:::

詳目顯示

回上一頁
題名:國小學童知覺教師正向領導與學生學習表現關係-自我效能、自我調節的中介效果與感恩特質的調節效果
作者:鍾沛涵
作者(外文):CHUNG, PEI-HAN
校院名稱:國立臺南大學
系所名稱:教育學系教育經營與管理碩博士班
指導教授:丁學勤
學位類別:博士
出版日期:2021
主題關鍵詞:正向領導自我效能自我調節感恩學習表現positive leadershipself-efficacyself- regulationgratitudelearning performance
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:0
  • 點閱點閱:1
一直以來學生的學習表現都是教育的相關人員關心的重大研究議題,不僅它是學習成效的重要指標,也反映國家的教育水平,更是國家競爭力重要指標之一。回顧過去研究,影響國小學生學習表現的因素包括學校老師的因素與學生的個人因素,而學校的教育始於老師,因此若老師能運用正向領導(營造正向氣氛、建立正向關係、善用正向溝通、展現正向意義)來引導學生,對於學生的學習表現有其重要性,因此本研究以教師正向領導為出發。在個人因素上,自我效能是學生相信自身完成學習任務的能力,而自我調節是學生能引導自身思考、建立目標,並高度自律的過程,諸多文獻皆顯示自我效能對於學生的自我調節、學習表現也都有相當正向的影響,在文獻回顧的過程中,自我效能與自我調節皆起源於社會認知理論,強調個人對環境的認知,進而會影響行為表現,於學習表現上可能為強而有力的中介因子,因此本研究也以自我效能與自我調節作為教師正向領導到學習表現的中介變項。感恩特質是一種情緒與態度的表現,有較高的感恩特質的學習者,會喜歡學校、喜歡教師,於學習中較能激發正向的行為表現。然而在文獻回顧的過程中,教師正向領導的效果考慮學生感恩特質的實證研究嚴重短缺,因此,本研究在學生知覺教師正向領導對自我效能、自我調節與學習表現的影響關係上,加入了感恩作為調節變項。本研究母群體為屏東縣國小五年級學生,運用分層隨機立意抽樣方法進行抽樣,並透過問卷調查法來進行資料收集,並以結構方程模式進行模型檢測與假設的檢定分析,此外透過拔靴法檢驗中介效果以確認自我效能與自我調節的中介效果的影響力,最後以教師正向領導與感恩特質之相乘項對自我效能、自我調節與學習表現的影響力驗證感恩特質的調節效果。本實證研究結果如下:首先,證實教師正向領導對學生的自我效能、自我調節與學習表現具有正向的影響。再者,證實學生的自我效能對學生的自我調節具有正向的影響。接者,證實教師正向領導透過學生自我效能與自我調節的正向序列中介提升學生學習表現。最後,證實感恩特質對教師正向領導與自我調節的關係具調節效果。研究結果期能對國小教師在擬定教學策略與從事教學行為時能有所助益,同時也可提供相關建議給教育行政單位參考。
Students’ learning performances had long been a major research topic for education professionals. It not only represents the learning effectiveness, but also reflects the educational level of a country, and is one of the most important indicators of national competitiveness. Reviewing the past studies, the factors that impact the learning performances of elementary school students include teachers and students two domains. School education begins with teachers. If teachers could use positive leadership (creating positive atmosphere, establishing positive relationship, using positive communication, and showing positive meaning) to guide students, it can enhance students' learning performances.
In terms of personal factors, self-efficacy is the student's belief in his or her ability to complete learning tasks, while self-regulation is the process by which students are able to guide their own thinking, establish goals, and be highly self-regulated. Previous studies had shown that self-efficacy has positive affect on both self-regulation and learning performances. In the review of the literature, both self-efficacy and self-regulation are originated from social cognitive theory. This theory emphasizes that individuals’ perception of the environment would affect their behavioral performance, and could have a strong mediating effect on learning performance. Therefore, this study investigated the mediating effects of self-efficacy and self-regulation between positive teacher leadership and student learning performance.
Gratitude is an emotional and attitudinal expression. Learners with higher levels of gratitude are more likely to like school and teachers, and are more likely to exhibit positive behaviors in their learning. However, little empirical research could be found about the effect of student gratitude on positive teacher leadership. Therefore, this study investigated the moderation effect of student gratitude on the relationships among perceived positive teacher leadership, self-efficacy, self-regulation, and learning performances.
The population of this study is the fifth-grade students enrolled in the Pingtung County Elementary School. The data was collected through stratified purposive sampling, and structural equation modeling was used for model and hypothesis testing. Bootstrapping was used to examine the mediation effect between self-efficacy and self-regulation. The moderation effects of student gratitude was determined by the significance of the impact of multiplicative of positive teacher leadership and student gratitude on self-efficacy, self-regulation, and learning performance.
The results of this study were as follows: Firstly, positive teacher leadership had a positive effect on students' self-efficacy, self-regulation, and learning performances. Secondly, students' self-efficacy had a positive effect on students' self-regulation. Thirdly, both self-efficacy and self-regulation have mediation effects between positive teacher leadership and students' learning performances. Finally, student gratitude has moderation effect on the relationship between positive teacher leadership and self-regulation. The results of this study were useful for elementary school teachers in formulating teaching strategies and engaging in teaching behaviors, and could provide relevant suggestions for educational administrations.
中文部分
丁學勤、馮淑真(2019)。國小校長感恩領導的具體作為與對學校的影響。教育行政論壇,11(1),15-52。
王文觀(2012)。追求卓越---以亞里斯多德《尼各馬科倫理學》的德行論作為國小品德教育的倫理學基礎(未出版碩士論文)。輔仁大學,臺北。
王雅奇(2019)。自我調節學習在才能發展上的應用。資優教育論壇,17(2),65-80。
任宗浩、譚克平、張立民(2011)。二階段分層叢集抽樣的設計效應估計:以 TIMSS 2007 調查研究為例。教育科學研究期刊,56(1),33-65。
朱彩馨、彭虹綾(2009)。提昇科技中介學習成效-從個人內在認知因素探討合作學習的學習成效。資訊管理學報,16(1),135-162。
何希慧、彭耀平(2016)。運用學習理論之跨層次與雙面兼具觀點分析台灣大學生最適學習路徑之研究。教育學報,44(1),51-77。
余民寧(2006)。影響學習成就因素的探討。教育資料與研究,73,11-23。
余惠瑄(2019)。國小校長正向領導、教師組織公民行為與學校效能之關係。學校行政,122,37-66。
余舜基(2016)。國小教育機構學習態度、網路學習社群對數學科學習成效模式之建構與驗證。教育學報,44(2),81-99。
吳勁甫(2015)。國小校長正向領導對學校效能影響之研究:教師心理資本的多層次中介效果。教育與心理研究,38(3),1-36。
吳勁甫(2018)。校長正向領導、教師組織公民行為與學校效能關係之後設分析。教育科學期刊,17(2),1-32。
吳宥葶、孫之元、李威儀(2013)。大專院校開放式課程學習者之自我調節問卷研發與編製。國立臺灣科技大學人文社會學報,9(3),189-208。
吳相儀、張聖翎、蕭舒謙、簡晉龍(2018)。感恩到幸福:從復原力探討感恩與心理健康之關係。教育心理學報,50(1),83-106。
吳相儀、陳琬云、黃雅新、林秀玲(2020)。「大學生感恩課程」之教學歷程研究。教育研究集刊,66(1),35-76。
吳清山(2005)。知識管理活化教育發展動能:評介E.Sallis和G.Jones《教育知識管理》。當代教育研究,13(2),229-237。
吳清山(2013)。正向領導。教育研究月刊,230,136-137。
呂秀卿(2016)。以正向領導建構補救教學支持系統之研究。學校行政,103,14-33。
李安明、鄭采珮、劉志昀(2011)。國民小學校長教學領導與學生學習成就之研究。學校行政,75,1-20。
李彥陵(2019)。台中市國民中學學生知覺教師正向領導與自我效能關係之研究(未出版碩士論文)。國立暨南國際大學,南投縣。
李新民、陳密桃(2009)。樂觀/悲觀傾向與心理幸福感之相關研究:以大學在職專班學生為例。教育學刊,32,1-43。
李耀全、丁學勤(2018)。感恩與互惠規範知覺促進利他行為之研究。教育行政論壇,10(1),75-98。
林川田(2015)。感恩類型初探:感恩心理學回顧與展望。高雄行為科學學刊,5,27-45。
林天祐(2005)。優質學校教育指標:學生學習、校園營造與資源統整。教師天地, 134,32-39。
林志哲、葉玉珠(2011)。「大學生感恩量表」 之發展。測驗年刊,58,2-33。
林明地、陳威良(2010)。國民小學校長道德領導對學校組織文化與學生學習表現之 影響。教育學刊,35,129-165
林建德(2017)。佛教感恩觀初探—從印順法師觀點解讀起。法印學報,8,141-168。
林清山、程炳林(1995)。國中生自我調整學習因素與學習表現之關係暨自我調整 的閱讀理解教學策略效果之研究。國立台灣師範大學教育心理與輔導學系教育心理學報,28,15-58。
林貴芬(2015)。學習感恩、留住幸福的青鳥-感恩教育推行策略。學校行政,98,188-206。
林新發(2010)。校長正向領導的策略與技巧。國民教育,50(6),1-7。
姚麗英(2018)。高中校長正向領導與教師創新教學關係之研究。學校行政,114,109-134。
洪惠嘉、危芷芬(2017)。臺灣地區學生自我效能、家長支持與學業成就之內容分析與後設分析研究。市北教育學刊,58,73-107。
紀佩妤(2009)。青少年感恩心測量之研究(未出版碩士論文)。臺北市立大學,臺北。
胡央志(2014)。高職工業類科教師集體效能對學生學習成效影響之研究:以學習自我效能為中介變項。教育研究與發展期刊,10(4),107-136。
范靜媛、葉建宏(2020)。設計自我效能、設計興趣和 STEM 學習表現之相關分析-以時尚設計為例。教育科學研究期刊,65(1),221-246。
翁暄睿(2019)。國民小學校長翻轉領導與學生學習表現之研究。學校行政,122,20-36。
偏遠地區學校分級及認定標準(2021年3月11日)。
國家教育研究院(2021)。學力檢測公布系統之縣市學力檢測簡介。2021年4月17日,取自:http://rap.naer.edu.tw/index.html
常雅珍(2018)。大學生實施感恩教育課程之研究。輔導與諮商學報,40(1),1-24。
張芳全(2020)。國中生學習領域表現因素之研究。學校行政,128,90-119。
張映芬(2019)。國中生內、外在學業希望信念之建構及其相關因素之探討。教育科學研究期刊,64(4),115-144。
張春興(1996)。教育心理學-三化取向的理論與實踐。台北:東華。
教育部(2014)。十二年國民基本教育課程綱要總綱。台北市:教育部。
教育部(2021)。國民小學校別資料。民國110年4月17日,取自:https://depart.moe.edu.tw/ED4500/News_Content.aspx?n=5A930C32CC6C3818&sms=91B3AAE8C6388B96&s=B7F6EA80CA2F63EE
梁茂森(1988)。國中生學習自我效能量表之編制。教育學刊,14,155-192。
連俊瑋、許和莉、許惠媚(2018)。嚴肅遊戲(Serious Game)平台與學習風格配適對學習成效影響之研究。電子商務學報,20(2),217-248。
陳怡炘、巫博瀚(2019)。自我效能、內控信念、性別與教師自主支持對國中生學習興趣的影響: 個人與脈絡因素之多層次分析。課程與教學,22(1),71-99。
陳冠綺(2014)。提供回饋輔助機制於學習者自律學習活動對學習者自我效能、學習態度及學習成效之影響研究(未出版碩士論文)。國立台南大學,台南。
陳春鳳、丁學勤(2018)。教保服務人員的生活滿意度對正向情緒之影響-以感恩為中介變項。教育行政論壇,10(2),15-32。
陳馨怡、吳相儀、陳學志、徐芝君、邱發忠(2013)。「青少年感恩量表」之編製與驗證。測驗學刊,60(3),599-626。
彭耀平、朱艷華、許艷、李慶章(2019)。教師知識移轉與學生導向設計對學生吸收能力與學習成效影響之研究:以學生先備能力為調節變項。教育學報,47(2),103–125。
黃君婷(2015)。醫院主管正向領導、樂觀性格與自我效能關係之研究-以高屏地區為例(未出版碩士論文)。中山大學,高雄市。
黃建皓(2012)。家庭社經地位與班級經營效能對學生自我效能感之影響:階層線性模式分析。教育經營與管理研究集刊,8,107-130。
黃鈺晴、楊鎮華、黃正旭、黃星雅(2013)。應用自我調節學習於英語寫作成效之研究。數位學習科技期刊,5(1),69-85。
廖麗嬌、陳雅雯、辜美安(2019)。正向領導知覺對參與樂齡學習者之學習成效的關係。福祉科技與服務管理學刊,7(1),16-23。
臺中教育大學測驗統計與適性學習研究中心(2021)。縣市學生能力檢測。2021年4月17日,取自:https://saaassessment.ntcu.edu.tw/
趙珮晴、余民寧(2012)。自律學習策略與自我效能、學習興趣、學業成就的相關研究。教育研究集刊,58(3),1-32。
劉美鈴、謝傳崇、翁暄睿(2018)。國小學生知覺教師正向領導對學習表現影響之研究:以教師資通訊科技運用為中介變項。師資培育與教師專業發展期刊,11(3),83-108。
潘怡如、陳雅君、林煥祥(2018)。以科學新聞融入教學提升中學生自我效能及論證能力之探討。科學教育學刊,26(1),71-96。
蔡進雄(2019)。校長的正向心理資本:國民中小學校長感恩量表建構與發展初探。教育科學期刊,18(2),131-157。
蕭銘輝、謝智玲(2016)。青少年的父母管教、自我調節學習策略與學業拖延之研究。教育科學期刊,15(2),121-148。
賴協志(2018)。國民中小學教師正向領導量表之建構與運用:學習領域召集人觀點。教育政策論壇,21(2),131-164。
賴協志、吳清山(2015)。國民中學學習領域召集人正向領導、教師教學省思與創新教學成效關係之研究。課程與教學,18(4),1-27。
戴文雄、王裕德、王瑞、陳嘉苓(2016)。翻轉教學式合作學習對生活科技實作課程學習成效影響之研究。科學教育學刊,24(1),57-88。
謝志偉(2003)。自我調節學習理論之探究。課程與教學,6(3),147-168。
謝亞倫(2014)。運用數位資源輔助分組合作學習對國民中學數學科學習成效之行動研究(未出版碩士論文)。國立交通大學,新竹。
謝傳崇(2011)。校長正向領導激發學校超越表現。師友月刊,529,51-55。
謝傳崇、王瓊滿(2011)。國民小學校長分佈式領導、教師組織公民行為對學生學習表現影響之研究。新竹教育大學教育學報,28(1),35-66。
謝傳崇、李尚儒(2011)。校長分佈式領導對 學生學習表現影響之研究- 以學校知識 創造為中介變項。教育理論與實踐學刊,23,149-181。
謝傳崇、曾文鑑、馬郁婷(2019)。國民小學教師正向領導對學生自尊影響之研究-以家庭結構為調節變項。教育行政論壇,11(1),73-94。
謝傳崇、蔡毓芬、翁暄睿(2018)。國民小學教師正向領導對學生學術樂觀影響之研究-以資通訊科技運用為中介變項。教育行政論壇,10(2),79-96。
謝傳崇、蕭文智(2013)。國民小學校長科技領導與學生學習表現關係之研究:以學校 ICT 運用為中介變項。教育理論與實踐學刊,27,291-324。
謝傳崇、蕭文智、王玉美(2015)。國民小學教師正向領導與學生學習表現關係之研究。學校行政雙月刊,95,81-101。
謝傳崇、謝宜君(2016)。國民小學教師正向領導對學生幸福感影響之研究:以學生 學術樂觀為中介變項。師資培育與教師專業發展期刊,9(3),29-56。
鍾沛涵、丁學勤、陳柏青(2020)。國小學生知覺教師正向領導對學生學術樂觀之影響:以學生感恩為中介變項。教育學誌,44,1-41。
鍾佳靜(2019)學生幸福感之影響-以學生知覺教師正向領導、班級經營管理之探討。元培學報,24,52-65。
鍾雲英(2016)。高中校長正向領導指標建構與實徵分析(未出版博士論文)。國立臺北教育大學,臺北市。
蘇筱婷(2017)。大學生知覺教師正向領導、學生正念與其幸福感關係之研究(未出版博士論文)。國立臺北教育大學,臺北市。


英文部分
Adesola, S. A., & Li, Y. (2018). The relationship between self-regulation, self-efficacy, test anxiety and motivation. International Journal of Information and Education Technology, 8(10), 759-763.
Andres, H. (2020). The role of active teaching, academic self-efficacy, and learning behaviors in student performance. Journal of International Education in Business. 13(2), 221-238.
Antino, M., Gil, R. F., Rodríguez, M. A., & Borzillo, S. (2014). Evaluating positive leadership: Pilot study on the psychometric properties of a reduced version of the positive leadership assessment scale. International Journal of Social Psychology, 29(3), 589-608.
Antoniou, A. S., Geralexis, I., & Charitaki, G. (2017). Special educators’ teaching self-efficacy determination: A quantitative approach. Psychology, 8(11), 1642-1656.
Arakawa, D., & Greenberg, M. (2007). Optimistic managers and their influence on productivity and employee engagement in a technology organisation: Implications for coaching psychologists. International Coaching Psychology Review, 2(1), 78-89.
Au, E. W. (2015). Locus of control, self-efficacy, and the mediating effect of outcome control: Predicting course-level and global outcomes in an academic context. Anxiety, Stress, & Coping, 28(4), 425-444.
Azevedo, A. S., Dias, P. C., Salgado, A., Guimaraes, T., Lima, I., & Barbosa, A. (2012). Relacionamento professor-aluno e auto-regulação da aprendizagem no 3º ciclo do ensino medio portugues. Paideia (Ribeirao Preto), 22(52), 197-206.
Bagozzi, R. P., & Edwards, J. R. (1998). A general approach for representing constructs in organizational research. Organizational Research Methods, 1(1), 45-87.
Bailey, S. F., Barber, L. K., & Justice, L. M. (2018). Is self-leadership just self-regulation? Exploring construct validity with HEXACO and self-regulatory traits. Current Psychology, 37(1), 149-161.
Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359-373.
Bandura, A. (1995). Self-efficacy in changing societies. Cambridge: Cambridge University Press.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307-337). New York: Information Age Publishing.
Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. L. (2009). Measuring self-regulation in online and blended learning environments. Internet & Higher Education, 12(1), 1-6.
Benito, A., Canteri, K., Grimley, M., Khanka, S., Lajud, D. C., Moreno, M. A., Morley, S., Paul, N., & Vasu, T. (2018). Introducing positive leadership in the teaching & learning process of higher education. International Journal of Arts and Social Science, 1(2), 33-42.
Benito, A., Jiménez, B. M., Lajud, D. C., Moreno, M. A., & Muñoz, S. J. A. (2019). Expanding the limits of positive leadership into the world of higher education. International Journal of Learning, Teaching and Educational Research, 18(2), 29-42.
Blanch, J., Gil, F., Antino, M., & Rodríguez, M. A. (2016). Positive leadership models: theoretical framework and research. Psychologist Papers, 37(3), 170-176.
Boekestein, W. (2016). Positive leadership: Leading like Jesus (not Rehoboam). Puritan Reformed Journal, 8(2), 139-157.
Bollen, K. A., & Stine, R. A. (1992). Bootstrapping goodness-of-fit measures in structural equation models. Sociological Methods & Research, 21(2), 205-229.
Bono, G., Emmons, R. A., & McCullough, M. E. (2004). Gratitude in practice and the practice of gratitude. In P. A. Linley & S. Joseph (Eds.), Positive psychology in practice (pp. 464-481). New Jersey: John Wiley & Sons, Inc., Hoboken.
Bradley, R. L., Browne, B. L., & Kelley, H. M. (2017). Examining the influence of self-efficacy and self-regulation in online learning. College Student Journal, 51(4), 518-530.
Briggs, N. E. (2006). Estimation of the standard error and confidence interval of the indirect effect in multiple mediator models (Unpublished doctoral dissertation). The Ohio State University, Columbus.
Broeren, M., Heijltjes, A., Verkoeijen, P., Smeets, G., & Arends, L. (2021). Supporting the self-regulated use of retrieval practice: A higher education classroom experiment. Contemporary Educational Psychology, 64, 1-12.
Brown J. M. (1998). Self-regulation and the addictive behaviors. In W. R. Miller & N. Heather (Eds.), Treating addictive behaviors (2nd ed., pp. 61-73). New York: Plenum.
Brown, A. L., Campione, J. C., & Day, J. D. (1981). Learning to learn: On training students to learn from texts. Educational Researcher, 10(2), 14-21.
Brown, J. M., Miller, W. R., & Lawendowski, L. A. (1999). The Self-regulation questionnaire. In L. Vandecreek & T. L. Jackson (Eds.), Innovations in clinical practice: A source book (pp. 281-293). Sarasota, FL: Professional Resources Press.
Cakiroglu, U., & Ozturk, M. (2017). Flipped classroom with problem based activities: Exploring self-regulated learning in a programming language course. Educational Technology & Society, 20(1), 337-349.
Cameron, K. (2008). Positive leadership: Strategies for extraordinary performance. San Francisco, CA: Berrett-Koehler.
Cameron, K. (2012). Positive leadership: Strategies for extraordinary performance (2nd). San Francisco, CA: Berrett-Koehler.
Carey, K. B., Neal, D. J., & Collins, S. E. (2004). A psychometric analysis of the self-regulation questionnaire. Addictive Behaviors, 29(2), 253-260.
Carpenter, S. K., Lund, T. J. S., Coffman, C. R., Armstrong, P. I., Lamm, M. H., & Reason, R. D. (2016). A classroom study on the relationship between student achievement and retrieval-enhanced learning. Educational Psychology Review, 28(2), 353-375.
Chang, D., & Chien, W. C. (2015, April). Determining the relationship between academic self-efficacy and student engagement by meta-analysis. 2015 2nd International Conference on Education Reform and Modern Management (ERMM 2015), Hong Kong, Atlantis Press.
Chemers, M. M., Hu, L., & Garcia, B. F. (2001). Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology, 93, 55-64.
Chen, C. M., Chen, L. C., & Yang, S. M. (2019). An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation. Computer Assisted Language Learning, 32(3), 237-260.
Chen, C. Y., Tsai, S. S., Chen, H. W., & Wu, H. T. (2016). The relationship between the principal’s positive leadership and school effectiveness-take school organizational culture as the mediator. European Journal of Psychological Research, 3(2), 12-23.
Chen, Y. H., & Lin, Y. J. (2018). Validation of the short self-regulation questionnaire for Taiwanese college students (TSSRQ). Frontiers in Psychology, 9, 1-10.
Cheng, K. H., & Tsai, C. C. (2011). An investigation of Taiwan university students’ perceptions of online academic help seeking, and their web-based learning self-efficacy. The Internet and Higher Education, 14, 150-157.
Cherkowski, S., & Walker, K. (2018). Teacher wellbeing: Noticing, nurturing, and sustaining flourishing in schools. Burlington, ON: Word and Deed Press.
Chin, W. W. (1998). Issues and opinion on structural equation modeling. Management Information Systems Quarterly, 22 (1), 7-16.
Code, J. (2020). Agency for learning: Intention, motivation, self-efficacy and self-regulation. Frontiers in Education, 5, 1-15.
Datu, J. A. D., & Mateo, N. J. (2020). Character strengths, academic self-efficacy, and well-being outcomes in the Philippines: A longitudinal study. Children and Youth Services Review, 119, 1-9.
Datu, J. A. D., & Yuen, M. (2020). Students’ connectedness is linked to higher gratitude and self-efficacy outcomes. Children and Youth Services Review, 116, 1-8.
Demetriou, A. (2000). Organization and development of self-understanding and self-regulation: Toward a general theory. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 209-251). San Diego, CA: Academic Press.
Demir, O. (2015). The investigation of E-learning readiness of students and faculty members: Hacettepe unıversity faculty of education example (Unpublished master dissertation). Hacettepe University, Ankara.
De-Ridder, D. T. D., Lensvelt-Mulders, G., Finkenauer, C., Stock, F. M., & Baumeister, R. F. (2012). Taking stock of self-control: A meta-analysis of how trait self-control relates to a wide range of behaviors. Personality and Social Psychology Review, 16, 76-99.
Donaldson, S. I., & Ko, I. (2010). Positive organizational psychology, behavior, and scholarship: A review of the emerging literature and evidence base. Journal of Positive Psychology, 5, 171-199.
Dong, Z. S., Wei, C. W., Lan, X. N., & Mo, L. X. (2017). The influence of gratitude on learning engagement of left-at-home children in minority areas of eastern guangxi: The mediating effect of psychological resilience. Chinese Journal of School Health, 38(4), 598-600.
Doren, B., Gau, J. M., & Lindstrom, L. E. (2012). The relationship between parent expectations and postschool outcomes of adolescents with disabilities. Exceptional Children, 79(1), 7-23.
Emmons, R. A., & McCullough, M. E. (2003). Counting blessings verus burdens: An experimental investigation of gratitude and subjective well-being in daily life. Journal of Personality and Social Psychology, 84, 377-389.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.
Fredrickson, B. L. (2004). Gratitude, like other positive emotions, broadens and builds. In R. A. Emmons, & M. E. McCullough (Eds.), The psychology of gratitude (pp. 145-166). New York: Oxford University Press.
Gaeta, M., Gaeta, L., & Rodriguez, M. (2021). The impact of COVID-19 home confinement on Mexican university students: Emotions, coping strategies, and self-regulated learning. Frontiers in Psychology, 12, 1-12.
Gardner, R. G., Harris, T. B., Li, N., Kirkman, B. L., Mathieu, J. E. (2017). Understanding “It depends” in organizational research: A theory-based taxonomy, review, and future research agenda concerning interactive and quadratic relationships. Organizational Research Methods, 20(4), 610-638.


Garg, N. (2020). Exploring role of gratitude in developing teacher leadership in Indian universities. International Journal of Educational Management, 34(5), 881-901.
Garg, N., & Gera, S. (2019). Gratitude and leadership in higher education institutions: Exploring the mediating role of social intelligence among teachers. Journal of Applied Research in Higher Education, 12(5), 915-926.
Garg, N., Jain, A., & Punia, B. K. (2020). Gratitude, social intelligence, and leadership among university teachers: Mediation and moderation analysis. International Journal of Organizational Analysis, 29(2), 368-388.
Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Research, 33(3), 3-13.
Goleman, D., & Senge, P. (2014). The triple focus. Reflections, 14(1), 31-34.
Guay, F., Ratelle, C. F., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology/Psychologie Canadienne, 49(3), 233-240.
Gumusluoglu, L., & Ilsev, A. (2009). Transformational leadership, creativity and organizational innovation. Journal of Business Research, 62(4), 461-473.
Gurcay, D., & Ferah, H. O. (2018). High school students’ critical thinking related to their metacognitive self-regulation and physics self-efficacy beliefs. Journal of Education and Training Studies, 6(4), 125-130.
Hair, J. F. Jr., Anderson, R. E., Tatham, R. L., & Black, W. C. (2010). Multivariate data analysis (7th ed.). Englewood Cliffs, NJ: Prentice Hall.
Hair, Jr. J. F., Anderson, R. E., Tatham, R, L., & Black, W. C. (1998). Multivariate data analysis (5th ed.). Englewood Cliffs, NJ: Prentice Hall.
Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76(4), 408-420.
Hayes, A. F. (2012). PROCESS: A versatile computational tool for observed variable mediation, moderation, and conditional process modeling [White paper]. Retrieved July 16, 2021, from http:// www.afhayes.com/public/process2012.pdf
Hayes, A. F., & Preacher, K. J. (2013). Conditional process modeling: Using structural equation modeling to examine contingent causal processes. In G. R. Hancock & R. O. Mueller (Eds.), Structural equation modeling: A second course (pp. 219-266). IAP Information Age Publishing.
Henson, R. K., Kogan, L. R., & Vacha-Haase, T. (2001). A reliability generalization study of the teacher efficacy scale and related instruments. Educational and Psychological Measurement, 61, 404-420.
Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
Howells, K. (2014). An exploration of the role of gratitude in enhancing teacher-student relationships. Teaching and Teacher Education, 42, 58-67.
Hutchins, H. M. (2004). Enhancing skill maintenance through relapse prevention strategies: A comparison of two models (Unpublished doctoral dissertation). University of North Texas, Denton.
Jansen, M., Scherer, R., & Schroeders, U. (2015). Students' self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes. Contemporary Educational Psychology, 41, 13-24.
Jin, G., & Wang, Y. (2019). The influence of gratitude on learning engagement among adolescents: The multiple mediating effects of teachers' emotional support and students’ basic psychological needs. Journal of Adolescence, 77, 21-31.
Kanfer, F. H. (1970). Self-regulation: Research, issues, and speculation. In C. Neuringer & J. L. Michael (Eds.), Behavior modification in clinical psychology (pp. 178-220). New York: Appleton-Century-Crofts.
Kelloway, E. K., Weigand, H., McKee, M. C., & Das, H. (2013). Positive leadership and employee well-being. Journal of Leadership & Organizational Studies, 20(1), 107-117.
King, R. B., & Datu, J. A. D. (2018). Grateful students are motivated, engaged and successful in school: Cross-sectional, longitudinal, and experimental evidence. Journal of School Psychology, 70, 105-122.
Kline, T. (2005). Psychological testing: A practical approach to design and evaluation. Sage Publications.
Ladd, K. (2014). Positive leadership principles for women. Eugene, OR: Harvest House.
Lai, C. L., Hwang, G. J., & Tu, Y. H. (2018). The effects of computer-supported self-regulation in science inquiry on learning outcomes, learning processes and self-efficacy. Educational Technology Research and Development, 66(4), 863-892.
Li, D., Zhang, W., Li, X., Li, N., & Ye, B. (2012). Gratitude and suicidal ideation and suicide attempts among Chinese adolescents: Direct, mediated and moderated effects. Journal of Adolescence, 35(1), 55-66.
Li, L., & Liu, Y. (2020). An integrated model of principal transformational leadership and teacher leadership that is related to teacher self-efficacy and student academic performance. Asia Pacific Journal of Education, 1-18.
Lindell, M. K., & Whitney, D. J. (2001). Accounting for common method variance in cross-sectional research designs. Journal of Applied Psychology, 86, 114-121.
Louis, K. S., & Murphy, J. (2017). Trust, caring and organizational learning: The leader’s role. Journal of Educational Administration, 55(1), 103-126.
Ludwig, K., & Rauch, W. A. (2018). Associations between physical activity, positive affect, and self-regulation during preschoolers' everyday lives. Mental Health and Physical Activity, 15, 63-70.
Luthans, F., Luthans, K., Hodgetts, R. M., & Luthans, B. (2001). Positive approach to leadership (PAL) implications for today’s organizations. Journal of Leadership Studies, 8, 3-20.
MacKinnon, D. P. (2008). Introduction to statistical mediation analysis. Routledge, New York: Psychology.
MacKinnon, D. P., Lockwood, C. M., & Williams, J. (2004). Confidence limits for the indirect effect: Distribution of the product and resampling methods. Multivariate Behavioral Research, 39, 99-128.
Mahipalan, M., & Sheena, S. (2019). Workplace spirituality and subjective happiness among high school teachers: Gratitude as a moderator. Explore, 15(2), 107-114.
Masrek, M. N., & Zainol, N. Z. M. (2015). The relationship between knowledge conversion abilities and academic performance. Procedia-Social and Behavioral Sciences, 174, 3603-3610.
Mayer, R. E. (1987). Cognitive aspects of learning and using a programming language. In J. M. Carroll & M B Rosson (Eds.), Interfacing thought: cognitive aspects of human-computer interaction (pp. 61-79). Cambridge, Massachusetts London, England: A Bradford Book The MIT Press.
McCullough, M. E., Emmons, R. A., & Tsang, J. A. (2002). The grateful disposition: A conceptual and empirical topography. Journal of Personality and Social Psychology, 82, 112-127.
Mccullough, M. E., Kilpatrick, S. D., Emmons, R. A., & Larson, D. B. (2001). Is gratitude a moral affect? Psychological Bulletin, 127, 249-266.
McCullough, M. E., Tsang, J., & Emmons, R. A. (2004). Gratitude in intermediate affective terrain: Links of grateful moods to individual differences and daily emotional experience. Journal of Personality and Social Psychology, 86(2), 295-309.
Miller, W. R., & Brown, J. M. (1991). Self-regulation as a conceptual basis for the prevention and treatment of addictive behaviors. In N. Heather, W. R. Miller, & J. Greely (Eds.), Self-control and the addictive behaviours (pp. 3-79). Sydney, Australia: Maxwell Macmillan.
Moores, T. T., & Chang, J. C. J. (2006). Ethical decision making in software piracy: Initial development and test of a four-component model. MIS Quarterly, 167-180.
Müller, N. M., & Seufert, T. (2018). Effects of self-regulation prompts in hypermedia learning on learning performance and self-efficacy. Learning and Instruction, 58, 1-11.
Oksenberg, L., Cannell, C. & Kalton, G. (1991). New strategies for pretesting survey questions. Journal of Official Statistics, 7(3), 349-365.
Organisation for Economic Co-operation and Development. [OECD] (2010). PISA 2009 results: What students know and can do: Student performance in reading, mathematics and science (Volume I). Paris: OECD.
Organization for Economic Co-operation and Development. (2006). Assessing scientific, reading and mathematical literacy: A framework for PISA 2006. Paris: OECD.
Panadero, E. (2011). Instructional help for self-assessment and self-regulation: Evaluation of the efficacy of self-assessment scripts vs. rubrics. (Unpublished doctoral dissertation). Madrid: Universidad Autónoma de Madrid, Spain.
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422-449.
Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74-98.
Park, N., & Peterson, C. (2006). Moral competence and character strengths among adolescents: The development and validation of the values in action inventory of strengths for Youth. Journal of Adolescence, 29, 891-905.
Paterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A classification and handbook. DC: American Psychological Association.
Pekrun, R., Gotz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105.
Pham, Q. T., & Huynh, M. C. (2018). Learning achievement and knowledge transfer: The impact factor of E-learning system at Bach Khoa University, Vietnam. International Journal of Innovation, 6(3), 194-206.
Pichardo, M. C., Justicia, F., De-la-Fuente, J., Martínez, V. J. M., & Berbén, A. B. (2014). Factor structure of the self-regulation questionnaire (SRQ) at Spanish Universities. The Spanish Journal of Psychology, 17(6), 1-8.
Pike, G. R., Kuh, G. D., McCormick, A. C., Ethington, C. A., & Smart, J. C. (2011). If and when money matters: The relationships among educational expenditures, student engagement and students’ learning outcomes. Research in Higher Education, 52(1), 81-106.
Pike, G. R., Smart, J. C., & Ethington, C. A. (2012). The mediating effects of student engagement on the relationships between academic disciplines and learning outcomes: An extension of Holland’s theory. Research in Higher Education, 53(5), 550-575.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). San Diego: Academic Press.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407.
Pintrich, P. R., & De-Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Columbus, OH: Merrill-Prentice Hall.
Pintrich, P. R., Smith, D. A., García, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801-813.
Preacher, K. J., Rucker, D. D., & Hayes, A. F. (2007). Addressing moderated mediation hypotheses: Theory, methods, and prescriptions. Multivariate Behavioral Research, 42(1), 185-227.
Ramdas, S. K., & Patrick, H. A. (2019). Positive leadership behaviour and flourishing: The mediating role of trust in information technology organizations. South Asian Journal of Human Resources Management, 6(2), 258-277.
Ramdass, D., & Zimmerman, B. J. (2011). Developing self-regulation skills: The importance role of homework. Journal of Advanced Academics, 22(2), 194-218.
Roberts, R. C. (2004). The blessings of gratitude: A conceptual analysis. In R. A. Emmons & M. E. McCullough (Eds.), The psychology of gratitude (pp. 58-78). New York: Oxford University Press.
Rosenberg, E. L. (1998). Levels of analysis and the organization of affect. Review of General Psychology, 2(3), 247-270.
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1), 111-139.
Schunk, D. H. (1981). Modeling and attributional effects on children’s achievement: A self-efficacy analysis. Journal of Educational Psychology, 73(1), 93.
Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32, 195-208.
Schunk, D. H., & Zimmerman, B. J. (2006). Competence and control beliefs: Distinguishing the means and ends. In P. A. Alexander, & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp.349-367). Mahwah, NJ: Lawrence Erlbaum Associates.
Schunk, D. H., & Zimmerman, B. J. (2012). Motivation and self-regulated learning: Theory, research, and applications. Oxford, UK: Routledge.
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments. Computers & Education, 55(4), 1721-1731.
Shih, Y. C., Huang, P. R., Hsu, Y. C., & Chen, S. Y. (2012). A complete understanding of disorientation problems in Web-based learning. The Turkish Online Journal of Educational Technology, 11(3), 1-13.
Su, Y., Zheng, C., Liang, J. C., & Tsai, C. C. (2018). Examining the relationship between English language learners’ online self-regulation and their self-efficacy. Australasian Journal of Educational Technology, 34(3), 105-121.
Sun, Z., Xie, K., & Anderman, L. H. (2018). The role of self-regulated learning in students’ success in flipped undergraduate math courses. The Internet and Higher Education, 36, 41-53.
Swan, K. (2003). Learning effectiveness online: What the research tells us. In J. Bourne & J. C. Moore (Eds.), Elements of quality online education, practice and direction (pp. 13-45). Needham, MA: Sloan Center for Online Education.
Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. Washington, DC: American Psychological Association.
Wang, S. L., & Hwang, G. J. (2012). The role of collective efficacy, cognitive quality, and task cohesion in computer-supported collaborative learning (CSCL). Computers & Education, 58(2), 679-687.
Watkins, P. C., Van-Gelder, M., & Frias, A. (2009). Furthering the science of gratitude. In R. Snyder & S. Lopez (Eds.), The Oxford handbook of positive psychology (2nd ed, pp. 437-445). New York: Oxford University Press.
Watkins, P. C., Woodward, K., Stone, T., & Kolts, R. L. (2003). Gratitude and happiness: Development of a measure of gratitude and its relationship with subjective well-being. Social Behavior and Personality, 31(5), 431-452.
Wilhite, S. C. (1990). Self-efficacy, locus of control, self-assessment of memory ability and study activities as predictors of course achievement. Journal of Educational Psychology, 82, 696-700.
Williams, J., & MacKinnon, D. P. (2008). Resampling and distribution of the product methods for testing indirect effects in complex models. Structural Equation Modeling, 15, 23-51.
Winne, P., & Hadwin, A. (2008). The weave of motivation and self-regulated learning. In D. Schunk, & B. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp.297-314). New York: Routledge.
Wood, A. M., Froh, J. J., & Geraghty, A. W. A. (2010). Gratitude and well-being: A review and theoretical integration. Clinical Psychology Review, 30(7), 890-905.
Wood, A. M., Maltby, J., Stewart, N., & Joseph, S. (2008). Conceptualizing gratitude and appreciation as a unitary personality trait. Personality and Individual Differences, 44(3), 621-632.
Wu, H. M., & Mok, M. M. C. (2019). The validity of personal best, self-efficacy, self-regulated learning, and academic achievement: Theory of planned behavior as a framework. Psychological Testing, 66(3), 321-346.
Yang, T. C., Chen, M. C., & Chen, S. Y. (2018). The influences of self-regulated learning support and prior knowledge on improving learning performance. Computers & Education, 126, 37-52.
Yorra, M. L. (2014). Self-efficacy and self-esteem in third-year pharmacy students. American Journal of Pharmaceutical Education, 78(7), 1-5.
Yuen, M. T., Hui, E. K. P., Lau, P. S. Y., Chan, R. M. C., Gysbers, N. C., Shea, P. M. K., & Leung, T. K. M. (2006). Life skills development among upper primary students in Hong Kong: A brief report. Hong Kong, China: Life Skills Development Project, Faculty of Education, University of Hong Kong.
Yusuf, M. (2011). Investigating relationship between self-efficacy, achievement motivation and self-regulated learning strategies of undergraduate students: A study of integrated motivational models. Procedia-Social and Behavioral Sciences, 15, 2614-2617.
Zhen, R., Liu, R. D., Ding, Y., Jiang, R., Jiang, S., & Hong, W. (2021). Gratitude and academic engagement among primary students: Examining a multiple mediating model. Current Psychology, 40(5), 1-9.
Ziegler, A., Stoeger, H., & Grassinger, R. (2011). Actiotope model and self-regulated learning. Psychological Test and Assessment Modeling, 53(1), 161-179.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91.
Zimmerman, B. J., & Kitsantas, A. (2014). Comparing students’ self-discipline and self-regulation measures and their prediction of academic achievement. Contemporary Educational Psychology, 39(2), 145–155.
Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learner: Beyond achievement to self-efficacy. Washington, DC: American Psychological Association.
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top