:::

詳目顯示

回上一頁
題名:國小學生參與任務導向學習對學習動機、學習情緒之影響
書刊名:人文社會科學研究. 教育類
作者:朱依君連倖誼
作者(外文):Chu, Yi-chunLien, Hsin-yi
出版日期:2020
卷期:14:3
頁次:頁37-57
主題關鍵詞:任務導向學習學習動機學習情緒Task-based learningLearning motivationAchievement emotion
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(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:110
  • 點閱點閱:9
期刊論文
1.Credé, M.、Phillips, L. A.(2011)。A meta-analytic review of the Motivated strategies for learning questionnaire。Learning and individual differences,21(4),337-346。  new window
2.Pekrun, R.、Goetz, T.、Frenzel, A. C.、Perry, R. P.、Barchfeld, P.(2011)。Measuring emotions in students' learning and performance: The achievement emotions questionnaire (AEQ)。Contemporary Educational Psychology,36(1),36-48。  new window
3.Karadeniz, S.、Buyukozturk, S.、Akgun, O. E.、Cakmak, E. K.、Demirel, F.(2008)。The Turkish adaptation study of motivated strategies for learning questionnaire (MSLQ) for 12-18 year old children: Results of confirmatory factor analysis。The Turkish Online Journal of Educational Technology,7(4),108-117。  new window
4.Duncan, T. G.、McKeachie, W. J.(2005)。The making of the motivated strategies for learning questionnaire。Educational Psychologist,40(2),117-128。  new window
5.林宴瑛、程炳林(20120900)。環境目標結構與控制--價值信念對學業情緒之效果。教育心理學報,44(1),49-72。new window  延伸查詢new window
6.Pintrich, Paul R.、Smith, David A. F.、Garcia, Teresa、McKeachie, Wilbert J.(1993)。Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ)。Educational and Psychological Measurement,53(3),801-813。  new window
7.林生傳(19980700)。建構主義的教學評析。課程與教學,1(3),1-13+133。new window  延伸查詢new window
8.Pinxten, M.、Marsh, H. W.、De Fraine, B.、Van Den Noortgate, W.、Van Damme, J.(2014)。Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure。British Journal of Educational Psychology,84(1),152-174。  new window
9.謝觀崢(2015)。科技大學學生英語學習焦慮量表之編製。科學與人文研究,3(2),63-75。  延伸查詢new window
10.黃智淵(20160400)。家長自主支持、基本心理需求、自主動機與國小學生學業情緒關係之探究。教育研究學報,50(1),67-92。new window  延伸查詢new window
11.張景媛(19970900)。國中生之正負向情緒與其後設認知、學習動機關係之研究。教育心理學報,29,51-76。new window  延伸查詢new window
12.Oxford, Rebecca L.(2015)。Emotion as the amplifier and the primary motive: Some theories of emotion with relevance to language learning。Studies in Second Language Learning and Teaching,5(3),371-393。  new window
13.Brown, John Seely、Collins, Allan、Duguid, Paul(1989)。Situated Cognition and the Culture of Learning。Educational Researcher,18(1),32-42。  new window
14.張靜雲(20120600)。國民小學英語村情境建置與學生學習動機之個案研究。教育理論與實踐學刊,25,83-113。new window  延伸查詢new window
15.Weiner, Bernard(1985)。An Attributional Theory of Achievement Motivation and Emotion。Psychological Review,92(4),548-573。  new window
16.江民瑜(20130900)。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。當代教育研究季刊,21(3),113-150。new window  延伸查詢new window
17.Meyer, D. K.、Turner, J. C.(2006)。Re-conceptualizing emotion and motivation to learn in classroom contexts。Educational Psychology Review,18(4),377-390。  new window
18.Pintrich, Paul R.、De Groot, Elisabeth V.(1990)。Motivational and self-regulated learning components of classroom academic performance。Journal of Educational Psychology,82(1),33-40。  new window
19.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
20.Goetz, T.、Pekrun, R.、Hall, N.、Haag, L.(2006)。Academic emotions from a social-cognitive perspective: Antecedents and domain specificity of students' affect in the context of Latin instruction。British Journal of Educational Psychology,76(2),289-308。  new window
21.Atkinson, J. W.、Reitman, W. R.(1956)。Performance as a function of motive strength and expectancy of goal-attainment。The Journal of Abnormal and Social Psychology,53(3),361-366。  new window
22.Cook, D. A.、Thompson, W. G.、Thomas, K. G.(2011)。The motivated strategies for learning questionnaire: Score validity among medicine residents。Medical Education,45(12),1230-1240。  new window
23.Bonanomi, A.、Olivari, M. G.、Mascheroni, E.、Gatti, E.、Confalonieri, E.(2018)。Using a multidimensional Rasch analysis to evaluate the psychometric properties of the Motivated Strategies for Learing Questionnaire (MSLQ) among high school students。TPM-Testing, Psychometrics, Methodolgoy in Applied Psychology,25(1),83-100。  new window
24.Arguedas, M.、Daradoumis, T.、Xhafa, F.(2016)。Analyzing how emotion awareness influences students' motivation, engagement, self-regulation and learning outcome。Educational Technology & Society,19(2),87-103。  new window
25.Erturan, Ilker G.、Arslan, Y.、Demirhan, G.(2014)。A validity and reliability study of the motivated strategies for learning questionnaire。Kuram Ve Uygulamada Egitim Bilimleri,14(3),829-833。  new window
26.Hamilton, R. J.、Akhter, S.(2009)。Construct validity of the motivated strategies for learning questionnaire。Psychological Report,104(3),711-722。  new window
27.Hederich-Martines, C.、Camargo-Urib, A.、Lopez-Vargas, O.(2018)。Motivation and use of learing strategies in students, men and women, with difference level of schooling。Journal of Psychological and Education Research,26(1),121-146。  new window
28.Lee, J. C.、Zhang, S.、Yin, H.(2010)。Using multidimentsional rasch analysis to validate the Chinese version of the motivated strategies for learning questionnaire (MSLQ-CV)。European Journal of Psychology of Education,25(1),141-155。  new window
29.Huang, S.-C.(2008)。Assessing motivation and learning strategies using motivated strategies for learning questionnaire in a foreign language learning context。Social Behavior and Personality,36(4),529-534。  new window
30.Noona, K.、Spinath, B.、Clem, A.(2020)。The dynamics of motivation, emotion, and task performance in simulated achievement situations。Learning and Individual Differences,80。  new window
31.MacIntyre, P. D.、Vincze, L.(2017)。Positive and negative emotion underlie motivation for L2 learning。Studies in Second Language Learning and Teaching,7(1),61-88。  new window
32.Liu, E. Z.、Lin, C. H.(2010)。The survey study of mathematics motivated strategies for learning quesionnaire (MMSLQ) for grade 10-12 Taiwanese students。The Turkish Online Journal of Educational Technology,9(2),221-233。  new window
33.Ramírez-Echeverry, J. J.、García-Carrillo, A.、Dussán, F. A. O.(2016)。Adaptation and validation of the motivated strategies for learning questionnaire-MSLQ-in engineering students in colombia。International Journal of Engineering Education,32(4),1-14。  new window
34.Starkey-Perret, R.、Deledalle, A.、Jeoffrion, C.、Rowe, C.(2018)。Measuring the impact of teaching approaches on achievement-related emotions: The use of the achievement emotion questionnaire。British Journal of Educational Psychology,88(3),446-464。  new window
35.Tabatabaei, S.-S.、Ahadi, H.、Bani-Jamali, S.-O.-S.、Bahrami, H.、Khamesan, A.(2017)。The effects of Motivated Strategies for Learning Questionnaire (MSLQ) on students' cognitive and meta-cognitive skills。NeuroQuantology,15(2),239-245。  new window
36.Veroff, J.、Atkinson, J. W.、Feld, S. C.、Gurin, G.(1960)。The use of thematic apperception to assess motivation in a nationwide interview study。Psychological Monographs: General and Applied,74(12),1-32。  new window
37.Villavicencio, F.、Bernardo, A.(2016)。Beyond Math anxiety: Positive emotions predict Mathematics achievement, self-regulaiton, and self-efficacy。Asia-Pacific Eudcation Researcher,25(3),415-422。  new window
38.Bandura, Albert(1977)。Self-efficacy: Toward a unifying theory of behavioral change。Psychological Review,84(2),191-215。  new window
39.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
40.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
研究報告
1.Pintrich, P. R.、Smith, D. A. F.、Garcia, T.、McKeachie, W. J.(1991)。A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ)。Ann Arbor, MI:National Center for Research to Improve Postsecondary Teaching and Learning。  new window
圖書
1.O'Donnell, A. M.、Reeve, J. M.、Smith, J. K.(2007)。Educational psychology: Reflection for action。Hoboken, NJ:John Wiley & Sons。  new window
2.Pintrich, P. R.、Schunk, D. H.(2008)。Motivation in education: Theory, research, and applications。Prentice Hall Merrill。  new window
3.Vygotsky, Lev Semenovich(1980)。Mind in Society: The Development of Higher Psychological Processes。Harvard University Press。  new window
4.Schunk, D. H.、Meece, J. R.、Pintrich, P. R.(2012)。Motivation in education: Theory, research, and applications。Upper Saddle River, NJ:Pearson Higher Ed.。  new window
5.張春興(2007)。教育心理學:三化取向的理論與實踐。東華。  延伸查詢new window
其他
1.行政院(2002)。挑戰2008:國家發展重點計畫,https://www.teg.org.tw/files/events/2002.05.31.pdf。  延伸查詢new window
2.Nunn, B.(2001)。Task-based Methodology and Sociocultural Theory,http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.475.648&rep=rep1&type=pdf。  new window
圖書論文
1.Eccles, J.(1983)。Expectancies, values and academic behaviors。Achievement and achievement motives。San Francisco, CA:Freeman。  new window
2.Pekrun, R.、Frenzel, A. C.、Götz, T.、Perry, R. P.(2007)。The control-value theory of achievement emotions: An integrative approach to emotions in education。Emotion in education。Elsevier Academic Press。  new window
3.Pekrun, Reinhard(2000)。A social-cognitive, control-value theory of achievement emotions。Motivational Psychology of Human Development。Elsevier Science。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE