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題名:大學生科技壓力對數位學習行為意圖:以自我調整學習策略為中介
書刊名:教學實務研究論叢
作者:陳佩宜
作者(外文):Chen, Pei-yi
出版日期:2021
卷期:10
頁次:頁121-150
主題關鍵詞:科技壓力自我調整學習策略期望確認模式TechnoStressSelf-regulated learning strategiesExpectation-confirmation model
原始連結:連回原系統網址new window
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  • 共同引用共同引用:110
  • 點閱點閱:2
期刊論文
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21.Joo, Y. J.、Lim, K. Y.、Kim, N. H.(2016)。The effects of secondary teachers' technostress on the intention to use technology in South Korea。Computers & Education,95(1),114-122。  new window
22.Wang, K.、Shu, Q.、Tu, Q.(2008)。Technostress under different organizational environments: An empirical investigation。Computers in Human Behavior,24(6),3002-3013。  new window
23.Panadero, E.、Brown, G. T. L.、Strijbos, J. W.(2016)。The future of student self-assessment: A review of known unknowns and potential directions。Educational Psychology Review,28(4),803-830。  new window
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25.You, J. W.、Kang, M.(2014)。The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning。Computers & Education,77,125-133。  new window
26.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
27.Margaryan, A.、Bianco, M.、Littlejohn, A.(2015)。Instructional quality of Massive Open Online Courses (MOOCs)。Computers & Education,80,77-83。  new window
28.Wilson, K.、Narayan, A.(2016)。Relationships among individual task self-efficacy, self-regulated learning strategy use and academic performance in a computer-supported collaborative learning environment。Educational Psychology,36(2),236-253。  new window
29.Joo, Y. J.、Park, S.、Shin, E. K.(2017)。Students' expectation, satisfaction, and continuance intention to use digital textbooks。Computers in Human Behavior,69,83-90。  new window
30.Pavlou, Paul A.、Fygenson, Mendel(2006)。Understanding and Predicting Electronic Commerce Adoption: An Extension of the Theory of Planned Behavior。MIS Quarterly,30(1),115-143。  new window
31.Huang, Y.-M.(2019)。Examining students' continued use of desktop services: Perspectives from expectation-confirmation and social influence。Computers in Human Behavior,96,23-31。  new window
32.Aharony, N.(2014)。Factors affecting the adoption of e-books by information professionals。Journal of Librarianship and Information Science,47(2),131-144。  new window
33.Barnard, L.、Lan, W. Y.、Paton, V. O.(2010)。Profiles in self-regulated learning in the online learning environment。International Review of Research in Open and Distance Learning,11(1),61-80。  new window
34.Bell, P. D.、Akroyd, D.(2006)。Can factors related to self-regulated learning predict learning achievement in undergraduate asynchronous Web-based courses?。International Journal of Instructional Technology and Distance Learning,3(10),5-16。  new window
35.Cigdem, H.(2015)。How does self-regulation affect computer-programming achievement in a blended context?。Contemporary Educational Technology,6(1),19-37。  new window
36.Fox, L. M.、Dale, K.(2008)。Leadership styles and organizational commitment: Mediating effect of role stress。Journal of Managerial Issues,20(1),109-130。  new window
37.Jena, R. K.(2015)。Technostress in ICT enabled collaborative learning environment: An empirical study among Indian academician。Computers in Human Behavior,51,1116-1123。  new window
38.Jou, M.、Lin, Y.-T.、Wu, D.-W.(2014)。Effect of a blended learning environment on student critical thinking and knowledge transformation。Interactive Learning Environments,4820,1-17。  new window
39.Kentridge, R. W.、Heywood, C. A.(2000)。Metacognition and Awareness。Consciousness and Cognition,9(2),308-312。  new window
40.Kitsantas, A.(2013)。Fostering college students' self-regulated learning with learning technologies。Hellenic Journal of Psychology,10(3),235-252。  new window
41.Lim, B.(2012)。Analysis of the elementary school teachers' needs on digital textbooks and its implications on the policy making。Korean Journal of Educational Technology,28(2),317-346。  new window
42.Liu, S. H.、Liao, H. L.、Pratt, J. A.(2009)。Impact of media richness and flow on elearning technology acceptance。Computers & Education,52(3),599-607。  new window
43.Martinez-Lopez, R.、Yot, C.、Tuovila, I.、Perera-Rodríguez, V.-H.(2017)。Online Self-Regulated Learning Questionnaire in a Russian MOOC。Computers in Human Behavior,75,966-974。  new window
44.Lytras, M.、García, R.(2008)。Semantic Web applications: A framework for industry and business exploitation - What is needed for the adoption of the Semantic Web from the market and industry。International Journal of Knowledge and Learning,4,93-108。  new window
45.Qi, C.(2019)。A double-edged sword? Exploring the impact of students' academic usage of mobile devices on technostress and academic performance。Behaviour & Information Technology,38(12),1337-1354。  new window
46.Rezaei, M.、Mohammadi, H. M.、Asadi, A.、Kalantary, K.(2008)。Predicting e-Learning application in agricultural higher education using technology acceptance model。Turkish Online Journal of Distance Education,98(1),85-95。  new window
47.Sengupta, A.、Williams, S.(2021)。Can an Engagement Platform Persuade Students to Stay? Applying Behavioral Models for Retention。International Journal of Human-Computer Interaction,37(11),1016-1027。  new window
48.Seoane Pardo, A. M.、García Peñalvo, F. J.(2006)。Determining Quality for Online Activities. Methodology and Training of Online Tutors as a Challenge for Achieving the Excellence。WSEAS Transactions on Advances in Engineering Education,3(9),823-830。  new window
49.Steelman, Zachary R.、Soror, Amr A.(2017)。Why do you keep doing that? The biasing effects of mental states on IT continued usage intentions。Computers in Human Behavior,73,209-223。  new window
50.Yoo, D. K.、Roh, J. J.(2019)。Adoption of e-Books: A Digital Textbook Perspective。Journal of Computer Information Systems,59(2),136-145。  new window
51.Yu, J. C.、Kuo, L. H.、Chen, L. M.、Yang, H. J.、Yang, H. H.、Hu, W. C.(2009)。Assessing and managing mobile technostress。WSEAS Transactions on Communication,4(8),416-425。  new window
52.Zheng, L.(2016)。The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: A meta-analysis。Asia Pacific Education Review,17(2),187-202。  new window
53.Artino, A. R.(2009)。Think, Feel, Act: Motivational and Emotional Influences on Military Students' Online Academic Success。Journal of Computing in Higher Education,21,146-166。  new window
54.Chen, Y. L.、Chen, N.-S.、Kinshuk(2009)。Examining the factors influencing participants' knowledge sharing behavior in virtual learning communities。Educational Technology & Society,12(1),134-148。  new window
55.Gefen, David、Straub, Detmar W.(2005)。A Practical Guide to Factorial Validity Using PLS-Graph: Tutorial and Annotated Example。Communications of the Association for Information Systems,16(1),91-109。  new window
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57.Littlejohn, Allison、Hood, Nina、Milligan, Colin、Mustain, Paige(2016)。Learning in MOOCs: Motivations and self-regulated learning in MOOCs。The Internet and Higher Education,29,40-48。  new window
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63.Bhattacherjee, Anol(2001)。Understanding Information Systems Continuance: An Expectation-Confirmation Model。MIS Quarterly,25(3),351-370。  new window
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圖書
1.Hair, Joseph F. Jr.、Black, William C.、Babin, Barry J.、Anderson, Rolph E.(2009)。Multivariate Data Analysis。Pearson Education。  new window
2.Hair, Joseph F. Jr.、Anderson, Rolph E.、Tatham, Ronald L.、Black, William C.(1995)。Multivariate Data Analysis with Reading。Prentice Hall。  new window
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圖書論文
1.Zimmerman, B. J.(2008)。Goal setting: A key proactive source of academic self-regulation。Motivation and self-regulated learning: Theory, research, and applications。Lawrence Erlbaum Associates。  new window
2.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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