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題名:The Validity of Personal Best, Self-efficacy, Self-regulated learning, and Academic Achievement: Theory of Planned Behavior as a Framework
書刊名:測驗學刊
作者:吳慧珉 引用關係莫慕貞
作者(外文):Wu, Huey-minMok, Magdalena Mo Ching
出版日期:2019
卷期:66:3
頁次:頁321-346
主題關鍵詞:自我效能自我調整學習自強不息學業成就表現Academic achievementPersonal bestSelf-efficacySelf-regulated learning
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(4) 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:4
  • 共同引用共同引用:0
  • 點閱點閱:4
期刊論文
1.Burnham, Kenneth P.、Anderson, David R.(2004)。Multimodel Inference: Understanding AIC and BIC in Model Selection。Sociological Methods & Research,33(2),261-304。  new window
2.Boekaerts, M.、Corno, L.(2005)。Self-Regulation in the classroom: A perspective on assessment and intervention。Applied Psychology: An International Review,54(2),199-231。  new window
3.Bong, Mimi、Skaalvik, Einar M.(2003)。Academic self-concept and self-efficacy: How different are they really?。Educational Psychology Review,15(1),1-40。  new window
4.Dotterer, A. M.、Lowe, K.(2011)。Classroom context, school engagement, and academic achievement in early adolescence。Journal of Youth and Adolescence,40(12),1649-1660。  new window
5.Lee, J.、Shute, V. J.(2010)。Personal and social-contextual factors in K-12 academic performance: An integrative perspective on student learning。Educational Psychologist,45(3),185-202。  new window
6.Victori, M.、Lockhart, W.(1995)。Enhancing metacognition in self-directed language learning。System,23(2),223-234。  new window
7.Boekaerts, M.、Musso, M.、Cascallar, E.(2012)。Self-regulated learning and the understanding of complex outcomes。Educational Psychology International,2012,1-81。  new window
8.Burrus, J.、Moore, R.(2016)。The incremental validity of beliefs and attitudes for predicting mathematics achievement。Learning and Individual Differences,50,246-251。  new window
9.Cheng, E. W. L.、Chu, S. K. W.(2016)。The role of perceived e-collaborative performance in an extended theory of planned behavior model。International Journal of e-Collaboration,12(4),24-40。  new window
10.Cheng, P. Y.、Hsu, P. K.、Chiou, W. B.(2012)。Undergraduates' intentions to take examinations for professional certification: Examinations of four competing models。Asia Pacific Education Review,13,691-700。  new window
11.Collie, R. J.、Martin, A. J.、Bottrell, D.、Armstrong, D.、Ungar, M.、Liebenberg, L.(2016)。Social support, academic adversity and academic buoyancy: A person-centred analysis and implications for academic outcomes。Educational Psychology,2016(Jan.),1-15。  new window
12.Collie, R. J.、Martin, A. J.、Papworth, B.、Ginns, P.(2016)。Students' interpersonal relationships, personal best (PB) goals, and academic engagement。Learning and Individual Differences,45,65-76。  new window
13.Hagenauer, G.、Hascher, T.、Volet, S. E.(2015)。Teacher emotions in the classroom: Associations with students' engagement, classroom discipline and the interpersonal teacher-student relationship。European Journal of Psychology of Education,30(4),385-403。  new window
14.Hagger, M. S.、Chan, D. K. C.、Protogerou, C.、Chatzisarantis, N. L. D.(2016)。Using meta-analytic path analysis to test theoretical predictions in health behavior: An illustration based on meta-analyses of the theory of planned behavior。Preventive Medicine,89,154-161。  new window
15.Hong, J.、Hwang, M.、Kuo, Y.、Hsu, W.(2015)。Parental monitoring and helicopter parenting relevant to vocational student。Learning and Individual Differences,42,139-146。  new window
16.Kam, J. A.、Middleton, A. V.(2013)。The associations between parents' references to their own past substance use and youth's substance-use beliefs and behaviours: A comparison of Latino and European American youth。Human Communication Research,39,208-229。  new window
17.Liem, G. A.、Ginns, P.、Martin, A. J.、Stone, B.、Herrett, M.(2012)。Personal best goals and academic and social functioning: A longitudinal perspective。Learning and Instruction,22,222-230。  new window
18.Lipnevich, A. A.、Preckel, F.、Krumm, S.(2016)。Mathematics attitudes and their unique contribution to achievement: Going over and above cognitive ability and personality。Learning and Individual Differences,47,70-90。  new window
19.MacFarlane, K.、Woolfson, L. M.(2013)。Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior。An International Journal of Research and Studies,29,46-52。  new window
20.Martin, A. J.(2006)。Personal bests (PBs): A proposed multidimensional model and empirical analysis。British Journal of Educational Psychology,76,803-825。  new window
21.Martin, A. J.(2012)。The role of personal best (PB) goals in the achievement and behavioral engagement of students with ADHD and students without ADHD。Contemporary Educational Psychology,37(2),91-105。  new window
22.Martin, A. J.、Elliot, A. J.(2015)。The role of personal best (PB) and dichotomous achievement goals in students' academic motivation and engagement: A longitudinal investigation。Educational Psychology,2015(Oct.),1-18。  new window
23.Martin, A. J.、Liem, G. A. D.(2010)。Academic personal bests (PBs), engagement, and achievement: A cross-lagged panel analysis。Learning and Individual Differences,20,265-270。  new window
24.Martin, A. J.、Collie, R. J.、Mok, M. M. C.、McInerney, D. M.(2016)。Personal best (PB) goal structure, individual PB goals, engagement, and achievement: A study of Chinese-and English-speaking background students in Australian schools。British Journal of Educational Psychology,86,75-91。  new window
25.Martin, A. J.、Durksen, T.、Williamson, D.、Kiss, J.、Ginns, P.(2015)。Personal best (PB) goal setting and students' motivation in science: A study of science valuing and aspirations。Australian Educational and Developmental Psychologist,31,85-96。  new window
26.Mok, M. M. C.、Wong, M. Y. W.、Su, M. R.、Tognolini, J.、Stanley, G.(2014)。Personal best goal and self-regulation as predictors of mathematics achievement: A multilevel structural equation model。Asia Pacific Journal of Educational Development,3(1),79-91。  new window
27.Pokropek, A.、Borgonovi, F.、Jakubowski, M.(2015)。Socio-economic disparities in academic achievement: A comparative analysis of mechanisms and pathways。Learning and Individual Differences,42,10-18。  new window
28.Teo, T.、Zhou, M.、Noyes, J.(2016)。Teachers and technology: Development of an extended theory of planned behavior。Educational Technology Research and Development,64,1033-1052。  new window
29.Thijs, J.、Fleischmann, F.(2015)。Student-teacher relationships and achievement goal orientations: Examining student perceptions in an ethnically diverse sample。Learning and Individual Differences,42,53-63。  new window
30.Ware, H.、Kitsantas, A.(2007)。Teacher and collective efficacy beliefs as predictors of professional commitment。Journal of Educational Research,100,303-310。  new window
31.Winne, P. H.(2010)。Improving measurements of self-regulated learning。Educational Psychologist,45,267-276。  new window
32.Winne, P. H.、Nesbit, J. C.(2010)。The psychology of school performance。Annual Review of Psychology,61,653-678。  new window
33.Yu, K.、Martin, A. J.(2014)。Personal best (PB) and 'classic' achievement goals in the Chinese context: Their role in predicting academic motivation, engagement and buoyancy。Educational Psychology,34(5),635-658。  new window
34.Zhang, N.、Campo, S.、Yang, J.、Janz, K. F.、Snetselaar, L. G.、Eckler, P.(2015)。Effects of social support about physical activity on social networking sites: Applying the theory of planned behavior。Health Communication,30(12),1277-1285。  new window
35.Pintrich, Paul R.(2004)。A conceptual framework for assessing motivation and self-regulated learning in college students。Educational Psychology Review,16(4),385-407。  new window
36.Mega, C.、Ronconi, L.、De Beni, R.(2014)。What makes a good student? How emotion, self-regualted learning, and motivation contribute to acadmeic achievement。Journal of Educational Psychology,106(1),121-131。  new window
圖書
1.Maltby, J.、Day, L.、Macaskill, A.(2010)。Personality, individual differences and intelligence。Harlow:Pearson Education。  new window
2.Kline, R. B.(2011)。Principles and Practice of Structural Equation Modelling。New York:Guilford Press。  new window
3.Byrne, B. M.(2013)。Structural equation modeling with Mplus: Basic concepts, applications, and programming。Routledge Academic。  new window
4.Muthén, L. K.、Muthén, B. O.(1998)。Mplus statistical analysis with latent variables: User's Guide。Los Angeles, California:Muthén & Muthén。  new window
5.Organisation for Economic Co-operation and Development(2010)。PISA 2009 results: What students know and can do: Student performance in reading, mathematics and science。Paris:Organisation for Economic Co-operation and Development。  new window
6.Bandura, A.、Wessels, S.(1997)。Self-efficacy: The exercise of self-control。New York:Freeman。  new window
7.Hair, Joseph F. Jr.、Black, William C.、Babin, Barry J.、Anderson, Rolph E.、Tatham, Ronald L.(2006)。Multivariate data analysis。Pearson。  new window
其他
1.National Academy for Educational Research(20160216)。Introduction of Taiwan assessment of student achievement,http://tasa.naer.edu.tw/。  new window
圖書論文
1.Corno, L.(2001)。Volitional aspects of self-regulated learning。Self-regulated learning and academic achievement: Theoretical perspectives。Lawrence Erlbaum Associates。  new window
2.Bandura, A.(2004)。The growing primacy of perceived efficacy in human self-development, adaptation and change。Nuevos horizontes en la investigactión sobre autoeficacia。Castellón:Colección Psyique。  new window
3.Schunk, D. H.、Zimmerman, B. J.(2006)。Competence and control beliefs: Distinguishing the means and ends。Handbook of educational psychology。Mahwah, NJ:Lawrence Erlbaum Associates。  new window
4.Ajzen, Icek(1985)。From intentions to actions: A theory of planned behavior。Action Control: From Cognition to Behavior。Springer-Verlag。  new window
 
 
 
 
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