參 考 文 獻
一、中文部分
丁福寧（2007）。柏拉圖論靈魂不朽。檢索自
http://tpa.hss.nthu.edu.tw/files/2007/7A.pdf
內政部（2006）。青少年政策白皮書綱領。檢索自
http://ey.cbi.gov.tw/internet/text /doc /doc.aspx?uid=348
江哲光、侯杰泰（1997）。應用結構方程模式之問題和謬誤。當代華人教育學報，
25（1），45-61。
田錄梅、李雙（2005）。自尊概念辨析，心理學探新25（2），26-29。
行政院主計總處（2009）。近十年家庭組織型態概況http://www.dgbas.gov.tw/ct.asp?xItem=5449&;ctNode=3233
江哲光、侯杰泰（1997）。應用結構方程模式之問題和謬誤。當代華人教育學報，25（1），45-61。
余民寧（2006）。潛在變項模式：SIMPLIS的應用。台北：高等教育。
沈如瑩（2003）。國中小學生自尊與自我概念、生活適應關係之研究。成功大學教育研究所碩士論文，未出版。
李茂能（2006）。結構方程模式軟體Amos之簡介及其在測驗編製上之應用。台
北：心理。
巫博翰、陸偉明、董旭英（2009）。以結構方程模式檢驗台灣大學生之自我概念、前瞻因應及憂鬱情緒對自我統整之影響。教育與心理研究，32（3），55-78。易之新、胡因夢譯（Walsh, R.＆Vaughan, F.原著）（2003）。超越自我之道：超個人心理學的大趨勢（Paths beyond ego : the transpersonal vision）。台北：心靈工坊。
邱皓政（2000）。從小我到大我─青少年自我概念中個人認同與社會認同的內涵
與發展之研究。「家人關係及其心理歷程」：第五屆華人心理與行為科際學術
研討會。中央研究院民族學研究所。
邱晧政（2003）。青少年自我概念向度與成分雙維理論效度檢驗與相關因素研究。
教育與心理研究，26，85-131。
林生傳（2000）。教育社會學。台北: 巨流。
林美吟、施顯烇譯（Comer, R. J. 著）（2008）。變態心理學（Abnormal
Psychology）。臺北：心理。
林珊如、黃芳銘、黃國彥、洪若烈、江羽慈、常善媚、葉妤貞、陳俐君、陳中興、黃博煜（2007）。2007年「台灣學生身心發展研究」初步報告。教育研究與發展期刊，3（4），51-78。林素卿、曾雅瑛、薛婷芳、蔡幸芬、游麗蓉、吳昆檳、吳沐馨合譯（Peter F. Oliva
原著）（2009）。課程發展（Developing the curriculum）。臺北：五南。
林清山（1996）。心理與教育統計學。台北：東華書局。
周志亭（2005）。國中生自我概念與九年一貫課程各學習領域學業成就之相關
性研究─以高雄市為例。中山大學教育研究所碩士論文，未出版。
周國韜、賀嶺峰（1996）。11-15 歲學生自我概念的發展。心理發展與教育，3，
37-42。
周榕、陳紅、楊炳鈞、梁秀清譯（Pervin, L.A.原著）（2001）。人格科學（The Science of Personality）。華東師範大學出版社。
陳正昌、程炳林（1994）。SPSS、SAS、BMDP 統計軟體在多變量統計上的應用，
台北：五南。
陳正昌、程炳林、陳新豐、劉子鍵（2003）。多變量分析方法－統計軟體應用。
台北：五南。
陳沁怡（1998）。「技職學生自我概念量表」之編製報告與高階因素建構模式驗證。國科會專題研究計劃成果報告，國立雲林科技大學。張郁雯（2008）。對比效應對學業自我概念之影響，教育心理學報，40（1），23-38。郭為藩（1996）。人格心理學理論大綱。台北：正中書局。
游麗蓉（2003）。閱讀治療取向的小團體輔導對國小攻擊傾向兒童自我概念影歷
程之研究。台中師範學院國民教育研究所碩士論文，未出版。
游麗蓉、龔心怡（2010）。在解構中建構更多的可能-談Maxine Greene 的
思想及其運用。2010台灣教育研究學會年會，中山大學。
黃芳銘（2004）。結構方程模式理論與應用。台北：五南。
黃朗文（2002）。社會情境因素與自我概念之變與不變。自我概念之發展歷程—：
從青少年初期到青少年中後期之延展。國科會社會學門成果發表會，臺
灣社會學會2002年會，東海大學。
黃建彰（2008）。自我概念、父母管教方式與生活適應之相關研究－以國小高
年級學童桃園縣為例。銘傳大學教育研究所在職專班碩士論文，未出版。
黃希庭、徐鳳姝（1988）。大學生心理學。上海人民出版社。
楊中芳（1991）。回顧港臺自我研究：反省與展望。輯於楊中芳、高尚仁（主編），中國人中國心－人格與社會篇（頁16-92）。臺北：遠流。
楊洲松（2000）。後現代知識論與教育。台北：師大書苑。楊國樞（2004）。華人自我的理論分析與實徵研究：社會取向與個人取向的觀點。本土心理學研究，22，11-80。臺北縣新店：桂冠。
楊國樞、程千芳（2002）。自我概念差距與情緒：Higgins 理論的本土化驗證。華人本土心理學研究追求卓越計畫第一年成果報告。楊國樞、陸洛（2010）。華人自我的基礎性與應用性研究：自我四元論的觀點。
檢索自http://psycenter.cycu.edu.tw/activity/conf_assets/3/m.pdf。
溫明麗（2003）。詮釋典範與教育研究。教育研究方法論：觀點與方法學術
研討會，國立台灣師範大學。
榮泰生 （2006）。SPSS與研究方法。台北：五南圖書。
趙曉美（2001）。自我概念多層面階層結構之驗證暨增進自我概念課程之實驗效 果。臺灣師範大學教育心理與輔導學系所博士論文，未出版。
鄭伯壎、洪光遠、張東峰譯 （Hilgard , E.R.原著）（1995）。心理學（Psychology）。臺北：桂冠。
鄭青展（2007）。結構方程模式於社會行為科學之應用。中華大學科技管理學系所博士論文，未出版。
維基百科（2010）。條目：認識你自己。
檢索自http://zh. wikipedia.org/zh-tw/%E8%AE%
盧玲文（1990）。對佛洛依德之自我發展歷程的剖析。中央大學哲學研究所碩士
論文，未出版。
謝廣全（2002）。最新實用心理與教育統計學。台北：復文。
簡晉龍、任宗浩、張淑婷（2008）。跨學科間自我概念與學業成就路徑模式之檢
驗—整合模式在數學和科學領域的適用性。教育心理學報，40 （1），107 －126 。
二、英文部分
Allport, G. W., ＆Odbert, H. S. （1936）. Trait-names:A psycho-lexical study.
Psychological Monographs:General Applied, 47, 171-220.
Arkoff, A. （1968）. Adjustment and mental health. New York: McGraw-Hill.
Aronson, E., Wilson , T. D.,＆ Akert, R. M. （2010）. Social Psychology （7th ed）. Prentice Hall.
Bachman, J. G., &; O’Malley, P. M. （1986）. Self-concepts, self-esteem, and
educational experiences: The frog pond revisited （again）. Journal of
Personality and Social Psychology, 50, 35-46.
Bagozzi, R. P., &; Yi, Y. （1988）. On the evaluation of structure equation
models. Academic of Marketing Science, 16, 76-94.
Bamgardner, A. H. （1990）. To know oneself is to like oneself：Self -certainty and
self -affect. Journal of Personality and Social Psychology, 58, 1062-1072.
Banaji , M. R., &; Prentice , D. A （1994）. The self in social contexts. Annual Reviews of Psychology, 45, 297-332.
Bandura, A. （1986）. Social foundations of thought and action: A social cognitive
theory. Englewood Cliffs.
Bandura, A. （1999）. Social cognitive theory of personality. In D. Cervone &; Y. Shoda （Eds.）, TheCoherence of Personality：Social-Cognitive Bases of Consistency, Variability and Organization. （pp. 185-241）. New York: Guilford.
Baron, R. A., Branscombe, N. R., &; Byrne, D. （2008）. Social Psychology （12th ed）. Boston : Allyn &; Bacon.
Baumeister, R. F., Tice, D. M., ＆ Hution, D. G.（1989）. Self –presentational motivations and personality differences in self-esteem. Journal of Personality, 57 , 547-579.
Baumeister, R. F. （1997）. Identity, self concept, and self-esteem: The self lost and found. In R. Hogan, J .Johnson,＆Briggs（Eds.）, Handbook of personality psychology（pp. 681-710）. New York: Academic .
Baumeister, R. F. （1998）. The self. In D. T. Gilbert, S. T. Fiske, &; G. Lindzey
（Eds.）, Handbook of social psychology （pp. 680-740）. New York:
McGraw-Hill.
Bentler, P. M.（1990）. Comparative fit indexes in structural models. Cho logical Bulletin, 107, 238-246.
Bearden. W.O. , Sharma, S., &; Teel. J.H. （1982）. Sample size effects on chi-square and other statistics used in evaluating causal models. Journal of Marketing Research , 19, 425-430.
Benter, P. M., &; Chou, C. P.（1987）. Practical issues in structural modeling. Sociological Methods and Research, 16 （1）, 78-117.
Block, J.（1989）. Critique of the act frequency approach to personality. Journal of
Personality and Social Psychology, 56（2）, 234–245.
Bollen, K. A.（1989）. Structural equation modeling with latent variables. New York: John Wiley.
Bollen, K. A., &; Lennox, R.（1991）. Conventional wisdom on measurement: A
structural equation perspective. Psychological Bulletin, 110（2）, 305-314.
Bong, M., &; Skaalvik, E. （2003）. Academic self-concept and self-efficacy: How
different are they really? Educational Psychology Review, 15, 1-40.
Bond, M. H. , &; Cheung, T. （1983）. College students’ spontaneous self-concept. Journal of Cross-Cultural Psychology, 14, 153-171.
Bornstein L. L., （1996）. Definition of self-concept. Adapted from Self-concept, Motivation, and Academic Achievement in a Sample of Community College Students, UMI Number: 9708420
Bullock, M., &; Lutkenhaus, P.（1990）. Who am I？The development of
self-under-standing in toddlers. Merrill-Palmer Quarterly, 36, 217-238.
Burns, R. B.（1982）. Self-concept Development and Education. London：Henry Lingltd.
Byrne, B. M., &; Shavelson, R. J. （1986）. On the structure of adolescent self-concept. Journal of Educational Psychology, 78, 474-481.
Byrne, B. M. （1988）, Measuring adolescent self-concept: Factorial validity and equivalency of the SDQ III across gender. Multivariate Behavioral Research, 24, 361-375.
Byrne, B. M. （1994）. Structural equation modeling with EQS and EQS/Windows.
Newbury Park, CA: Sage.
Byrne, B. M., Shavelson, R. J.（1996） On the Structure of Social Self-Concept for
Pre-, Early, and Late Adolescent：A Test of Shavelson , Hubber, Stanton （1976）
Model. Journal of Personality and Psychology, 3, 599-611.
Byrne, B. M., &; Gavin, W. （1996）. The Shavelson Model revisited: Testing for the
structure of academic self-concept across pre-, early, and late adolescents.
Journal of Educational Psychology, 88（2）, 215-228.
Byrne, B. M. （1996）. Measuring self-concept across the lifespan: Issues and
instrumentation. Washington DC: American Psychological Association.
Carol, K. S., &; David, R. S.（1995）. Life-pan Human Development （2nd ed）. California: Pacific Grove
Claes F., &; David F. L.（1981）. Evaluating Structural Equation Models with Unobservable Variables and Measurement Error Review Works. American Marketing Association, 18 , pp. 39-50.
Chin, W. W. （1998）. Issues and opinion on structural equation modeling.
Information System Quarterly, 22（1）, vii-xvi .
Cliff, N. （1983）. Some cautions concerning the application of causal modeling
methods. Multivariate Behavioral Research, 18, 115-126.
Cole, D. A., Maxwell, S. E., &; Martin, J. M., （2001）. The envelopment of multiple
domains of child and adolescent self – concept: a cohort sequential longitudinal
design. Child Development, 72 （6）, 1723 – 1746.
Compbell, J. D. （1990）. Self-esteem and clarity of the self-concept. Journal of
Personality and Social Psychology, 59, 538-549.
Cooley, C. H.（1902）. Human nature and the social order. New York: Scribner's Confer .
Cross, S. E., &; Markus, H. R. （1994）. Self-schemas, possible selves, and competent performance. Journal of Educational Psychology, 86, 423–438.
David, K., Biggs, J.,&; Leung, D.Y.P.（2004）. Examining the multidimensionality of approaches to learning through the development of a revised version of the Learning Process Questionnaire. British Journal of Educational Psychology, 74, 261–28
Eder, R. A. （1990）. Uncovering young children’s psychological selves：Individual and developmental differences. Child Development, 61, 849-863.
EI-Hassan, K.（2004）. Structure and Correlates of Self-Concept in Lebanon. International Journal of Testing, 4（1）, 1-17.
Ellise, L. A., Hau K.T., Kong C.K.,＆ Marsh,h.w., &; Craven, R. G.. （2000）. The Self-Concept of Preschool Children : Measurement and Multidimensional Structure. Self-Concept Theory, Research and Practice: Advances from the New Millennium.（pp. 217-230）.
Erikson, E. H. （1965）. Youth: Fidelity and diversity. In E. H. Erikson （Ed.）, The challenge of youth. （pp. 1-28）.
Erikson, E. H. （1968）. Identity: Youth and crisis. New York: Norton.
Feather, N. T. （1988）. Values, valences, and course enrollment: Testing the role of
personal values within an expectancy-valence framework. Journal of
Educational Psychology, 80, 381-391.
Felson, R. B. （1984）. The effect of self-appraisals of ability on academic
performance. Journal of Personality and Social Psychology, 47, 944-952.
Forbis, T. L.（2004）. Testing Equivalent Structure Across Gender for the Multidimensional Self-concept Scale. Arizonastate University.
Fornell, C. R., &; Larcker, F. F. （1981）, Structural Equation Models with Unobservable Variables and Measurement Error, Journal of Marketing Research, 18, 39-51.
George, B. C.（1997）. The self of system. Personality Theories. Retrieved from
http://www.ship.edu/~cgboeree/freud.html
George, B. C.（2006）. Personality Theories. http://docs8.chomikuj.pl/51797043,0,0,Personality-Theories---George-Boere.pdf
Gergen, K. J., &; Gergen, M. （1988）. Narrative and the self as relationship. In L. Berkowitz （Ed.）, Advances in Experimental Social Psychology （ 21）. San Diego, CA: Academic Press.
Greenwald, A. G., ＆ Breckler, S. J.（1985）.To who is the self presented？ In B. R. Schlenker （Ed.）, The self and social life.（pp. 126-145）. New York: McGraw-Hill.
Guerin, F., Marsh, H. W., ＆ Famose, Jean-Pierre（2003）. Construct validation of the Self-Description Questionnaire Ⅱ with a French sample. European Journal of Psychological Assesment, 19（2）,142-150.
Ha, M. T., Marsh, H. W., &; Halse, C. （2004a）. Adolescent Anorexia Nervosa and
Self-concept. Paper presented at the 3rd International Biennial Conference of
Self-concept Research. July, 2004. Berlin, Germany.
Ha, M. T., Marsh, H. W., &; Halse, C. （2004b）. What you see is not always？ Paper
presented at the Third International Biennial SELF Research Conference,
Berlin, Germany.
Hair, J.F. ,Anderson, R.E., Tatham, R.L.,＆ Black, W.C.（1988）.Multivariate Date analysis with Reading. New York: Maxwell MacMillan International.
Hair, J. F. Jr., Black, W. C., Babin, B. J., Anderson, R. E., &; Tatham, R. L. （2006）.
Multivariate data analysis （6th ed.）. Upper Saddle River, NJ: Pearson/Prentice
Hall.
Hair, J. F. Jr., Black, W. C., Babin, B. J., Anderson, R. E., &; Tatham, R. L. （2010）.
Multivariate data analysis （7th ed.）. Upper Saddle River, NJ: Pearson/Prentice
Hall.
Harter, S.（1990）. Self and identity development, In Shirley, S. F. ＆ Elliot, G.
（Eds.）, At the Threshold: The Developing Adolescent. Harvard University
Press, Cambridge.
Harter, S.（1998）. The development of self-representations. Handbook of Child Psychology：Formerly Carmichael’s Manual of Child Psychology. New York：Wiley.
Hau, K. T., &; Kong C. K. （1996）. Self-concept of Chinese students: Frame of reference and subject specificity. Presented in American Psychological Association Annual Conference, Toronto , August.
Hau, K. T., Kong, C. K., &; Marsh, H. W. (2000). Chinese student self-concept: Validation of measurement and extension of theoretical models. Invited Presentation in Inaugural International Conference on Self- concept Theory, Research &; Practice: Advances for the New Millennium, 5 – 6 October, Sydney, Australia.
Hoelter, J. W. （1983）. The Analysis of Covariance Structures: Goodness-of-fit
Indices. Sociological Methods and Research, 11, 325-344.
Hoge, R. D.,＆ Renzulli, J. S.（1993）. Exploring the link between giftedness and self –concept. Review of Educational Research, 63 （4）, 449 – 465.
Hoyle, R.H. （1995）. Structural equation modeling : Concepts, issues, and
applications. CA: Sage.
Hu, L. T., &; Bentler, P. M. （1995） . Evaluating model fit. In R. H. Hoyle
（Ed.）, Structural equation modeling, 76-99. Thousand Oaks, CA: Sage.
Hu, L. T., &; Bentler, P. M. （1999） . Cutoff criteria for fit indexes in covariance
structure analysis: Conventional criteria versus new alternatives. Structural
Equation Modeling, 6, 1-55.
James, W. （1890）. The principles of psychology. from http://psychclassics.yorku.ca/James/Principles/prin10.htm
Jarvis,C. B., Mackenzie, S. B., &; Podsakoff, P. H. （2003） .A critical review of
construct indicators and measurement model misspecification in marketing and
consumer research. Journal of Consumer Research, 30, 199-218.
Jöreskog, K. G., &; Sörbom, D. （1982）. Recent developments in structural equation modeling. Journal of Marketing Research, 19, 404–416.
Jöreskog, K. G.,＆ Sörbom, D. （1984）. Analysis of linear structural relationship by maximum likelihood, Chicago: Scientific Press.
Jöreskog, K. G., &; Sorbom, D. （2000）. LISREL VI, Analysis of linear structural
relationships by maximum likelihood, instrumental variables, and least squares
methods （7th ed. ）. Mooresville, IN, Scientific Software.
Kaminski, P. L., Shafer, M. E., Neumann, C. S. ＆ Ramos, V.（2005）. Self-concept in Mexican American girls and boys: Validating the Self-Description Questionnaire–I. Cultural Diversity and Ethnic Minority Psychology , 11（4）, 321–338.
Kanagawa, C., Cross, S. E., ＆ Markus, H. R.（2001）. “Who am I? ” The cultural
psychology of the conceptual self. January Stanford University PSPB, 27（1）, 90-103, by the Society for Personality and Social Psychology, Inc.
Kaplan, D. （2000）. Structural equation modeling: Foundation and extensions.
Sage Publication： Thousand Oaks, California, USA.
Kenny, D. A., &; McCoach, D. B. （2003）. Effect of the number of variables on measures of fit in structural equation modeling. Structural Equation Modeling, 10, 333–351.
Kröner, S.,＆Biermann, A. （2007）. The relationship between confidence and self-concept — Towards a model of response confidence, Intelligence, 35, 580–590.
Laua, P. W. C., Cheungb, M. W. L., ＆ Ransdel, L. B. （2008）. A structural equation model of the relationship between body perception and self-esteem: Global physical self-concept as the mediator. Psychology of Sport and Exercise , （9）, 493–509.
Lawrence, D. （1988）. Enhancing self-esteem in the classroom. London: St.
Edmundsbury Press.
Lecky, P. （1945）. Self-consistency： A theory of personality. New York：Island Press.
Lee, K.O. （2000）. Measurement structure of SDQⅠ and self-concept development of kindergarteners in Korea. Self-concept Research: Driving International Research Agendas. （pp. 1-9）.
Lewis, M.（1991）. Ways of knowing： Objective self-awareness or consciousness. Development Review, 11, 231-243.
Lilienfeld, S. O. （1999）. Projective measures of personality and psychopathology：How well do they work？Skeptical Inquier,23, 32-39.
Linville, P. W.（1987）. Self-complexity as a Cognitive buffer against stress related
illness and depression. Journal of Personality and Social Psychology 52, 663 -676.
Lu, L. , &; Yang, K. S. （2006）. Emergence and composition of the traditional-modern bicultural self of people in contemporary Taiwanese societies. Asian Journal of Social Psychology, 9, 167-175 .
Markus, H. R. （1977）. "Self-Schemata and Information about the Self," Journal of Personality and Social Psychology, 35 （February）, 63-78.
Markus, H., &; Kunda, Z. （1986）. Stability and malleability in the self-concept in the perception of others. Journal of Personality and Social Psychology, 51（4）, 858-866.
Markus, H.R., ＆ Nurius, P.（1986）. Possible selves. American Psychologist,41,
954-969.
Markus, H. R., ＆ Wurf, E. （1986）. The dynamic self-concept：A social psychological perspective. Annual Review of Psychology, 38, 299-337.
Markus, H. R., &; Kitayama, S. （1991）. Culture and self: Implication for cognition,
emotion and motivation. Psychological Review, 98, 224-253.
Marsh, H. W., &; Parker, J. W. （1984）, Determinants of student self-concept: Is it better to be a relatively large fish in a small pond even if you don't learn to swimas well? , Journal of Personality and Social Psychology, 47（0）, 213-231.
Marsh, H. W., ＆ Shavelson, R. J. （1985）. Self-concept：Its multifaceted, hierarchical structure. Educational Psychologists, 20, 108-125.
Marsh, H, W. （1986）. Global self-esteem：Its relation to specific facets of self-concept and their importance. Journal of Personality and Social Psychology, 51（6）, 1224-1231.
Marsh, H. W., Byrne, B. M., &; Shavelson, R. J. （1988）. A multifaceted academic self-concept : Its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology, 80, 366-380.
Marsh, H. W., ＆Gouvernet, P. J.（1989）. Multidimensional self-concepts and perceptions of control：Construct validation of responses by children. Journal of Educational Psychology, 81, 57-69.
Marsh, H. W. （1990a）. Self description questionnaire-Ⅰ SDQⅠ Manual. University of Western Sydney, Macarthur.
Marsh, H. W.（1990b）. Self description questionnaire-Ⅱ SDQⅡ Manual. University of Western Sydney, Macarthur.
Marsh, H. W.（1990c）. The self description questionnaire（SDQ）Ⅲ：A theoretical and empirical basis for the measurement of multiple dimensions of late adolescent self-concept: an interim test Manual and a research Monograph. The University of Western Sydney, Australia.
Marsh, H. W., ＆ Craven, R. G.（1991）. Self-concept of young children 5 to 8 of age：Measurement and multidimensional structure .Journal of Educational Psychology,83（3）,377-392.
Marsh, H. W., &; Yeung, A.S. （1997）. Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology, 89, 41-54.
Marsh, H. W., &; Hau, K. T. （1999）. Confirmatory factor analysis: Strategies for small sample sizes, In Hoyle, R. H. （Eds.）, Statistical strategies for small sample research.（pp.251-284）, New Delhi: Sage publications.
Marsh, H. W., Hau, K. T. （2003） Big fish little pond effect on academic self - concept : A cross - cultural （26 -country） test of the negative effects of academically selective schools. American Psychologist , 58（5）, 364 – 376.
Marsh, H. W., Parada, R. H., &; Ayotte, V. （2004）. A multidimensional perspective of relations between self-concept （Self Description Questionnaire II） and adolescent mental health （Youth Self-Report）. Psychological Assessment, 16（1）, 27-41.
Marsh, H. W., Dowson, M., Pietsch, J., &; Walker, R. （2004）. Why multicollinearity
matters: A reexamination of relations between self-efficacy, self-concept, and achievement. Journal of Educational Psychology, 96, 518-522.
Marsh, H. W., Ellise, L. A. Parada, R. H., Richards, G., ＆Heubeck, B. G.（2005）.A short version of the Self Description Questionnaire Ⅱ: Operationalizing criteria for short-form evaluation with new applications of confirmatory factor analyses. Psychological Assesment,17（1）,81-102.
Marsh, H. W., &; Craven, R. G. （2006）. Reciprocal effects of self-concept
and performance from a multidimensional perspective: Beyond seductive
pleasure and unidimensional perspectives. Perspectives on Psychological
Science, 1, 133–163.
Marsh, H. W., Hau, K. T. , Sung, R. Y. T., &; Yu, C. W.（2007）.Childhood obesity, gender, actual–ideal body image discrepancies, and physical self-concept in Hong Kong children: Cultural differences in the value of moderation. Developmental Psychology. 43（3）, 647–662.
Mead, G. H.（1934）. Mind, self, and society: from the standpoint of a social behaviorist. Chicago : University of Chicago Press.
Meece, J. L., Wigfield, A., &; Eccles, J. S. （1990）. Predictors of math anxiety and its
influence on young adolescents’ course enrollment intentions and performance in
mathematics. Journal of Educational Psychology, 82（1）, 60-70.
Myers, D. G. （2009）. Social Psychology （10th ed）. McGraw-Hill Humanities.
Oosterwegel, A.（1993）. The self-system：Development changes between and
within self-concepts. Hillsdale , NJ： Lawrence Erlbaum Associates.
Pajares, F., &; Miller, M. （1994）. Role of self-efficacy and self-concept beliefs in
mathematical problem solving: A path analysis. Journal of Educational Psychology, 86, 193-203.
Pajares, F., &; Miller, M. （1995）. Mathematics self-efficacy and mathematics
performance: The need for specificity of assessment. Journal of Counseling Psychology, 86, 193-203.
Pajares, F., &; Schunk, D. H. （2001）. Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding &; S. Rayner （Eds.）, Self-perception.（pp. 239-266）. London: Ablex Publishing.
Pajares, F., &; Schunk, D. H. （2002）. Self and self-belief in psychology and education: A historical perspective. In J. Aronson &; D. Cordiva （Eds.）, Improving academic achievement: Impact of psychological factors on education. （pp. 3-21）. New York: Academic Press.
Piaget, J.（1970）. Piaget’s theory. In P. H. Mussen （Ed.）, Carmichael’s manual of child psychology.（3rd ed., pp.703-723）. New York: Wiley.
Pietsch, J., Walker, R., &; Chapman, E. （2003）. The relationship among self-concept,
self-efficacy, and performance in mathematics during secondary school. Journal of Educational Psychology, 95, 589-603.
Piers, E. , &; Harris, D. （1969） The Piers-Harris Children's Self-Concept Scale. Nashville, Tenn: Counselor Recordings and Tests
Bornstein, L. L. （1996）. Self-concept, motivation, and academic achievement in a sample of community college students.（Doctoral dissertation, University of Denver, 1996）. UMI Number: 9708420
Raine-Eudy, R. （2000）. Using Structural equation modeling to test for differential reliability and validity： An empirical demonstration. Structural Equation Modeling 7（1）： 124-141.
Rigdon, E. E. （1995）. A necessary and sufficient identification rule for structural models estimated in practice. Multivariate Behavioural Research, 30（3）, 359-383.
Rogers, C. R. （1951）. Client- centered therapy: Its current practice, implications, and theory. London: Constable.
Rosenberg, M. （1986）. Self-concept from middle childhood through adolescence. In Suls, J. （Ed.）, Psychological perspectives on the self （3）, （pp. 107-136）. Hillsdale, NJ: Erlbaum.
Schumacker, R. E., &; Lomax, R. G. （2004）. A beginner’s guide to structual equation modeling. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Sedikides, C., &; Brewer, M. B. （2001）. Individual self, relational self, collective self. Philadelphia, PA: Psychology Press.
Shaffer, D. R., &; Kipp, K. （2009）. Developmental psychology: Childhood &;
adolescence （8th ed）. Belmont , CA : Wadsworth/Cengage Learning.
Shavelson, R. J., Hobner, J. J., ＆ Stanton, G. C.（1976）. Self-concept：Validation of construct interpretations. Review of Educational Research, 46, 407-441.
Shrauger, J. S., ＆Schoeneman, T. J.（1979）. Symbolic integrationist view of self-concept：Through the looking glass darkly. Psychological Bulletin, 86, 549-573.
Song, I. S., ＆ Hattie, J. A. （1986）. Home environment, self-concept and achievement. Journal of Educational Psychology, 76（6）, 1269-1281.
Srull, T. K. ＆ Gaelick, L.（1983）. General principles and individual
differences in the self as a habitual reference point：An examination of self -other judgments of similarity. Social Cognition, 2, 108-121
Stelzl, I. （1986） . Changing a causal hypothesis without changing the fit: Some rules for generating equivalent path models. Multivariate Behavioral Research, 21, 309-331.
Stipek, D. J., Gralinski, J. H., ＆ Kopp, C. B.（1990）. Self-concept development in the toddler years. Developmental Psychology, 26, 972-977.
Tabachnick, B. G.＆ Fidell,L.S.（2007）.Using Multivariate statistics（5th ed.）.Boston, MA：Allyn ＆Bacon.
Tansy, M. E., &; Miller, J. A. （1997）. The invariance of the self -concept construct across White and Hispanic student populations. Journal of Psycho educational Assessment, 15, 4-14.
Tesser, A., Stapel, D. A., &; Wood, J.W.（2002）, Self and motivation: Emerging psychological perspectives. Washington, DC: American Psychological Association.（1st ed） Tomarken, A. J.,&; Waller, N. G. （2003） . Potential problems with well fitting models. Journal of Abnormal Psychology, 112（4）, 578-598.
Tomarken, A. J.,&; Waller, N. G. （2003）. Potential problems with well fitting models. Journal of Abnormal Psychology, 112（4）, 578-598.
Tomarken, A. J.,&; Waller, N. G. （2005）. Structural equation modeling: Strengths, Limitations, and Misconceptions. The Annual Review of Clinical Psychology, 1,31-65.
Turner, J. C. （1982）. Towards a cognitive redefinition of social group. In H. Tajfel
（Ed.）, Social identity and intergroup relation.（pp. 15-40）. Cambridge, England: Cambridge University.
Vispoel, W. P. （1993）. The development and validation of the Arts Self-Perception Inventory for Adolescents. Educational and Psychological Measurement, 53, 1023-1033.
Vispoel, W. P. （1995）. Self-concept in the arts. An extension of the Shavelson model. Journal of Educational Psychology, 87, 134-145.
Wellman, H. M., ＆ Banerje, M. （1991）.Mind and emotion: Children’s understanding of the emotional consequences of beliefs and desires. British Journal of Developmental Psychology, 9, 91-124.
Woolfolk, A.E.（2007）. Educational psychology. Boson, MA: Pearson Education,
Inc.
Wu, P.-C., Kung, H.-Y., &; Wey, S.-C. （2008, October）. Construct validation of the Chinese version of Self-Description Questionnai