window  延伸查詢new window
41.Chen, J. A.、Tutwiler, M. S.、Metcalf, S. J.、Kamarainen, A.、Grotzer, T.、Dede, C.(2016)。A multi-user virtual environment to support students' self-efficacy and interest in science: A latent growth model analysis。Learning and Instruction，41，11-22。  new window
42.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
43.Meuleman, B.、Billiet, J.(2009)。A Monte Carlo sample size study: How many countries are needed for accurate multilevel SEM?。Survey Research Methods，3(1)，45-58。  new window
44.Ames, Carole、Archer, Jennifer(1988)。Achievement goals in the classroom: Students' learning strategies and motivation processes。Journal of Educational Psychology，80(3)，260-267。  new window
45.Elliot, Andrew J.、McGregor, Holly A.(2001)。A 2 x 2 achievement goal framework。Journal of Personality and Social Psychology，80(3)，501-519。  new window
46.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
47.Pekrun, Reinhard、Goetz, Thomas、Titz, Wolfram、Perry, Raymond P.(2002)。Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research。Educational Psychologist，37(2)，91-105。  new window
48.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。  new window
49.Baudoin, N.、Galand, B.(2017)。Effects of classroom goal structures on student emotions at school。International Journal of Educational Research，86，13-22。  new window
50.Boehme, K. L.、Goetz, T.、Preckel, F.(2017)。Is it good to value math? Investigating mothers' impact on their children's test anxiety based on control-value theory。Contemporary Educational Psychology，51，11-21。  new window
51.Harter, S.、Whitesell, N. R.、Kowalski, P. S.(1992)。Individual differences in the effects of educational transitions on young adolescents' perceptions of competence and motivational orientation。American Educational Research Journal，29(4)，777-807。  new window
52.Park, D.、Yu, A.、Baelen, R. N.、Tsukayama, E.、Duckworth, A. L.(2018)。Fostering grit: Perceived school goal-structure predicts growth in grit and grades。Contemporary Educational Psychology，55，120-128。  new window
53.Peeters, A.、Robinson, V.、Rubie-Davies, C.(2020)。Theories in use that explain adolescent help seeking and avoidance in mathematics。Journal of Educational Psychology，112(3)，533-550。  new window
54.Putwain, D. W.、Symes, W.、Wilkinson, H. M.(2017)。Fear appeals, engagement, and examination performance: The role of challenge and threat appraisals。British Journal of Educational Psychology，87(1)，16-31。  new window
55.Watt, H. M. G.(2006)。The role of motivation in gendered educational and occupational trajectories related to maths。Educational Research and Evaluation，12(4)，305-322。  new window
56.Yu, J.、McLellan, R.(2019)。Beyond academic achievement goals: The importance of social achievement goals in explaining gender differences in self-handicapping。Learning and Individual Differences，69，33-44。  new window
57.Chen, Fang Fang(2007)。Sensitivity of Goodness of Fit Indexes to Lack of Measurement Invariance。Structural Equation Modeling: A Multidisciplinary Journal，14(3)，464-504。  new window
58.Cain, K. M.、Dweck, C. S.(1995)。The Relation between Motivational Pattern and Achievement Cognitions through the Elementary School Years。Merrill-Palmer Quarterly，41(1)，25-52。  new window
會議論文
1.程炳林(2014)。臺灣中學生學習動機的現況與發展趨勢。2014亞太教育研究會國際會議，香港教育學院主辦 。香港。  延伸查詢new window
2.Chim, W. M.、Leung, M. T.(2016)。The path analytic models of 2 × 2 classroom goal structures, achievement goals, achievement emotions and self-regulated learning of Hong Kong undergraduates in their English Study。The 2015 Asian Congress of Applied Psychology。World Scientific Publishing。108-131。  new window
研究報告
1.程炳林(2012)。國中生課業情緒的測量、發展與領域特定性 (計畫編號：NSC101-2410-H006-095)。  延伸查詢new window
2.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
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.吳明隆(2013)。結構方程模式：潛在成長曲線分析。臺北市：五南。  延伸查詢new window
3.Covington, M. V.(1992)。Making the grade: a self-worth perspective on motivation and school reform。Cambridge University Press。  new window
4.Lewis, M.(1992)。Shame: The exposed self。New York：The Free Press。  new window
5.Weiner, Bernard(1986)。An attributional theory of motivation and emotion。New York：Springer-Verlag。  new window
圖書論文
1.Oades-Sese, G. V.、Matthews, T.、Lewis, M.(2014)。Shame and pride and their effects on student achievement。International handbook of emotions in education。Taylor & Francis Group。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關書籍
 
無相關著作
 
無相關點閱
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：996（臺灣：984，外國：12） ／ 本年度總使用人次：1827278 ／ 訪客人次（自102年09月）：67630631
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上