林建福 (2011)。從Aristotle德行倫理學到當代品格教育。中等教育,62卷3期,8-37頁。邱皓政(2006)。結構方程模式:LISREL 的理論、技術及應用。臺北市:辰皓國際。
楊智穎(2012)。多元師資培育制度下品格教育課程改革之研究。課程與教學季刊,15卷 2期,71-86頁。周宏室、徐偉庭、陳文長(2011)。運動情境中的道德脫離-社會認知理論取向之新方向。臺灣運動教育學報,6卷2期,19-30頁。周宏室、徐偉庭(2012)。個人與社會責任課程模式之探究。中華體育季刊,26 卷1期,101-108頁。徐偉庭、周宏室、陳文長(2012)。中學生體育課責任概念之探討。課程與教學季刊,15卷3期,165-180頁。黃芳銘(2004)。社會科學統計方法學:結構方程模式。臺北市:五南。
潘義祥(2012)。個人與社會責任模式之研究發展趨向。中華體育季刊,26卷4期,491-498頁。Aelterman, N., Vansteenkiste, M., Van Keer, H., De Meyer, J., Van den Berghe, L., &; Haerens, L. (2013). Development and evaluation of a training on need-supportive teaching in physical education: Qualitative and quantitative findings. Teaching and Teacher Education, 29, 64-75.
Anderson, L. W., Krathwohl, D. R., &; Bloom, B. S. (2000). Taxonomy for learning, teaching, and assessing: A revision of bloom's taxonomy of educational objectives. New York: Longman.
Aoki, T. T. (2005), Toward curriculum inquiry in a new key. In W. F. Pinar, &; R. L. Irwin (Eds.). Curriculum in a New Key: The Collected Works of Ted T. Aoki (pp.89-110), Mahwah, N.J.: Lawrence Erlbaum Associates.
Armour, K. (2011). Sport pedagogy: An introduction for teaching and coaching. London: Prentice Hall.
Ayotte, V., Saucier, J. F., Bowen, F., Laurendeau, M. C., Fournier, M., &; Blais, J. G. (2003). Teaching multiethnic urban adolescents how to enhance their competencies: Effects of a middle school primary prevention program on adaptation. Journal of Primary Prevention, 24, 7-23.
Bachman, C. M., &; Stewart, C. (2011). Self-determination theory and web-enhanced course template development. Teaching of Psychology, 38, 180-188.
Bagozzi, R. P., &; Yi, Y. (1988). On the evaluation of structural equation models. Academic of Marketing Science, 16, 76-94.
Bailey, R. P. (2005). Evaluating the relationship between physical education, sport and social inclusion. Education Review, 57, 71-90.
Bailey, R., Armour, K. Kirk, D., Jess, M., Pickup, I., &; Sandford, R. (2009). The educational benefits claimed for physical education and school sport: An academic review. Research Papers in Education, 24(1), 1-27.
Bandura, A. (1999). Moral disengagement in the perpetration of inhumanities. Personality and Social Psychology Review, 3, 193-209.
Beale, A. K. (2012). Fulfilling the promise of making a difference: creating guards of life with TPSR. International Journal of Aquatic Research and Education, 6, 249-266.
Beaudoin, S. (2012). Using responsibility-based strategies to empower in-service Physical Education and health teachers to learn and implement TPSR. Ágora, 14(2), 161-177.
Beets, M. W., Flay, B. R., Vuchinich, S., Snyder, F. J., Acock, A., &; Li, K. (2009). Using a social and character development program to prevent substance use, violent behaviors, and sexual activity among elementary-school students in Hawaii. American Journal of Public Health, 99, 1438-1445.
Brannon, D. (2008). Character education-A joint responsibility. Education Digest, 73, (8), 56-60.
Browne, M. W., &; Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen, &; J. S. Lang (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
Bryan, C. L., &; Solmon, M. A. (2007). Self-determination in physical education: Designing class environments to promote active lifestyles. Journal of Teaching in Physical Education, 26, 260-278.
Byrne, B. M. (2001). Structural equation modeling with AMOS. Basic concepts, applications, and programming. New Jersey: Lawrence Erlbaum Associates.
Cary, L. J. (2006). Curriculum spaces: Discourse, postmodern theory and educational research. New York: Peter Lang Publishing.
Cecchini, J. A., Montero, J., Alonso, A., Izquierdo, M., &; Contreras, O. (2007). Effects of personal and social responsibility on fair play in sports and self-control in school-aged youths. European Journal of Sport Science, 7(4), 203-211.
Chambers, T. &; Deller, F. (2011). Chances and choices of low-income students in Canada and England: A post-structuralist discussion of early intervention. In A. Kezar (ed.), Recognizing and serving low-income students in higher education: An examination of institutional policies, practices and culture, (pp. 49-71). New York: Routledge.
Chen, A., &; Liu, X. (2009). Task values, cost, and choice decisions in college physical education. Journal of Teaching in Physical Education, 28, 192-213.
Chen, S. Y. (2007). Structural Equation Modeling: Amos. Taipei: Psychological Publishing.
Chen, S., Chen, A., &; Zhu, X. (2012). Are K–12 learners motivated in physical education? A Meta-Analysis. Research Quarterly for Exercise and Sport, 83, 36-48.
Chou, H. S. &; Liu, C. C. (2004). A Study on determinants of attitudes toward physical education in Taiwan. Journal of Physical Education in Higher Education, 6(1), 1-15.
Coakley, J. (2011). Youth Sports: What counts as “positive development?”. Journal of Sport and Social Issues, 35, 306-324.
Coalter, F., Allison, M., &; Taylor. J. (2000). The role of sport in regenerating deprived urban areas. Edinburgh: Scottish Executive Central Research Unit.
Craig, C. J. (2009). Flights from the field and the plight of teacher education: a personal perspective. Journal of Curriculum Studies, 41(5), 605-624.
Danish, S. Forneris, T. Wallace, I. (2005) Sport-based life skills programming in the schools. Journal of Applied School Psychology, 21 (2), 41-62.
DCMS (1999). Policy action team 10: Report to the Social Exclusion Unit-arts and sport. London: HMSO.
Deci, E. L., &; Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Deci, E. L., &; Ryan, R. M. (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.
Deci, E. L., &; Ryan, R. M. (2009). Self-determination theory: A consideration of human motivational universals.. In Corr, Philip J. &; Matthews, Gerald (Eds.), The Cambridge handbook of personality psychology (pp. 441-456). New York: Cambridge University Press.
Deci, E. L., &; Ryan, R. M. (2012). Self-determination theory. In P. A. M. Van Lange, A. W. Kruglanski, &; E. T. Higgins (Eds.), Handbook of theories of social psychology (pp. 416-437). Thousand Oaks, CA: Sage.
DeVellis, R. F. (2003). Scale development: Theory and applications (2nd ed.), Thousand Oaks, CA: Sage.
Dirks, M. A., Treat, T. A., &; Weersing, V. R. (2007). Integrating theoretical, measurement, and intervention models of youth social competence. Clinical Psychology Review, 27, 327-347.
Durlak, J. A., &; Dupre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327-350.
Edmunds, J., Ntoumanis, N., &; Duda, J. L. (2006). A test of self-determination theory in exercise domain. Journal of Applied Social Psychology, 36, 2240-2265.Edwards, R., &; Usher, R. (2008). Globalisation and pedagogy space, place and identity. London: Routledge.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169-189.
Elliot, A. J., &; McGregor, H. A. (2001). A 2 x 2 Achievement Goal Framework. Journal of Personality and Social Psychology, 80, 501-519.
Elliot, A. J., Murayama, K., &; Reinhard, P. (2011). A 3 × 2 achievement goal model. Journal of Educational Psychology, 103(3), 632-648.
Ennis, C. D. (1999). Creating a culturally relevant curriculum for disengaged girls. Sport, Education and Society, 4, 31-49.
Escarti, A., Gutierrez, M., Pascual, C., &; Llopis, R. (2010). Implementation of the personal and social responsibility model to improve self-efficacy during physical education classes for primary school children. International Journal of Psychology and Psychological Therapy, 10, 387-402.
Ferrer-Caja, E., &; Weiss, M. R. (2000). Predictors of intrinsic motivation among adolescent students in physical education. Research Quarterly for Exercise and Sport, 71, 267-279.
Filak, V., &; Sheldon, K. M. (2003). Student psychological need-satisfaction and college teacher-course evaluations. Educational Psychology, 23, 235-247.
Gao, Z., &; Xiang, P. (2008). College students’ motivation toward weight training: An application of expectancy-value model. Journal of Teaching in Physical Education, 27, 399-415.
Gao, Z., Lee, A. M., &; Harrison, L., Jr. (2008). Understanding students’ motivation in sport and physical education: From the expectancy-value model and self-efficacy theory perspectives. Quest, 60, 236-254.
Goodman, G. S. (1999). Alternatives in education: Critical pedagogy for disaffected youth. New York: Peter Lang.
Goudas, M., Biddle, S., &; Fox, K. (1994). Perceived locus of causality, goal orientations, and perceived competence in school physical education classes. British Journal of Educational Psychology, 64, 453-463.
Gordon, B. A. (2003). The Responsibility Model in practice. Presentation at Physical Education New Zealand National Conference Hamilton.
Gordon, B. A. (2010). An examination of the responsibility model in a New Zealand secondary school physical education program. Journal of Teaching in Physical Education, 29, 21-37.
Gordon, B., Thevenard, L., &; Hodis, F. (2011). Teaching for personal and social responsibility. Journal of Physical Education New Zealand, 44(1), 18-21.
Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., &; Resnik, H. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466-474.
Green-Demers, I., Legault, L., Pelletier, D., &; Pelletier, L.G. (2008). Factorial invariance of the academic amotivation inventory across gender and grade in a sample of Canadian high school students. Educational and Psychological Measurement, 68, 862-880.
Hagger, M. S., &; Chatzisarantis, N. L. (2007). Intrinsic motivation and self-determination in exercise and sport. Champaigne, IL: Human Kinetics.
Hagger, M. S., Chatzisarantis, N. L. D., Barkoukis, V., Wang, C. K. J., &; Baranowski, J. (2005). Perceived autonomy support in physical education and leisure-time physical activity: A cross-cultural evaluation of the trans-contextual model. Journal of Educational Psychology, 97, 287-301.
Hammond-Diedrich, K. C. &; Walsh, D. (2006). Empowering youth through a responsibility-based cross-age teacher program: An investigation into impact and possibilities. Physical Educator, 63(3), 134-142.
Hastie, P. A., Rudisill, M. E., &; Wadsworth, D. D. (2013). Providing students with voice and choice: lessons from intervention research on autonomy-supportive climates in physical education. Sport, Education and Society, 18(1), 38-56.
Hayden, L. A. (2012). Developing responsibility using physical activity: A case study of team support. Ágora, 14(2), 264-281.
Hellison, D. (2000). Physical activity programs for underserved youth. Journal of Science and Medicine in Sport, 3(3), 238-242.
Hellison, D. (2003a). Teaching Personal and Social Responsibility. In S. Silverman &; C. Ennis (Eds.), Student learning in physical education (pp. 269-286). Champaign, IL: Human Kinetics.
Hellison, D. (2011). Teaching responsibility through physical activity. (3rd ed.). Champaign, IL: Human Kinetics.
Hellison, D., &; Martinek, T. (2006). Social and individual responsibility programs. In D. Kirk, D. Macdonald, &; M. O’Sullivan (Eds.), The handbook of physical education (pp. 610-626). Thousand Oaks, CA: Sage.
Hellison, D., &; Walsh, D. (2002). Responsibility-based youth programs evaluation: Investigating the investigations. Quest, 54, 292-307.
Hellison, D., &; Wright, P. (2003). Retention in an urban extended day program: A processbased assessment. Journal of Teaching in Physical Education, 22, 369-381.
Hemphill, M. A., Templin, T. J., Wright, P. M. (2013). Implementation and outcomes of a responsibility-based continuing professional development protocol in physical education. Sport, Education and Society. ifirst.
Hodge, K., &; Danish, S. (1999). Promoting life skills for adolescent males through sport. In A. M. Horne &; M. S. Kiselica (Eds.), Handbook of counseling boys and adolescent males: A practitioner’s guide (pp. 55‐71). Thousand Oaks, CA: Sage Publications.
Hooks, B. (2010). Teaching critical thinking: practical wisdom. New York: Routledge.
Hsu, W., Pan, Y., Chou, H., &; Lu, J. H. F. (2013). Measuring students’ responsibility in physical education: Instrument development and validation. Manuscript submitted for publication.
Hsu, W., Pan, M., Chou, H., &; Pan, Y. (2013). Moral disengagement as predictors of student irresponsibility in physical education. Manuscript submitted for publication.
Jackson, D. L., Gillaspy, J. A., &; Purc-Stephenson, R. (2009). Reporting practices in confirmatory factor analysis: An overview and some recommendations. Psychological Methods, 14 (1), 6-23.
Jackson, M., Goldthorpe, J., &; Mills, C. (2005). Education, employers and class mobility. Research in Social Stratification and Mobility, 23, 3-33.
Jang, H., Reeve, J., Ryan, R. M., Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students?. Journal of Educational Psychology, 101, 644-661.
Jenkins, J. M., Garn, A., &; Jenkins, P. (2005). Pre-service teacher observations in peer coaching. Journal of Teaching in Physical Education, 24(1), 2-23.
Jewett, A. E. &; Mullan, M. R. (1977). Curriculum Design: Purposes and Processes in Physical Education Teaching-Learning. VA: AAHPERD
Jewett, A. E., Bain, L. L., & Ennis, C. D. (1995). The curriculum process in physical education. Madison, WI: Brown and Benchmark.
Jones, G. E. (2009). History in the National Curriculum: A lesson in curriculum devolution. Curriculum Journal, 20(4), 331-344.
Joram, E., &; Gabriele, A. J. (1998). Preservice teachers’ prior beliefs: transforming obstacles into opportunities. Teaching and Teacher Education, 14, 175-191.
Jöreskog, K. G., &; Sörbom, D. (1989). LISREL 7: A guide to the program and applications (2nd ed.). Chicago: SPSS Inc.
Juha, A. K., Marja, T. K., Risto, K. T., &; Jarmo, O. L. (2013). Teachers' behavior and pupils' achievement motivation as determinants of intended helping behavior in physical education. Scandinavian Journal of Educational Research, 57, 199-216.
Jung, J., &; Wright, R. (2012). Application of Hellison's responsibility model in South Korea: A multiple case study of at-risk middle school students in physical education. Ágora, 14(2), 140-160.
Katz, I., &; Assor, A. (2007). When choice motivates and when it does not. Educational Psychology Review, 19, 429-442.
Katz, I., Kaplan, A., &; Gueta, G. (2010). Students’ needs, teachers’ support, and motivation for doing homework: A cross-sectional study. The Journal of Experimental Education, 78, 246–267.
Kavussanu, M. (2008). Moral behaviour in sport: a critical review of the literature. International Review of Sport and Exercise Psychology, 1, 124-138.
Kirk, D., Macdonald, D., &; O’Sullivan, M. (2006), The handbook of physical education. Thousand Oaks, CA: Sage.
La Paro, K. M., &; Pianta, R. C. (2000). Predicting children's competence in the early school years: A meta-analytic review. Review of Educational Research, 70, 443-484.
Lauder, H., Brown, P. &; Halsey, A. H. (2009). Sociology of education: A critical history and prospects for the future. Oxford Review of Education, 35(5), 569-585.
Lee, O. (2012). Teacher candidates' implementation of the personal and social responsibility model in field experiences. Physical Educator, 69, 150-170.
Lee, O., &; Martinek, T. (2009). Navigating two cultures: An investigation of cultures of a responsibility-based physical activity program and school. Research Quarterly for Exercise and Sport, 80, 230-240.
Legault, L., Green-Demers, I., &; Pelletier, L.G. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology, 98, 567-582.
Li, W., Wright, P., Rukavina, P. B., Pickering, M. (2008). Measuring students’ perceptions of personal and social responsibility and the relationship to intrinsic motivation in urban physical education. Journal of Teaching in Physical Education, 27, 167-178.
Lim, B. S., &; Wang, C. K. J. (2009). Perceived autonomy support, behavioural regulations in physical education and physical activity intention. Psychology of Sport and Exercise, 10, 52-60.
Liu, J. D., &; Chou, H. S. (2009). Purpose dimensions for physical education of senior high school students. Journal of Physical Education in Higher Education, 11(4), 29-40.
Llewellyn, K. R., Cook, S. A. and Molina, A. (2010). Civic learning: moving from the political to the socially just. Journal of Curriculum Studies, 42(6), 791-812.
Long, J., Welch, M., Bramham, P., Butterfield, J., Hylton, K., &; Lloyd. E. (2002). Count me in: The dimensions of social inclusion through culture, media and sport. Leeds: Leeds Metropolitan University.
Lund, J., &; Tannehill, D. (2005). Standards-Based Curriculum Development in Physical Education. Sudbury, MA: Jones &; Bartlett Publishers Champaign, IL: Human Kinetics.
Macdonald, D. (2003). Curriculum change and the post-modern world: Is the school curriculum-reform movement an anachronism?Journal of curriculum Studies, 35(2), 139-149.
Marsh, C. J. (2009). Key concepts for understanding curriculum. London: Routledge.
Marsh, H. W., Hau, K. T., &; Wen, Z. (2004). In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indices and dangers in overgeneralizing Hu and Bentler’s (1999) findings. Structural Equation Modeling, 11, 320-341.
Marshall, R. J., &; Mardia, K. V. (1985). Minimum norm quadratic estimation of components of spatial covariance. Mathematical Geology, 17, 517-525.
Martinek, T., &; Ruiz, L.M. (2005). Promoting positive youth development through a values-based sport program. International Journal of Sport Science, 1(1), 1-13.
Martinek, T., &; Schilling, T. (2003). Developing compassionate leadership in underserved youth. Journal of Physical Education, Recreation, and Dance, 74, 33-39.
Martinek, T., Schilling, T., &; Johnson (2001). Transferring personal and social responsibility of underserved youth to the classroom. Urban Review, 33, 29-45.
Metzler, M. (2011). Instructional models for physical education (3rd ed.). Scottsdale, AZ: Holcomb Hathaway.
Mouratidis, A., Vansteenkiste, M., Lens, W., &; Sideridis, G. (2008). The motivating role of positive feedback in sport and physical education: Evidence for a motivational model. Journal of Sports and Exercise Psychology, 30, 240-268.
Mowling, C. M., Brock, S. J., &; Hastie, P. A. (2011). African-American children's representation of personal and social responsibility. Sport, Education and Society, 16, 89-109.
Mrugala, K. (2002). Exploratory study of responsibility model practitioners. Unpublished doctor dissertation, University of Illinois at Chicago, Chicago.
Newton, M., Sandberg, J., &; Watson, D. L. (2001). Utilizing adventure education within the model of moral action. Quest, 53, 483-494.
Newton, M., Watson, D. L., Kim, M., &; Beacham, A. O. (2006). Understanding motivation of underserved youth in physical activity settings. Youth and Society, 37, 348-371.
Nicholls, J. G. (1984). Conceptions of ability and achievement motivation. In R. Ames &; C. Ames (Eds.), Research on motivation in education: Student motivation (Vol. 1, pp. 39-73). New York: Academic Press.
Nikos, N., &; Martyn, S. (2009). Morality in Sport: A Self-Determination Theory Perspective. Journal of Applied Sport Psychology, 21(4), 365-380.
Ntoumanis, N. (2001). A self-determination approach to the understanding of motivation in physical education. The British Journal of Educational Psychology, 71, 225-242.
Ntoumanis, N. (2005). A prospective study of participation in optional school physical education based on self-determination theory. Journal of Educational Psychology, 97, 444-453.
Pablo, C. B., Miguel, D. N., &; Amparo, E. C. (2013). Analysis of Teaching Personal and Social Responsibility model-based programmes applied in USA and Spain. Journal of Human Sport and Exercise, 8, 427-441.
Pavey, L., Greitemeyer, T., Sparks, P. (2012). “I help because I want to, not because you tell me to”: Empathy increases autonomously motivated helping. Personality and Social Psychology Bulletin, 38, 681-689.
Pelletier, L. G., Fortier, M. S., Vallerand, R. J., &; Brière, N. M. (2001). Associations among perceived autonomy support, forms of self-regulation, and persistence: A prospective study. Motivation and Emotion, 25, 279-306.
Petitpas, A. J., Cornelius, A. E., Van Raalte, J. L., &; Jones, T. (2005). A framework for planning youth sport programs that foster psychosocial development. The Sport Psychologist, 19, 63-80.
Ping, X., Zan, G., &; McBride, R. E. (2011). Student teachers' use of instructional choice in physical education. Research Quarterly for Exercise and Sport, 82, 482-490.
Pridmore, P. (2007) Adapting the primary-school curriculum for multigrade classes in developing countries: A five-step plan and an agenda for change. Journal of Curriculum Studies, 39(5), 559-576.
Quay, J., &; Peters, J. (2008). Skills, strategies, sport, and social responsibility: Reconnecting physical education. Journal of Curriculum Studies, 40, 601-626.
Ravitch, D. (2000). Left back: A century of failed school reforms. New York: Simon &; Schuster.
Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. The Elementary School Journal, 106, 225-236.
Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44, 159-175.
Reeve, J., Deci, E. L., &; Ryan, R. M. (2004). Self-determination theory: A dialectical framework for understanding the sociocultural influences on student motivation. In D. McInerney &; S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning: Big theories revisited (Vol. 4, pp. 31-59). Greenwich, CT: Information Age.
Reeve, J., Ryan, R., Deci, E. L., &; Jang, H. (2007). Understanding and promoting autonomous selfregulation: A self-determination theory perspective. In D. Schunk &; B. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 223-244). New York: Erlbaum.
Ryan, R. M., Frederick-Recascino, C. M., Lepes, D., Rubio, N., &; Sheldon, K. M. (1997). Intrinsic motivation and exercise adherence. International Journal of Sport Psychology, 28, 335-354.
Ryan, R. M., &; Deci, E. L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In K. R. Wentzel &; A. Wigfield (Eds.), Handbook on motivation at school (pp. 171-196). New York: Routledge.
Sandford, R. A., Armour, K. M., &; Warmington, P. C. (2006). Re-engaging disaffected youth through physical activity programs. British Educational Research Journal, 32, 251-271.
Schiefele, U. (2009). Situational and individual interest. In K. R. Wentzel &; A. Wigfield (Eds.), Handbook of motivation at school (pp. 197-222). New York: Routledge.
Schilling, T, Martinek, T, &; Carson, S. (2007). Youth leaders' perceptions of commitment to a responsibility-based physical activity program. Research Quarterly for Exercise and Sport, 78(2), 48-60.
Schilling, T. (2001). An investigation of commitment among participants in an extended day physical activity program. Research Quarterly for Exercise and Sport, 72(4), 355-365.
Schilling, T., Martinek, T., &; Tan, C. (2002). Fostering youth development through empowerment. In B. Lombardo, K. Castagno, T. Caravella-Nadeau, &; V. Mancini (Eds.), Sport in the 21st century: Alternatives for the new millennium (pp. 169-179). Boston, MA: Pearson Custom Publishing.
Schunk, D. H., &; Pajares, F. (2001). The development of academic self-efficacy. In A. Wigfield &; J. S. Eccles (Eds.), Development of achievement motivation (pp. 16-32). San Diego, CA: Academic Press.
Shen, B., Chen, A., &; Guan, J. (2007). Using achievement goals and interest to predict learning in physical education. Journal of Experimental Education, 75, 89-108.
Shen, B., Li, W., Sun, H., &; Rukavina, P. B. (2010). The influence of inadequate teacher-to-student social support on amotivation of physical education students. Journal of Teaching in Physical Education, 29, 417-432.
Shen, B., McCaughtry, N., Martin, J. J., &; Fahlman, M. (2009). Effects of teacher autonomy support and students' autonomous motivation on learning in physical education. Research Quarterly for Exercise and Sport, 80, 44-53
Shen, B., Wingert, R. K., Li, W., Sun, H., &; Rukavina, P. B. (2010). An amotivation model in physical education. Journal of Teaching in Physical Education, 29, 72-84.
Sherrill, C. (2004).Adapted physical activity,recreation, and sport: Cross disciplinary and lifespan (6th ed.).New York: McGraw-Hill.
Shields, D. L., &; Bredemeier, B. J. L. (2007). Advances in sport morality research. In G. Tenenbaum &; R. C. Eklund (Eds.) Handbook of sport psychology (pp. 662-683). Indianapolis, IN: Wiley.
Siedentop, D. (2002). Sport education: A retrospective. Journal of Teaching in Physical Education, 21(4), 409-418.
Smyth, J. (2001). Critical politics of teachers’ work. New York: Peter Lang.
Solomon, G. B. (2004). A lifespan view of moral development in physical activity. In M. R. Weiss (Ed.). Developmental sport and exercise psychology: A lifespan perspective (pp. 453-474). Morgantown, WV: Fitness Information Technology.
Standage, M., Duda, J. L, &; Ntoumanis, N. (2005). A test of self-determination theory in school physical education. British Journal of Educational Psychology, 75, 411-433.Standage, M., Duda, J. L., &; Ntoumanis, N. (2006). Students’ motivational processes and their relationship to teacher ratings in school physical education: A self-determination theory approach. Research Quarterly for Exercise and Sport, 77, 100-110.
Standage, M., Gillison, F. B., Ntoumanis, N., &; Treasure, D. C. (2012). Predicting Students’ physical activity and health-related well-being: A prospective cross-domain investigation of motivation across school physical education and exercise settings. Journal of Sport &; Exercise Psychology, 34, 37-60.
Standage, M., Sebire, S. J., &; Loney, T. (2008). Does exercise motivation predict engagement in objectively assessed bouts of moderate-intensity exercise behavior? A self-determination theory perspective. Journal of Sport &; Exercise Psychology, 30, 337-352.
Steer, R. (2000). A background to youth disaffection: A review of literature and evaluation findings from work with young people. London: Community Development Foundation.
Sutliff, M., Brown, A., &; Elliot, M. (1999). Developing educational leaders in physical education and health education. Physical Educator, 56, 58-66.
Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M. P. Zanna (Ed.), Advance in experimental social psychology (pp.271-360). San Diego: Academic press.
Vallerand, R. J. (2001). A hierarchical model of intrinsic and extrinsic motivation in sport and exercise. In G. C. Roberts (Ed.), Advance in motivation in sport and exercise social psychology (pp.263-319). Champaign, IL: Human Kinetics.
Vallerand, R. J. (2007). Intrinsic and extrinsic motivation in sport and physical activity: A review and a look at the future. In G. Tenenbaum, &; R. C. Eklund. (Eds.), Handbook of sport psychology (3rd ed., pp. 59-83). New York: John Wiley.
Vallerand, R. J., &; Losier, G. F. (1999). An integrative analysis of intrinsic and extrinsic. Motivation in sport. Journal of applied sport psychology, 11, 142-169.
Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., &; Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy supportive contexts. Journal of Personality and Social Psychology, 87, 246-260.
Vlachopoulos, S. P., Katartzi, E. S., &; Kontou, M. G. (2011). The basic psychological needs in physical education scale. Journal of Teaching in Physical Education, 30, 263-280.
Walsh, D. (2007). Supporting youth development outcomes: An evaluation of a responsibility model-based program. The Physical Educator, 64(1), 48-56.
Walsh, D. (2008). Helping youth in underserved communities envision possible futures: An extension of the teaching personal and social responsibility model. Research Quarterly for Exercise and Sport, 79(2), 209-221.
Walsh, D. (2008). Strangers in a strange land: Using an activity course to teach an alternative curriculum model. Journal of Physical Education, Recreation &; Dance, 7(2), 40-44.
Walsh, D., Ozaeta, J., &; Wright, P. (2010). Transference of responsibility model goals to the school exploring the impact of coaching club program. Physical Education &; Sport Pedagogy, 15(1), 15-28.
Wang, C. K. J., Biddle, S. J. H., &; Elliot, A. (2007). The 2 x 2 achievement goal framework in a physical education context. Psychology of Sport and Exercise, 8, 147-168.
Wang, C. K. J., Liu, W. W., Chatzisarantis, N. L. D., &; Lim, C. B. S. (2010). Influence of perceived motivational climate on achievement goals in physical education: A structural equation mixture modeling analysis. Journal of Sport &; Exercise Psychology, 32, 324-338.
Warburton, V. E., &; Spray, C. M. (2009). Antecedents of approach-avoidance achievement goal adoption in physical education: A longitudinal perspective. Journal of Teaching in Physical Education, 28, 214-232.
Watson, D. L., Newton, M., &; Kim, M. (2003). Recognition of values-based constructs in a summer physical activity program. Urban Review, 35, 217-232.
Whitley, M. A. &; Gould, D. (2011). Psychosocial development in refugee children and youth through the personal-social responsibility model. Journal of Sport Psychology in Action, 1, 118-138.
Wigfield, A., Tonks, S., &; Klauda, S. L. (2009). Expectancy-value theory. In K. R. Wentzel &; A. Wigfield (Eds.), Handbook of motivation at school (pp. 55-76). New York: Routledge.
Wright, E. M., Whitley, M. A., &; Sabolboro, G. (2012). Conducting a TPSR program for an underserved girls’summer camp. Ágora, 14(1), 5-24.
Wright, P. &; Burton, S. (2008). Implementation and outcomes of a responsibility- based physical activity program integrated into an intact high school physical education class. Journal of Teaching in Physical Education, 27, 138-154.
Wright, P. M., White, K. &; Gaebler-Spira, D. (2004). Exploring the relevance of the personal and social responsibility model in adapted physical activity: A collective case study. Journal of Teaching in Physical Education, 23, 71-87.
Wright, P., Li. W, Ding, S., &; Packering, M. (2010). Integrating a personal and social responsibility program into a Wellness course for urban high school students: assessing implementation and educational outcomes. Sport, Education and Society, 12(3), 277-298.
Wright, P., White, K., &; Gaebler-Spira, D. (2004). Exploring the Relevance of the Personal and Social Responsibility Model in Adapted Physical Activity: A Collective Case Study. The Journal of Teaching in Physical Education, 23, 71-87.
Yates, M., &; Youniss, J. (1996). A developmental perspective on community service in adolescence. Social Development, 5(1), 85-111.
Zhang, T., Solmon, M. A., Kosma, M., Carson, R. L., &; Gu, X. (2011). Need support, need satisfaction, intrinsic motivation, and physical activity participation among middle school students. Journal of Teaching in Physical Education, 30, 51-68.
Zins, J. E., &; Elias, M. J. (2006). Social and emotional learning. In G. G. Bear &; K. M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 1-13). Bethesda, MD: National Association of School Psychologists.