師生關係、學習動機與數學學業成就模式之驗證--以PISA 2003資料庫為例_

:::

詳目顯示

第 1 筆 / 總合 1 筆

/1頁

來源文獻資料
摘要
外文摘要
引文資料

題名：	師生關係、學習動機與數學學業成就模式之驗證--以PISA 2003資料庫為例
書刊名：	測驗統計年刊
作者：	張玉茹／江芳盛
作者(外文)：	Chang, Yu-ju／Chiang, Fang-shen
出版日期：	2013
卷期：	21(下)
頁次：	頁91-121
主題關鍵詞：	師生關係；學習動機；數學學業成就；Teacher-student relationship；Learning motivation；Learning achievement in mathematics；PISA 2003
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(3) 博士論文(2) 專書(0) 專書論文(0) 排除自我引用:3 共同引用:32 點閱:31

建構良好的師生關係是學校教育環境中重要的一環，相關研究指出師生關係影響學生的學習甚鉅。本研究之目的是綜合有關文獻，提出師生關係、學習動機與數學學業成就模式，此模式包括師生關係、學習動機及數學學業三個潛在變項、十四個觀察指標，並採用結構方程模式的方法，以實徵觀察資料考驗理論模式的適配度。實徵觀察資料來自PISA 2003年施測的香港地區的學生共4,410人。研究結果顯示：除易受樣本數影響的卡方考驗外，本研究的模式與觀察資料相適配，模式中各潛在變項間的效果也能支持師生關係、學習動機與學業成就的理論。本文章最後依據研究結果進行討論，並提出未來研究的建議。

以文找文

Positive teacher-student relationship is an important component in schooling because it is assumed to be affecting students' learning achievement significantly. The purposes of this study were: 1) to integrate literature on teacher-student relationship, learning motivation, and learning achievement, 2) to propose a model which included these three constructs, and 3) to test proposed model using empirical data drawn from PISA 2003. This study verified the goodness of fit between empirical data and theoretical model by using structural equation modeling. Survey respondents were 4,410 secondary school students from Hong Kong. The statistical results showed that the proposed model fitted with the observed data quite well, although the Chi-square test was not so fit as expected, which is usually influenced by sample size. Furthermore, effect analysis of latent variables supported current theories about teacher-student relationship, learning motivation and learning achievement. Discussions of these results and suggestions for further research are offered at the end of this paper.

以文找文

期刊論文
1.	Wentzel, K. R.、Asher, S. R.(1995)。The Academic Lives of Neglected, Rejected, Popular, and Controversial Children。Child Development，66(3)，754-763。
2.	Lynch, M.、Cicchetti, D.(1997)。Children's relationships with adults and peers: An examination of elementary and junior high school students。Journal of School Psychology，35，81-99。
3.	張彥君(2003)。師生關係的心理學思考。河南社會科學，2(2)，86-88。延伸查詢
4.	曹翠英(20090800)。從專業新價值詮釋校園師生關係。北縣教育，68，34-38。延伸查詢
5.	Alexander, K. L.、Entwisle, D. R.、Kabbani, N. S.(2001)。The dropout process in life course perspective: Early risk factors at home and school。Teachers College Record，103，760-822。
6.	Anderman, L. H.、Anderman, E. M.(1999)。Social predictors of changes in students' achievement goal orientations。Contemporary Educational Psychology，24(1)，21-37。
7.	Ang, R. P.(2005)。Development and validation of the Teacher-Student Relationship Inventory using exploratory and confirmatory factor Analysis。The Journal of Experimental Education，74(1)，55-73。
8.	Barile, J. P.、Donohue, D. K.、Anthony, E. R.、Baker, A. M.、Weaver, S. R.、Henrich, C. C.(2012)。Teacher-student relationship climate and school outcomes: implications for educational policy initiatives。Journal of Youth and Adolescence，41(3)，256-267。
9.	Caprara, G. V.、Barbaranelli, C.、Pastorelli, C.、Bandura, A.、Zimbardo, P. G.(2000)。Prosocial foundations of children's academic achievement。Psychological Science，11(4)，302-306。
10.	Cassidy, T.、Lynn, R.(1991)。Achievement Motivation, Educational Attainment, Cycles of Disadvantage and Social Competence: Some Longitudinal Data。British Journal of Educational Psychology，61，1-12。
11.	Cole, D. A.(1987)。Utility of confirmatory factor analysis in validation research。Journal of Counseling and Clinical Psychology，55，584-594。
12.	Cole, D.、Maxwell, S. E.、Martin, J. M.(1997)。Reflected self-appraisals; Strength and structure of the relation of teacher, peer, and parent ratings to children’s self-perceived competencies。Journal of Educational Psychology，89，55-70。
13.	Connell, J. P.、Wellborn, J. G.(1991)。Competence, autonomy, and relatedness: A motivational analysis of self-system processes。The Minnesota Symposia on Child Development: Self processes and development，23，43-77。
14.	Cotterell, J. L.(1992)。School size as a factor in adolescents’ adjustment to the transition to secondary school。Journal of Early Adolescence，12，28-45。
15.	Davidson, H. H.、Lang, G.(1960)。Children's perceptions of their teachers' feelings towards them related to self perception, school achievement and behavior。Journal of Experimental Education，29，107-108。
16.	Davis, H. A.(2001)。The quality and impact of relationships between elementary school students and teachers。Contemporary Educational Psychology，26，431-453。
17.	Davis, H. A.(2006)。Exploring the contexts of relationship quality between middle school students and teachers。The Elementary School Journal，106(3)，193-223。
18.	Demaray, M. K.、Malecki, C. K.、Rueger, S. Y.、Brown, S. E.、Summers, K. H.(2009)。The role of youth's ratings of the importance of socially supportive behaviors in the relationship between social support and self-concept。Journal of Youth and Adolescence，38(1)，13-28。
19.	Elizabeth, W. S.、Pianta, R. C.(2001)。Teacher’s perceptions of their relationships with students: Effects of child age, gender, and ethnicity of teachers and students。School Psychology Quarterly，16(2)，125-141。
20.	Ellonen, N.、Kaariainen, J.、Autio, V.(2008)。Adolescent depression and school social support: A multilevel analysis of a Finnish sample。Journal of Community Psychology，36(4)，552-567。
21.	Feldlaufer, H.、Midgley, C.、Eccles, J. S.(1988)。Student, teacher, and observer perceptions of the classroom environment before and after the transition to junior high school。Journal of Early Adolescence，8，133-156。
22.	Gehlbach, H.、Brinkworth, M. E.、Harris, A. D.(2012)。Changes in teacher-student relationships。British Journal of Educational Psychology，82(4)，690-704。
23.	Goldstein, L. S.(1999)。The relational zone: The role of caring relationships in the co-construction of mind。American Educational Research Journal，36(3)，647-673。
24.	Grolnick, W. S.、Slowiaczek, M. L.(1994)。Parents’ Involvement in Children’s Schooling: A Multidimensional Conceptualization and Motivation Model。Child Development，65，237-252。
25.	Hamilton, S. F.(1983)。The social side of schooling: Ecological studies of classrooms and schools。The Elementary School Journal，83，313-334。
26.	Hamre, B. K.、Pianta, R. C.(2005)。Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?。Child Development，76(5)，949-967。
27.	Hughes, J. N.、Luo, W.、Kwok, O. M.、Loyd, L. K.(2008)。Teacher-Student Support, Effortful Engagement, and Achievement: A 3-Year Longitudinal Study。Journal of Educational Psychology，100(1)，1-14。
28.	Hunter, M.、Ames, D.、Koopman, R.(1983)。Effects of stimulus complexity and familiarization time on infant preferences for novel and familiar stimuli。Developmental Psychology，19，338-352。
29.	Juvonen, J.、Murdock, T. B.(1993)。How to promote social approval: Effects of audience and achievement outcome on publicly communicated attributions。Journal of Educational Psychology，85，365-376。
30.	Ladd, G. W.、Birch, S. H.、Buhs, E. S.(1999)。Children's social and scholastic lives in kindergarten: Related spheres of influence?。Child Development，70(6)，1373-1400。
31.	LaRusso, M. D.、Romer, D.、Selman, R. L.(2008)。Teachers as builders of respectful school climates: Implications for adolescent drug use norms and depressive symptoms in high school。Journal of Youth and Adolescence，37，386-398。
32.	Lee, V. E.、Loeb, S.(2000)。School size in Chicago elementary schools: Effects in teacher’s attitudes and students’ achievement。American Educational Research Journal，37，3-31。
33.	Mergendoller, J. R.、Packer, M. J.(1985)。Seventh graders’ conceptions of teachers: An interpretive analysis。The Elementary School Journal，85，581-600。
34.	Montalvo, G. P.、Mansfield, E. A.、Miller, R. B.(2007)。Liking or disliking the teacher: Student motivation, engagement and achievement。Evaluation and Research in Education，20(3)，144-158。
35.	Muller, C.、Katz, S. R.、Dance, L. J.(1999)。Investing in teaching and learning: Dynamics of the teacher-student relationship from each perspective。Urban Education，34，292-337。
36.	Page, R. N.(1987)。Teachers' perceptions of students: A link between classrooms, school cultures, and the social order。Anthropology and Education Quarterly，18(2)，77-99。
37.	Perry, N.(1998)。Young children’s self-regulated learning and contexts that support it。Journal of Educational Psychology，90，715-729。
38.	Pianta, R. C.、Hamre, B. K.、Allen, J. P.(2012)。Teacher-Student Relationships and Engagement: Conceptualizing, Measuring, and Improving the Capacity of Classroom Interactions。Handbook of Research on Student Engagement，17，365-386。
39.	Slavin, R. E.(1989)。Class size and achievement: Small effects of small classes。Educational Psychologist，24，99-110。
40.	Suldo, S. M.、Friedrich, A. A.、White, T.、Farmer, J.、Minch, D.、Michalowski, J.(2009)。Teacher support and adolescents' subjective well-being: A mixed-methods investigation。School Psychology Review，38(1)，67-85。
41.	Tal, Z.、Babad, E.(1990)。The teacher’s bet phenomenon: Rate of occurrence, correlates, and psychological costs。Journal of Educational Psychology，82，637-645。
42.	Ullah, H.、Wilson, M. A.(2007)。Students' academic success and its association to student involvement with learning and relationships with faculty and peers。College Student Journal，41(4)，1192-1202。
43.	傅木龍(20110300)。談「學生管教與師生關係」--專訪教育部訓委會傅木龍專門委員兼秘書。中等教育，62(1)，8-19。延伸查詢
44.	Hamre, B. K.、Pianta, R. C.(2001)。Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade。Child Development，72(2)，625-638。
45.	Hughes, J. N.、Cavell, T. A.、Jackson, T.(1999)。Influence of the Teacher-student Relationship on Childhood Conduct Problems: A Prospective Study。Journal of Clinical Child Psychology，28(2)，173-184。
46.	Kagan, J.(1972)。Motives and development。Journal of Personality and Social Psychology，22(1)，51-66。
47.	Birch, S. H.、Ladd, G. W.(1997)。The teacher-child relationship and children’s early school adjustment。Journal of School Psychology，35，61-79。
48.	Davis, H. A.(2003)。Conceptualizing the role and influence of student teacher relationships on children's social and cognitive development。Educational Psychologist，38(4)，207-234。
49.	Hallinan, M. T.(2008)。Teacher influences on students' attachment to school。Sociology of Education，81(3)，271-283。
50.	Midgley, C.、Anderman, E.、Hicks, L.(1995)。Differences between elementary and middle school teachers and students: A goal theory approach。Journal of Early Adolescence，15(1)，90-113。
51.	Berlyne, D. E.(1966)。Curiosity and exploration。Science，153(3731)，25-33。
52.	Olsson, U. H.、Foss, Tron、Troye, S. V.、Howell, Roy D.(2000)。The performance of ML, GLS, and WLS estimation in structural equation modeling under conditions of misspecification and nonnormality。Structural Equation Modeling，7(4)，557-595。
53.	Bretherton, I.(1992)。The origins of attachment theory: John Bowlby and Mary Ainsworth。Developmental Psychology，28(5)，759-775。
54.	Schunk, D. H.(1989)。Self-efficacy and cognitive achievement: Implications for students with learning problems。Journal of Learning Disabilities，22(1)，14-22。
55.	洪素蘋、黃宏宇、林珊如(20081200)。重要他人回饋影響創意生活經驗？：以模式競爭方式檢驗創意自我效能與創意動機的中介效果。教育心理學報，40(2)，303-319+321。延伸查詢
56.	Howes, C.、Hamilton, C. E.、Matheson, C. C.(1994)。Children's Relationships with Peers: Differential Associations with Aspects of the Teacher-Child Relationship。Child Development，65(1)，253-263。
57.	Howes, C.、Matheson, C. C.、Hamilton, C. E.(1994)。Maternal, teacher, and child care history correlates of children's relationships with peers。Child Development，65(1)，264-273。
58.	Pianta, R. C.、Steinberg, M. S.、Rollins, K. B.(1995)。The first two years of school: Teacher-child relationships and deflections in children’s classroom adjustment。Development and Psychopathology，7(2)，295-312。
59.	Wentzel, K. R.(1994)。Relations of social goal pursuit to social acceptance, classroom behavior, and perceived social support。Journal of Educational Psychology，86(2)，173-182。
60.	Midgly, C.、Anderman, E. M.(1997)。Changes in Achievement Goal Orientations, Perceived Academic Competence, and Grades across the Transition to Middle-Level Schools。Contemporary Educational Psychology，22(3)，269-298。
61.	Wigfield, A.、Eccles, J. S.(1994)。Expectancy-Value theory of achievement motivation: A developmental perspective。Educational Psychology Review，6(1)，49-78。
62.	Eccles, Jacquelynne S.、Wigfield, Allan(2002)。Motivational Beliefs, Values, and Goals。Annual Review of Psychology，53(1)，109-132。
63.	Umbach, P. D.、Wawrzynski, M. R.(2005)。Faculty do matter: The role of college faculty in student learning and engagement。Research in Higher Education，46(2)，153-184。
64.	Bandura, Albert(1993)。Perceived Self-efficacy in Cognitive Development and Functioning。Educational Psychologist，28(2)，117-148。
65.	Schunk, D. H.(1990)。Goal setting and self-efficacy during self-regulated learning。Educational Psychologist，25(1)，71-86。
66.	White, Robert W.(1959)。Motivation reconsidered: The concept of competence。Psychological Review，66(5)，297-333。
67.	Bandura, Albert(1977)。Self-efficacy: Toward a unifying theory of behavioral change。Psychological Review，84(2)，191-215。
68.	Bagozzi, Richard P.、Yi, Youjae(1988)。On the Evaluation of Structural Equation Models。Journal of the Academy of Marketing Science，16(1)，74-94。
69.	郭明德(20091200)。正面管教法：建構正向師生關係之有效策略。研習資訊，26(6)，119-123。延伸查詢
70.	Marsh, Herbert W.、Hau, Kit-Tai、Wen, Zhonglin(2004)。In Search of Golden Rules: Comment on Hypothesis-Testing Approaches to Setting Cutoff Values for Fit Indexes and Dangers in Overgeneralizing Hu and Bentler's (1999) Findings。Structural Equation Modeling，11(3)，320-341。
71.	Pintrich, P. R.、Marx, R. W.、Boyle, R. A.(1993)。Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change。Review of Educational Research，63(2)，167-199。
72.	Turner, J. C.、Meyer, D. K.(2000)。Studying and understanding the instructional contexts of classrooms: using our past to forge our future。Educational Psychologist，35(2)，69-85。
73.	Oldfather, P.、Dahl, K.(1994)。Toward a Social Constructivist Reconceptualization of Intrinsic Motivation for Literacy Learning。Journal of Reading Behavior，26(2)，139-158。
74.	Levy, Kenneth N.、Blatt, Sidney J.、Shaver, Phillip R.(1998)。Attachment Styles and Parental Representations。Journal of Personality and Social Psychology，74(2)，407-419。
75.	佟麗君(1997)。心理位置互換是建立中學良好師生關係的心理條件。教育探索，1，51-53。延伸查詢
76.	Klem, A. M、Connell, J. P.(2004)。Relationship Matters: Linking Teacher Support to Student Engagement and Achievement。The Journal of School Health，74(7)，262-273。
77.	Crosnoe, R.、Johnson, M. K.、Glen, H.(2004)。Intergeneration Bonding in School: The Behavior and Contextual Correlation of Student-teacher Relationships。Sociology of Education，77(1)，60-81。
78.	Cobb, P.、Yackel, E.(1996)。Constructivist, emergent, and sociocultural perspectives in the context of developmental research。Educational Psychologist，31(4)，175-190。

會議論文
1.	Davis, H. A.、Lease, A. M.(2000)。Cognitive representations of self, mother, and teacher。The annual meeting of the American Educational Research Association。New Orleans, LA。
2.	Gheen, M. H.、Hruda, L. Z.、Middleton, M. J.、Midgley, C.(2000)。Using goal orientation theory to examine the transition from middle to high school。The annual meeting of the American Educational Research Association。New Orleans, LA。
3.	McCallum, J.(2001)。The development of motivation in middle schooling years。The annual meeting of the American Educational Research Association。Seattle, WA。

研究報告
1.	HKPISA Center(2005)。The Second HKPISA Report (PISA 2003)。Hong Kong：HKPISA Center。

學位論文
1.	Camp, M. D.(2011)。The power of teacher-student relationships in determining student success(博士論文)。University of Missouri-Kansas City。
2.	Freese, S. F.(1999)。The relationship between teacher caring and student engagement in academic high school classes(博士論文)。Hofstra University，Hempstead, New York。
3.	Griffin, J. L.(2001)。Teacher-student relationship quality and writing performance(博士論文)。University of Colorado，Denver, Colorado。
4.	Rietz, T. A.(2001)。Students' perceptions of motivation: The importance of the student-teacher relationship(博士論文)。National Louis University，Evansion, Illinois。
5.	Wyrick, A. J.(2011)。Teacher-student relationships during adolescence: The role of parental involvement, behavioral characteristics, gender and income(博士論文)。University of Louisville，Kentucky。
6.	趙梅如(1989)。國中學生教師信任感與生活適應、學業成就關係之研究(碩士論文)。國立高雄師範大學，高雄市。延伸查詢

圖書
1.	陳木金(2002)。學校領導研究。臺北市：高等教育。延伸查詢
2.	Allen, J. P.、Allen, C. W.(2009)。Escaping the endless adolescence: How we can help our teenagers grow up before they grow old。New York：Random House。
3.	Balter, L.、Tamis-LeMonda, C. S.(2006)。Child Psychology: A Handbook of Contemporary Issues。New York：Psychology Press。
4.	Barrett, M.(1991)。Attachment behaviour and the schoolchild: An introduction to educational therapy。London：Routledge。
5.	Bowlby, J.(2000)。A secure base: Clinical applications of attachment theory。London：Routledge。
6.	Brophy, J.、Kher, N.(1985)。Teacher socialization as a mechanism for developing student motivation to learn。The social psychology of education: Current research and theory。New York：Cambridge University Press。
7.	Clinchy, B. M.(2002)。Revisiting women’s ways of knowing。Personal epistemology: The psychology of beliefs about knowledge and knowing。Mahwah, NJ：Erlbaum。
8.	De Charms, R.(1976)。Enhancing motivation。NY：Irvington Publishers。
9.	DeVries, R.、Zan, B.(1996)。Aconstructivist perspective on the role of the socio-moral atmosphere in promoting children’s development。Constructivism: Theory, perspectives, and practice。New York：Teachers College Press。
10.	Elicker, J. M.、Egeland, M.、Sroufe, L. A.(1992)。Predicting peer competence in childhood from early parent-child relationships。Family and peer Relationships: Modes of Linkage。Hillsdale, NJ：Erlbaum。
11.	Finders, M.(1997)。Just girls: Hidden literacies and life in junior high。New York：Teachers College Press。
12.	Hunt, J. McV.(1965)。Intrinsic motivation and its role in psychological development。Nebraska symposium on motivation。Lincoln：University of Nebraska Press。
13.	OECD(2005)。PISA 2003 Data Analysis Manual: SPSS Users。OECD。
14.	Pianta, R. C.、Steinberg, M.(1992)。Teacher-child relationships and the process of adjusting to school。Beyond the parent: The role of other adults in children’s lives。San Francisco：Jossey-Bass。
15.	Rogoff, B.(1996)。Developmental transitions in children’s participation in sociocultural activities。The five to seven year shift: The age of reason and responsibility。Chicago：University of Chicago Press。
16.	Steiger, J.(1989)。EZPATH: A supplementary module for SYSTA and SYSGRAPH。Evanston：SYSTAT。
17.	Tharp, R. G.、Estrada, P.、Dalton, S. S.、Yamauchi, L. A.(2000)。Teaching transformed: Achieving excellence, fairness, inclusion, and harmony。Boulder, CO：Westview。
18.	Thorndike, E. L.(1898)。Animal Intelligence: An Experimental Study of the Associative Processes in Animals。New York：Macmillan。
19.	Van Ijzendoorn, M. H.、Sagi, A.、Lambermon, M. W.(1992)。The multiple caretaker paradox: Some data from Holland and Israel。Beyond the parent: The role of other adults in children’s lives。San Francisco：Jossey-Bass。
20.	Wells, M. C.(1996)。Literacies lost: When students move from a progressive middle school to a traditional high school。New York：Teachers College Press。
21.	Zajonc, R. B.(1998)。Emotions。The handbook of social psychology。NY：McGraw-Hill。
22.	Krapp, A.、Hidi, S.、Renninger, K. A.(1992)。Inest, learning and development。The role of interest in learning and development。NJ：Erlbaum。
23.	Solomon, D.、Watson, M. S.、Battistich, V. A.(2001)。Teaching and schooling effects on moral/prosocial development。Handbook of research on teaching。Washington, DC：American Educational Research Association。
24.	Organization for Economic Cooperation and Development(2005)。PISA 2003 Technical Report。Paris：Organization for Economic Cooperation and Development。
25.	Organisation for Economic Co-operation and Development(2004)。Learning for tomorrow's world: First results from PISA 2003。Paris：Organisation for Economic Co-operation and Development。
26.	Kegan, Robert(1994)。In over our heads: The mental demands of modern life。Harvard University Press。
27.	Brophy, J. E.(1998)。Motivating students to learn。Boston。
28.	Deci, Edward、Ryan, Richard(1985)。Intricic Motivation and Self-determination。New York, NY：Plenum Press Publishing Co.。
29.	Atkinson, J. W.(1964)。An Introduction to Motivation。Princeton, NJ：Van Nostrand。
30.	Browne, M. W.、Mels, G.(1990)。RAMONA user’s guide。Columbus, OH：Departments of Psychology, Ohio State University。
31.	Hair, J. F.、Anderson, R. E.、Tatham, R. L.、Black, W. C.(1995)。Multivariate data analysis with readings。Upper Saddler River, NJ：Prentice-Hall。
32.	Piaget, J.、Cook, M.(1952)。The origins of intelligence in children。New York, NY：W. W. Norton and Company。
33.	Manke, M. P.(1997)。Classroom power relations: Understanding student-teacher interaction。Mahwah, NJ：Lawrence Erlbaum Associates, Inc.。
34.	Skinner, B. F.(1974)。About behaviorism。New York：Alfred A. Knopf。
35.	Feeney, S.、Christensen, D.、Moravcik, E.(1991)。Who am I in the lives of children? An introduction to teaching young children。New York：Macmillan Publishing Company。
36.	Gordon, Thomas、歐申談(1993)。教師效能訓練。台北縣三重市：新雨出版社。延伸查詢
37.	Bollen, K. A.(1989)。Structural Equations with Latent Variables。New York：John Wiley & Sons。
38.	Kline, R. B.(1998)。Principle and practice of structural equation modeling。New York, NY：Guilford Press。
39.	Bowlby, John(1980)。Attachment and Loss, Vol. 3: Loss, sadness, and depression。Basic Books。
40.	Deci, Edward L.(1975)。Intrinsic Motivation。Plenum Press。
41.	Bandura, Albert(1977)。Social Learning Theory。Prentice-Hall, Inc.。
42.	邱皓政(2003)。結構方程模式--LISREL的理論、技術與應用。雙葉書廊。延伸查詢
43.	Diamantopoulos, Adamantios、Siguaw, Judy A.(2000)。Introducing LISREL: A Guide for the Uninitiated。Sage。
44.	Jöreskog, Karl G.、Sörbom, Dag(1993)。LISREL 8: Structural Equation Modeling with the SIMPLIS Command Language。Scientific Software International。
45.	黃芳銘(2002)。結構方程模式--理論與應用。臺北市：五南。延伸查詢
46.	Bandura, A.、Wessels, S.(1997)。Self-efficacy: The exercise of self-control。New York：Freeman。
47.	Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。

其他
1.	Larson, R.(2012)。Teacher-Student Relationships and Student Achievement，http://coe.unomaha.edu/moec/briefs/EDAD9550larson.pdf。

圖書論文
1.	Bronfenbrenner, U.、Crouter, A. C.(1983)。The evolution of environmental models in developmental research。Handbook of child psychology: History, theory, and methods。New York：Wiley。
2.	Eagly, A. H.、Chaiken, S.(1998)。Attitude structure and function。The handbook of social psychology。New York：McGraw-Hill。
3.	Eccles, J. S.(2005)。Subjective task value and the Eccles et al. model of achievement-related choices。Handbook of competence and motivation。Guilford Press。
4.	Midgley, Carol、Middleton, Michael J.、Gheen, Margaret H.、Kumar, Revathy(2002)。Stage-environment fit revisited: A goal theory approach to examining school transitions。Goals, goal structures, and patterns of adaptive learning。Lawrence Erlbaum Associates, Inc.。
5.	Minuchin, P. P.、Shapiro, E. K.(1983)。The school as a context for social development。Handbook of Child Psychology。New York：Wiley。
6.	Saarni, C.、Mumme, D.、Campos, J.、Witherington, D.(1998)。Emotional development: Action, communication, and understanding。Handbook of child psychology: Social, emotional, and personality development。New York：Wiley。
7.	Sroufe, L. A.(1983)。Infant-caregiver attachment and patterns of adaptation in preschool: The roots of maladaptation and competence。Development and policy concerning children with special needs。Hillsdale, NJ：Lawrence Erlbaum Associates, Inc.。
8.	Eccles, J.、Wigfield, A.(1998)。Motivation to succeed。Handbook of child psychology: Vol. 3. Social, emotional and personality development。New York：Wiley。
9.	Eccles, J. S.、Adler, T. F.、Futterman, R.、Goff, S. B.、Kaczala, C. M.、Meece, J. L.、Midgley, C.(1983)。Expectancies, values, and academic behaviours。Achievement and achievement motives: psychological and sociological approaches。San Francisco, CA：W. H. Freeman。
10.	Schiefele, U.、Krapp, A.、Winteler, A.(1992)。Interest as a predictor of academic achievement: A meta-analysis of research。The role of interest in learning and development。Erlbaum。
11.	Wigfield, A.、Eccles, J. S.(2002)。The development of competence beliefs and values from childhood through adolescence. Development of achievement motivation。Development of achievement motivation。San Diego, CA：Academic Press。
12.	Rubin, K. H.、Bukowski, W.、Parker, J. G.(1998)。Peer interactions, relationships and groups。Handbook of child psychology: Vol. 3. Social, emotional and personality development。New York：Wiley。
13.	Schwarz, Nobert、Clore, Gerald L.(1996)。Feelings and phenomenal experiences。Social psychology: Handbook of basic principles。New York：Guilford。
14.	Zimmerman, Barry J.(1995)。Self-efficacy and educational development。Self-Efficacy in Changing Societies。Cambridge University Press。
15.	Schunk, D. H.(1994)。Self-regulation of Self-efficacy and Attributions in Academic Settings。Self-regulation of learning and performance: Issues and educational applications。New Jersey：Lawrence Erlbaum Associates。
16.	Bandura, Albert(1995)。Exercise of personal and collective efficacy in changing societies。Self-efficacy in changing societies。Cambridge University Press。
17.	Eccles, J. S.、Midgley, C.(1989)。Stage-environment fit: Developmentally appropriate classrooms for young adolescents。Research on motivation in education: Vol. 3. Goals and cognition。San Diego, CA：Academic Press。
18.	Pintrinch, P. R.(1988)。A process-oriented view of student motivation and cognition。Improving teaching and learning through research: New directions for institutional research。San Francisco：Jossey-Bass。
19.	Bandura, A.(1982)。The self and mechanisms of agency。Psychological perspectives on the self。Hillsdale, NJ：Lawrence Erlbaum Associates。

推文
推薦
引用網址
引用嵌入語法
轉寄

top

:::

相關期刊
相關論文
相關專書
相關著作
熱門點閱

1.	師不能嚴，道亦難尊？當代華人「尊師」之雙重內涵、功能及轉化
2.	CDIO體育課程設計與傳統體育課程設計對大專生學習成效之比較
3.	大學教師教學創新、學生學習動機與學生學術樂觀之研究
4.	國小教師自我效能、工作投入對創意教學表現之影響
5.	大學藝術類數位影像創作課程學習者創意自我效能構念分析之探究
6.	青少年創意自我效能、競賽投入與參加競賽的價值之關係--以IEYI世界青少年創客發明展選拔賽為例
7.	提升四技護理實習生之學習信心教學方案
8.	Positive Affect Creative Self-efficacy on the Ability and Confidence to Predict Problem Solving Avoidance Motivation in a Digital Advertisement Design Course
9.	健康與體育學習領域職前教師知覺教師社會支持、無動機學習與學習行為之關係
10.	創意自我效能、組織創新氣候對國中教師創意教學表現影響之跨層次研究
11.	數學課室教師支持與學生數學素養關聯探討：以PISA 2012臺灣資料為例
12.	轉型式教師領導風格、師生關係與學生學習動機關係之研究：以新北市C中學職業科為例
13.	教師轉換型領導與學生就業力發展之研究：以社會認知生涯理論論述之
14.	國小學童正向情緒與創造力關聯之研究：以創造力傾向及創意自我效能為中介變項
15.	在職進修教師創意教學自我效能發展之縱貫性研究

1.	大學生品味、創意自我效能、廚藝創造力關係之研究
2.	科技大學學生正向心理特質對個人創造力的影響─創意自我效能及希望感的中介效果
3.	影響臺灣八年級學生數學學習成就因素之多層次模型分析
4.	青少年科學產業就職意願— 社會認知生涯理論修正模式之驗證
5.	大學設計系學生人格特質、創意自我效能與創意成效關係之研究-以外在動機為中介變項
6.	大學生品味能力、創意自我效能與個人創意關係之研究：創意支持的影響
7.	不同發展階段的創造性潛能與傾向潛在組型及創意自我效能中介效果
8.	一所原住民地區國民小學學校經營之研究—增能賦權導向分析
9.	科技大學時尚造型相關科系學生人格特質、創業自我效能與創業意向之研究
10.	家有學齡前子女之已婚就業女性其家務工作、支薪工作與自我效能對生活滿意之影響：自我效能的中介效果
11.	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

1.	階層線性模式於縱貫性研究的應用
2.	階層線性模式資料分析--二層次模型

無相關著作

1.	課程實驗與教學改革
2.	雙重障礙 : 從公共知識份子和女性大學教師的角色談起
3.	[各國高等教育制度]日本
4.	學校經營管理策略 : 大學經費分配、募款與行銷
5.	誰捉弄了臺灣教改?
6.	四代評鑑觀論述中小學校務評鑑之發展趨勢--以臺中市國中小校務評鑑為例
7.	西班牙高等教育推動國際發展合作之策略與實務
8.	我國研究生之研究不當行為的調查研究
9.	國際化另一章：第一屆畢業陸生滿意度調查初步報告
10.	臺灣人文及社會科學領域學術研究評鑑指標問題
11.	教育程度、家庭所得對理財知識與理財行為路徑模式之探究
12.	國小學生體育課學習動機、學習滿意度及學習成效之關係
13.	學生試卷建置對於學習成果的影響
14.	洪堡與馬太之對決
15.	偏遠地區與一般地區國中生學習成就差異比較：以「反事實」分析

QR Code

臺灣人文及社會科學引文索引資料庫系統

詳目顯示

臺灣人文及社會科學引文索引資料庫