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題名:國中資優生學業自我概念與學習投入關係:恆毅力之中介效果之探討
書刊名:特殊教育發展期刊
作者:侯雅齡 引用關係
作者(外文):Ho, Ya-ling
出版日期:2022
卷期:73
頁次:頁1-12
主題關鍵詞:學業自我概念學習投入恆毅力中介效果Academic self-conceptLearning engagementGritMediation effect
原始連結:連回原系統網址new window
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  • 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:52
  • 點閱點閱:1
期刊論文
1.林鉦棽、彭台光(20120800)。組織研究的中介檢測:緣起、爭議、研究設計和分析。管理學報,29(4),333-354。new window  延伸查詢new window
2.侯雅齡(20130600)。資優生科學自我概念與科學成就之縱貫研究。教育科學研究期刊,58(2),57-90。new window  延伸查詢new window
3.Salanova, M.、Llorens, S.、Schaufeli, W. B.(2011)。"Yes, I can, I feel good, and I just do it!" On gain cycles and spirals of efficacy beliefs, affect, and engagement。Applied Psychology: An International Review,60(2),255-285。  new window
4.Wang, Ming-Te、Eccles, J. S.(2013)。School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective。Learning and Instruction,28,12-23。  new window
5.Bresó, Edgar、Schaufeli, Wilmar B.、Salanova, Marisa(2011)。Can a self-efficacy-based intervention decrease burnout, increase engagement, and enhance performance? A quasi-experimental study。Higher Education,61(4),339-355。  new window
6.Duckworth, Angela L.、Peterson, Christopher、Matthews, Michael D.、Kelly, Dennis R.(2007)。Grit: Perseverance and passion for long-term goals。Journal of Personality and Social Psychology,92(6),1087-1101。  new window
7.Duckworth, A. L.、Quinn, P. D.(2009)。Development and validation of the Short Grit Scale (GRIT-S)。Journal of Personality Assessment,91(2),166-174。  new window
8.侯雅齡(20140300)。國中學生學業自我概念發展之縱貫性分析。特殊教育研究學刊,39(1),1-34。new window  延伸查詢new window
9.張鈿富、林松柏、周文菁(20120600)。臺灣高中學生學習投入影響因素之研究。教育資料集刊,54,23-57。new window  延伸查詢new window
10.Reeve, J.、Tseng, C.-M.(2011)。Agency as a fourth aspect of students' engagement during learning activities。Contemporary Educational Psychology,36(4),257-267。  new window
11.Llorens, S.、Schaufeli, W. B.、Bakker, A. B.、Salanova, M.(2007)。Does a positive gain spiral of resources, efficacy beliefs and engagement exist?。Computers in Human Behavior,23(1),825-841。  new window
12.Skinner, E. A.、Kindermann, T. A.、Furrer, C. J.(2009)。A Motivational Perspective on Engagement and Disaffection: Conceptualization and Assessment of Children's Behavioral and Emotional Participation in Academic Activities in the Classroom。Educational and Psychological Measurement,69(3),493-525。  new window
13.Wolters, C. A.、Hussain, M.(2015)。Investigating grit and its relations with college students' self-regulated learning and academic achievement。Metacognition and Learning,10(3),293-311。  new window
14.Bowman, N. A.、Hill, P. L.、Denson, N.、Bronkema, R.(2015)。Keep on truckin' or stay the course? Exploring grit dimensions as differential predictors of educational achievement, satisfaction, and intentions。Social Psychological and Personality Science,6(6),639-645。  new window
15.Credé, M.、Tynan, M. C.、Harms, P. D.(2017)。Much ado about grit: A meta-analytic synthesis of the grit literature。Journal of Personality and social Psychology,113(3),492-511。  new window
16.Duckworth, A. L.、Yeager, D. S.(2015)。Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes。Educational Researcher,44(4),237-251。  new window
17.Ivcevic, Z.、Brackett, M.(2014)。Predicting school success: Comparing conscientiousness, grit, and emotion regulation ability。Journal of Research in Personality,52,29-36。  new window
18.Alhadabi, Amal、Karpinski, Aryn C.(2020)。Grit, self-efficacy, achievement orientation goals, and academic performance in university students。International Journal of Adolescence and Youth,25(1),519-535。  new window
19.Steinmayr, R.、Weidinger, A. F.、Wigfield, A.(2018)。Does students' grit predict their school achievement above and beyond their personality, motivation, and engagement?。Contemporary Educational Psychology,53,106-122。  new window
20.Light, A.、Nencka, P.(2019)。Predicting educational attainment: Does grit compensate for low levels of cognitive ability?。Learning and Individual Differences,70,142-154。  new window
21.侯雅齡(20230600)。國中及高中數理資優學生學習投入之縱貫研究。特殊教育學報,57,37-69。new window  延伸查詢new window
22.陳思親、陳慧娟(20210600)。青少年知覺的社會支持和英文科學業成就之關係:恆毅力與學習投入之序列中介效果分析。教育心理學報,52(4),857-883。new window  延伸查詢new window
23.Matos, L.、Reeve, J.、Herrera, D.、Claux, M.(2018)。Students' Agentic Engagement Predicts Longitudinal Increases in Perceived Autonomy-Supportive Teaching: The Squeaky Wheel Gets the Grease。The Journal of Experimental Education,86(4),579-596。  new window
24.Ouweneel, E.、Schaufeli, W. B.、Le Blanc, P. M.(2013)。Believe, and you will achieve: Changes over time in self-efficacy, engagement, and performance。Applied Psychology: Health and Well-Being,5(2),225-247。  new window
25.Reeve, J.、Cheon, S. H.、Jang, H.(2020)。How and why students make academic progress: Reconceptualizing the student engagement construct to increase its explanatory power。Contemporary Educational Psychology,62。  new window
26.Reeve, J.、Cheon, S. H.、Yu, T. H.(2020)。An autonomy-supportive intervention to develop students' resilience by boosting agentic engagement。International Journal of Behavioral Development,44(4),325-338。  new window
27.Roorda, D. L.、Jak, S.、Zee, M.、Oort, F. J.、Koomen, H. M. Y.(2017)。Affective teacher-student relationships and students' engagement and achievement: A meta-analytic update and test of the mediating role of engagement。School Psychology Review,46(3),239-261。  new window
圖書
1.洪慧芳、Duckworth, Angela L.(2016)。恆毅力:人生成功的究極能力。臺北:天下雜誌。  延伸查詢new window
 
 
 
 
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