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題名:學業情緒為中介的自我調整學習模式之檢驗:以數學領域為例
書刊名:當代教育研究
作者:江民瑜
作者(外文):Chiang, Min-yu
出版日期:2013
卷期:21:3
頁次:頁113-150
主題關鍵詞:自我決定動機自我調整學習策略知覺教師自主支持學業情緒Academic emotionPerception of teacher's autonomy supportSelf-determination motivationSelf-regulated learning strategy
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(13) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:13
  • 共同引用共同引用:75
  • 點閱點閱:64
期刊論文
1.Jang, H.、Reeve, J.、Deci, E. L.(2010)。Engaging students in learning activities: It is not autonomy support or structure but autonomy and structure。Journal of Educational Psychology,102(3),588-600。  new window
2.Lepper, Mark R.、Corpus, Jennifer Henderlong、Iyengar, Sheena S.(2005)。Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates。Journal of Educational Psychology,97(2),184-196。  new window
3.De Bilde, J.、Vansteenkiste, M.、Lens, W.(2011)。Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory。Learning and Instruction,21,332-344。  new window
4.Mouratidis, A. A.、Vansteenkiste, M.、Sideridis, G.、Lens, W.(2011)。Vitality and interest-enjoyment as a function of class-to-class variation in needsupportive teaching and pupils’ autonomous motivation。Journal of Educational Psychology,103,353-366。  new window
5.Hall, R. J.、Snell, A. F.、Foust, M. S.(1999)。Item Parceling Strategies in SEM: Investigating the Subtle Effects of Unmodeled Secondary Constructs。Organizational Research Methods,2(3),233-256。  new window
6.Vansteenkiste, M.、Zhou, M.、Lens, W.、Soenens, B.(2005)。Experiences of Autonomy and Control among Chinese Learners: Vitalizing or Immobilizing?。Journal of Educational Psychology,97(3),468-483。  new window
7.Black, A. E.、Deci, E. L.(2000)。The effects of instructor's autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective。Science Education,84,740-756。  new window
8.Vansteenkiste, M.、Lens, W.、Deci, E. L.(2006)。Intrinsic versus Extrinsic Goal Contents in Self-determination Theory: Another Look at the Quality of Academic Motivation。Educational Psychologist,41(1),19-31。  new window
9.Reeve, J.、Jang, H.(2006)。What teachers say and do to support students' autonomy during a learning activity。Journal of Educational Psychology,98(1),209-218。  new window
10.蘇嘉鈴、程炳林(20050600)。國中生行動導向、目標導向與動機調整策略之關係。教育心理學報,36(4),395-415。new window  延伸查詢new window
11.Soenens, B.、Vansteenkiste, M.(2005)。Antecedents and outcomes of self-determination in 3 life domains: The role of parents' and teachers' autonomy support。Journal of Youth and Adolescence,34(6),589-604。  new window
12.林宴瑛、程炳林(20071200)。個人目標導向、課室目標結構與自我調整學習策略之潛在改變量分析。教育心理學報,39(2),173-194。new window  延伸查詢new window
13.Pintrich, P. R.(1999)。Taking Control of Research on Volitional Control: Challenges for Future Theory and Research。Learning and Individual Differences,11(3),335-355。  new window
14.Wolters, C. A.(2003)。Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning。Educational Psychologist,38(4),189-205。  new window
15.Ryan, R. M.、Connell, J. P.(1989)。Perceived Locus of Causality and Internalization: Examining Reasons for Acting in Two Domains。Journal of Personality and Social Psychology,57(5),749-761。  new window
16.Williams, L. J.、Edwards, J. R.、Vandenberg, R. J.(2003)。Recent advances in causal modeling methods for organizational and management research。Journal of Management,29(6),903-936。  new window
17.施淑慎(20080600)。學習情境中之自主支持與國中生成就相關歷程間關係之探討。教育與心理研究,31(2),1-26。new window  延伸查詢new window
18.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(2),246-260。  new window
19.Edwards, Jeffrey R.、Lambert, Lisa Schurer(2007)。Methods for integrating moderation and mediation: A general analytical framework using moderated path analysis。Psychological Methods,12(1),1-22。  new window
20.Eccles, Jacquelynne S.、Wigfield, Allan(2002)。Motivational Beliefs, Values, and Goals。Annual Review of Psychology,53(1),109-132。  new window
21.Bandalos, Deborah L.(2002)。The effects of item parceling on goodness-of-fit and parameter estimate bias in structural equation modeling。Structural Equation Modeling,9(1),78-102。  new window
22.Wigfield, Allan、Eccles, Jacquelynne S.(2000)。Expectancy-value theory of achievement motivation。Contemporary Educational Psychology,25(1),68-81。  new window
23.Pekrun, Reinhard(2006)。The Control-value theory of achievement emotions: assumptions, corollaries, and implications for educational research and practice。Educational Psychology Review,18(4),315-341。  new window
24.Bagozzi, Richard P.、Yi, Youjae(1988)。On the Evaluation of Structural Equation Models。Journal of the Academy of Marketing Science,16(1),74-94。  new window
25.Maas, Cora J. M.、Hox, Joop J.(2005)。Sufficient sample sizes for multilevel modeling。Methodology: European Journal of Research Methods for the Behavioral and Social Sciences,1(3),86-92。  new window
26.Pekrun, Reinhard、Goetz, Thomas、Titz, Wolfram、Perry, Raymond P.(2002)。Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research。Educational Psychologist,37(2),91-105。  new window
27.McDonald, Roderick P.、Ho, Moon-Ho Ringo(2002)。Principles and practice in reporting structural equation analyses。Psychological Methods,7(1),64-82。  new window
28.Ryan, Richard M.、Deci, Edward L.(2000)。Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions。Contemporary Educational Psychology,25(1),54-67。  new window
學位論文
1.彭淑玲(2010)。創造力動機歷程模式:未來目標、課室目標結構、自我決定動機、自我調整學習策略與創造力之關係(博士論文)。國立臺灣師範大學,臺北市。new window  延伸查詢new window
2.賴姿因(2005)。國中生學習動機歷程之分析(碩士論文)。國立成功大學,臺南市。  延伸查詢new window
3.李俊青(2007)。學業情緒歷程模式之分析(碩士論文)。國立成功大學。  延伸查詢new window
4.陳秀惠(2010)。國中生自我決定動機之發展模式及其相關因素探討(碩士論文)。國立成功大學。  延伸查詢new window
5.簡嘉菱(2009)。自我決定動機與學業情緒模式之探討(碩士論文)。國立成功大學。  延伸查詢new window
圖書
1.Schunk, Dale H.、Pintrich, Paul R.、Meece, Judith L.(2008)。Motivation in education: Theory, research, and applications。Pearson/Merrill Prentice Hall。  new window
2.Deci, Edward、Ryan, Richard(1985)。Intricic Motivation and Self-determination。New York, NY:Plenum Press Publishing Co.。  new window
3.Hair, J. F.、Anderson, R. E.、Tatham, R. L.、Black, W. C.(1995)。Multivariate data analysis with readings。Upper Saddler River, NJ:Prentice-Hall。  new window
4.Bollen, K. A.(1989)。Structural Equations with Latent Variables。New York:John Wiley & Sons。  new window
5.Jöreskog, Karl G.、Sörbom, Dag(1996)。LISREL 8: User's Reference Guide。Scientific Software International, Inc.。  new window
6.Ryan, R. M.、Connell, J. P.、Grolnick, W. S.(1992)。When achievement is not intrinsically motivated: A theory of internalization and self-regulation in school。Achievement and motivation: A social development perspective。New York:Cambridge University Press。  new window
圖書論文
1.Zimmerman, B. J.、Schunk, D. H.(2008)。Motivation: An essential dimension of self-regulated learning。Motivation and self-regulated learning: Theory, research, and applications。Lawrence Erlbaum Associates。  new window
2.Pekrun, R.、Frenzel, A. C.、Goetz, T.、Perry, R. P.(2007)。The control-value theory of achievement emotions: An integrative approach to emotions in education。Emotion in education。San Diego, CA:Academic Press:Elsevier Inc.。  new window
3.Pintrich, P. R.(1989)。The dynamic interplay of student motivation and cognition in the college classroom。Advances in motivation and achievement: Motivation enhancing environments。JAI Press。  new window
4.Zimmerman, B. J.(2000)。Attaining self-regulation: A social cognitive perspective。Handbook of self-regulation。Academic Press。  new window
5.Pintrich, P. R.(2000)。The role of goal orientation in self-regulated learning。Handbook of self-regulation: Research, theory, and applications。Academic Press。  new window
 
 
 
 
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