英文部分
Aiken, L. R. (1976). Update on attitudes and other affective variables in learning
mathematics. Review of Educational Research, 46, 293-311.
Amabile, T. M. (1997). Motivating creativity in organizations: On doing what you love and loving what you do. California management review, 40(1), 39-58.
Amabile, T. M., Hill, K. G., Hennessey, B. A., &; Tighe, E. M. (1994). The work preference inventory: Assessing intrinsic and extrinsic motivational orientations. Journal of Personality and Social Psychology, 66(5), 950-967. doi: 10.1037/0022-3514.66.5.950
Anderson, S. B., &; Sauser, W. I. (1995). Measurement of test anxiety: An overview. In C. D.Spielberger &; P. R. Vagg (Eds.), Test anxiety: Theory, assessment and treatment (pp. 15–34). Washington, DC: Taylor and Francis.
Anderson, B., Fagan, P., Woodnutt, T., &; Chamorro-Premuzic, T. (2012). Facebook psychology: Popular questions answered by research. Psychology of Popular Media Culture, 1(1), 23-37. doi: 10.1037/a0026452
Asch, S. E. (1955). Opinions and social pressure. Readings about the social animal, 13.
Bagozzi, R. P., &; Yi, Y. (1988). On the evaluation of structural equation models. Journal of the academy of marketing science, 16(1), 74-94.
Ball, S. (1995). Anxiety and test performance. In C. D. Spielberger &; P. R. Vagg (Eds.), Test anxiety: Theory, assessment and treatment (pp.107–116). Washington, DC: Taylor and Francis.
Bandalos, D. L., Finney, S. J., &; Geske, J. A. (2003). A model of statistics performance based on achievement goal theory. Journal of Educational Psychology, 95(3), 604.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Baron, R. M., &; Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173.
Bearden, W. O., Netemeyer, R. G., &; Teel, J. E. (1989). Measurement of consumer susceptibility to interpersonal influence. Journal of Consumer Research, 473-481.
Bearden, W. O., &; Rose, R. L. (1990). Attention to social comparison information - an individual difference factor affecting consumer conformity. Journal of Consumer Research, 16(4), 461-471. doi: 10.1086/209231
Bundura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bundura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Cerdà, F. L., &; Planas, N. C. (2011). Facebook's potential for collaborative e-learning. Posibilidades de la plataforma Facebook para el aprendizaje colaborativo en línea., 8(2), 197-210.
Chemers, M. M., Hu, L.-t., &; Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55-64. doi: 10.1037/0022-0663.93.1.55
Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14, 464-504. doi: 10.1080/10705510701301834
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Mahwah, NJ: Lawrence Erlbaum Associates.
D., H., Schneider, L., &; Aronson, H. (2000). Clinical interns' perception of psychology and their place within it. . The Clinical Psychologist, 53(4), 3-11.
Deci, E. L., &; Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Ryan, R. M., Connell, J. P., &; Deci, E. L. (1985). A motivational analysis of self-determination and self-regulation in education. Research on motivation in education: The classroom milieu, 2, 13-51.
Deci, E. L., Koestner, R., &; Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627-668. doi: 10.1037/0033-2909.125.6.627
Deci, E. L., Vallerand, R. J., Pelletier, L. G., &; Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3 &; 4), 325-346.
Deutsch, M., &; Gerard, H. B. (1955). A study of normative and informational social influences upon individual judgment. The journal of abnormal and social psychology, 51(3), 629-636. doi: 10.1037/h0046408
Dev, P. C. (1997). Intrinsic motivation and academic achievement. What does their relationship imply for the classroom teacher? Remedial &; Special Education, 18(1), 12-19. doi: 10.1177/074193259701800104
Eccles, J. S., &; Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of psychology, 53(1), 109-132.
Eisenberger, R., Pierce, W. D., &; Cameron, J. (1999). Effects of reward on intrinsic motivation—negative, neutral, and positive: Comment on Deci, Koestner, and Ryan(1999). Psychological Bulletin, 125, 677-691.
Horwitz, Elaine K., Horwitz, Michael B., &; Cope, Joann (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132.
Facebook. (2004). Facebook. Retrieved from http://www.facebook.com/facebook?sk=info
Fenigstein, A., Scheier, M. F., &; Buss, A. H. (1975). Public and private self-consciousness: Assessment and theory. Journal of Consulting and Clinical Psychology, 43(4), 522-527. doi: 10.1037/h0076760
Fornell, C. and D. F. Larcker (1981). Evaluating structural equation models with unobservables and measurement error. Journal of Marketing Research, 18, 39-50.
Gardner, R. C. (1985). Social psychology and language learning: The role of
attitudes and motivation. London: Edward Arnold.
Garrity, E. J., O’Donnell, J. B., Kim, Y. J., &; Sanders, G. L. (2007). An extrinsic and intrinsic motivation-based model for measuring consumer shopping oriented web site success. Journal of Electronic Commerce in Organizations, 5(4), 18-38.
Gordon W. Cheung &; Roger B. Rensvold.(2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233-255.
Grosseck, G., Bran, R., Tiru, L., &; Elsevier Science, B. V. (2011). Dear teacher, what should I write on my wall? A case study on academic uses of Facebook. Procedia - Social and Behavioral Sciences, 15, 1425-1430.
Guay, F., &; Vallerand, R. J. (1996). Social context, student's motivation, and academic achievement: Toward a process model. Social Psychology of Education, 1(3), 211-233.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., &; Tatham, R. L. (2006). Multivariate data analysis (6th ed.). New Jersey : Prentice-Hall.
Hew, K. F. (2011). Students’ and teachers’ use of Facebook. Computers in Human Behavior, 27(2), 662-676.
Hu, L., &; Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
Hurt, N. E., Moss, G. S., Bradley, C. L., Larson, L. R., Lovelace, M. D., &; Prevost, L. B. (2012). The ‘Facebook’ effect: College students’ perceptions of online discussions in the age of social networking. International Journal for the Scholarship of Teaching and Learning, 6(2), 1-24.
Hussain, I. (2012). A Study to evaluate the social media trends among university students. Procedia-Social and Behavioral Sciences, 64, 639-645.
Idris, Y., &; Qiyun, W. (2009). Affordances of Facebook for learning. International Journal of Continuing Engineering Education and Life-Long Learning, 19(2-3), 247-255. doi: 10.1504/IJCEELL.2009.02503
Junco, R. (2011). Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance. Computers in Human Behavior, 28(1), 187-198.
Junco, R. (2012). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers &; Education, 58(1), 162-171. doi: 10.1016/j.compedu.2011.08.004
Kaiser, H. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31-36. doi: 10.1007/BF02291575
Kline, R. B. (1998). Principles and practice of structural equation modeling. New York: the Guilford Press.
K.Y. Lin, &; H. P. Lu. (2011). Why people use social networking sites: An empirical study integrating network externalities and motivation theory. Computers in Human Behavior, 27(3). doi: 10.1016/j.chb.2010.12.009
Lampe, C., Wohn, D. Y., Vitak, J., Ellison, N. B., &; Wash, R. (2011). Student use of Facebook for organizing collaborative classroom activities. International Journal of Computer-Supported Collaborative Learning, 6(3), 329-347. doi: 10.1007/s11412-011-9115-y
Lascu, D. N., &; Zinkhan, G. (1999). Consumer conformity: review and applications for marketing theory and practice. Journal of Marketing Theory and Practice, 1-12.
Lennox, R. D., &; Wolfe, R. N. (1984). Revision of the self-monitoring scale. Journal of Personality and Social Psychology, 46(6), 1349-1364.
Lewis, K., Kaufman, J., Gonzalez, M., Wimmer, A., &; Christakis, N. (2008). Tastes, ties, and time: A new social network dataset using Facebook.com. Social Networks, 30(4), 330-342. doi: 10.1016/j.socnet.2008.07.002
Linnenbrink, E. A., &; Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31(3), 313.
Little, T. D.(1997). Mean and covariance structures(MACS) anaiyses of cross-cultural data: Practical and theoretical issues. Multivariate Behavioral Ressearch, 32, 53-76.
Liu, C. C., Cheng, Y. B., Tsai, C. C., &; Huang, C. W. (2011). The effect of simulation games on the learning of computational problem solving. Computers &; Education, 57(3), 1907-1918.
MacIntyre, P. D., &; Donovan, L. A. (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning, 52(3), 537-564.
Mazman, S. G., &; Usluel, Y. K. (2010). Modeling educational usage of Facebook. Computers &; Education, 55(2), 444-453. doi: 10.1016/j.compedu.2010.02.008
Meade, Adam W., Johnson, Emily C., &; Braddy, Phillip W., (2008). Power and sensitivity of alternative fit indices in tests of measurement invariance. Journal of Applied Psychology, 93(3), 568-592.
Meishar Tal, H., Kurtz, G., &; Pieterse, E. (2012). Facebook groups as LMS: a case study. IRRODEL, 13(4), 33-48.
Meunier, C., &; Rule, B. G. (1967). Anxiety, confidence, and conformity. Journal of Personality, 35(3), 498-504.
Morris, L. W., Davis, M. A., &; Hutchings, C. H. (1981). Cognitive and emotional components of anxiety: Literature review and a revised worry–emotionality scale. Journal of Educational Psychology, 73(4), 541-555. doi: 10.1037/0022-0663.73.4.541
Morris, L. W., &; Liebert, R. M. (1970). Relationship of cognitive and emotional components of test anxiety to physiological arousal and academic performance. Journal of Consulting and Clinical Psychology, 35(3), 332.
Munoz, C. L., &; Towner, T. (2012). Back to the wall: How to use Facebook in the classroom. First Monday,16, 5-12.
Nunnally, J. C. (1978). Psychometric theory. New York: McGraw-Hill.
Odell, A., Nevin, P., &; Roberts, H. (2008). Education in your Face(Book)! The European Conference on e-Learning 7, 231-239.
Ottens, A. J. (1991). Coping with academic anxiety (2nd ed.). New York: Rosen.
Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25(1), 92-104.
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667-686. doi: 10.1037/0022-0663.95.4.667
Pintrich, P. R., &; Schrauben, B. (1992). Students’ motivational beliefs and their cognitive engagement in classroom academic tasks. Student perceptions in the classroom, 149-183.
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: The University of Michigan.
Prensky, M. (2001a). Digital natives, digital immigrants. On the Horizon, 9(5), 2-6.
Prensky, M. (2005). Learning in the Digital Age. Educational Leadership, 63(4), 8-13.
Raafat, R. M., Chater, N., &; Frith, C. (2009). Herding in humans. Trends in Cognitive Sciences, 13(10), 420-428.
Ractham, P., &; Firpo, D. (2011). Using social networking technology to enhance learning in higher education: A case study using Facebook. Proceedings of the 44th Hawaii International Conference on System Sciences (HICSS 2011). doi: 10.1109/hicss.2011.479
Rana, R. A., &; Mahmood, N. (2010). The relationship between test anxiety and academic achievement. Bulletin of Education and Research, 32(2), 63-74.
Reeve, J. (2005). Understanding motivation and emotion(4th ed.). NJ : John Wiley &; Sons, Inc.
Reyes, L. H. (1984). Affective variables and mathematics education. The Elementary School Journal, 84(5), 558-581.
Ridings, C. M., Gefen, D., &; Arinze, B. (2002). Some antecedents and effects of trust in virtual communities. The Journal of Strategic Information Systems, 11(3-4), 271-295.
Rouis, S., Limayem, M., &; Salehi-Sangari, E. (2011). Impact of Facebook usage on students' academic achievement: Role of self-regulation and trust. Impacto del uso de Facebook en el rendimiento de los estudiantes: El papel de la Autorregulación y la Confianza., 9(3), 961-994.
Ryan, R.M., Mims, V., &; Koestner, R. (1983). The relationship of reward contingency and interpersonal context to intrinsic motivation: A review and test using cognitive evaluation theory. Journal of Personality and Social Psychology, 45, 736-750.
Ryan, R. M., &; Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. doi: 10.1037/0003-066x.55.1.68
Sarason, I. G. (1984). Stress, anxiety and cognitive interference: Reactions to tests. Journal of Personality and Social Psychology, 46, 929–938.
Sarason, B. R., Sarason, I. G., &; Pierce, G. R. (1990). Social support: An interactional view: John Wiley &; Sons.
Schunk, D. H. (1989). Self-efficacy and achievement behaviors. Educational Psychology Review, 1(3), 173-208.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3/4), 207.
Schunk, D. H., Pintrich, P. R., &; Meece, J. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall.
Selwyn, N. (2009). Faceworking: exploring students' education‐related use of Facebook. Learning, Media and Technology, 34(2), 157-174.
Shiu, H., Fong, J., &; Lam, J. (2010). Facebook - education with social networking websites for teaching and learning. Lecture Notes in Computer Science, 6248, 59-70.
Shroff, R. H., Vogel, D. R., Coombes, J., &; Lee, F. (2007). Student e-learning intrinsic motivation: A qualitative analysis. Communications of the Association for Information Systems, 19(1), 241-260.
Shulman, S., Laursen, B., Kalman, Z., &; Karpovsky, S. (1997). Adolescent intimacy revisited. Journal of Youth and Adolescence, 26(5), 597-617.
Sistrunk, F., &; McDavid, J. W. (1965). Achievement motivation, affiliation motivation, and task difficulty as determinants of social conformity. Journal of Social Psychology, 66(1), 41-50.
Slavin, R. E., &; Davis, N. (2006). Educational psychology: Theory and practice: Pearson/Allyn &; Bacon.
Snyder, A. F., Mischel, W., &; Lott, B. E. (1960). Information, and conformity behavior. Journal of Personality, 28, 333-341.
Snyder, M. (1974). Self-monitoring of expressive behavior. Journal of Personality and Social Psychology, 30(4), 526-537. doi: 10.1037/h0037039
Solomon, L. J., &; Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503-509. doi: 10.1037/0022-0167.31.4.503
Sternberg, R. (2003). Cognitive Psychology (3rd ed.). Texas: Harcourt Brace.
Stipek, D. J. (2002). Motivation to learn: Integrating theory and practice(4th ed.). Boston: Allyn &; Bacon.
Telegraph reporters. (2013, January 7). Using Facebook could help boost exam grades [Online forum comment]. Retrieved from http://www.telegraph.co.uk/news/uknews/9771416/Using-Facebook-could-help-boost-exam-grades.html
The Internet Map. (2012, August 2).The Internet Map. Retrieved from http://internet-map.net/
Tobias, S. (1979). Anxiety research in educational psychology. Journal of Educational Psychology, 71(5), 573-582. doi: 10.1037/0022-0663.71.5.573
Volpe, R. P., Kotel, J. E. &; Chen, H.(2002). A Survey of investment literacy among online investors. Journal of Finance, 13, 1-13.
West, A., Lewis, J., &; Currie, P. (2009). Students' Facebook ‘friends’: public and private spheres. Journal of youth studies, 12(6), 615-627.
Zeidner, M. (1991). Statistics and mathematics anxiety in social-science students - some interesting parallels. British Journal of Educational Psychology, 61, 319-328.
Zeidner, M., &; Nevo, B. (1992). Test anxiety in examinees in a college admission testing situation: Incidence, dimensionality, and cognitive correlates. Advances in test anxiety research, 7, 288-303.
Zeidner, M., &; Matthews, G. (2005). Evaluation anxiety: Current theory and research. In A. J. Elliot &; C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 141-166). New York: Guilford Press.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91.
中文部分
王雅□（2004）。產品能見度及知名品牌與消費者從眾之相關性初探（未出版之碩士論文）。國立交通大學，新竹市。
古智雄（2001）。國小學童科學問題合理性判斷的熱認知喚起與弱化作用（未出版之博士論文）。國立臺灣師範大學，台北市。吳雅雯（2010）。探討電腦網路玩家去抑制行為、從眾行為與網路成癮相關研究（未出版之碩士論文）。國立中山大學，高雄市。
吳靜吉、程炳林（1993）。國民中小學生學習動機，學習策略與學業成績之相關研究。國立政治大學學報，66，13-39。余伯泉、陳舜文、危芷芬、李茂興（譯）（2012）。社會心理學（原作者：Aronson, E., Wilson, T. D., &; Akert, R. M.）。台北市：揚智文化。
呂欽武、王燕雀（2012）。小組遊戲競賽法對國小新生的數學學習效益。嶺東學報，31，175-192。林文玉（2009）。國一新生英語學習焦慮、學習動機和學習策略研究（未出版之碩士論文）。國立政治大學，新北市。林妙雀、李建裕（2010）。吞世代青少年品牌形象及品牌態度之研究-以同儕從眾行為為干擾變數。行銷評論，7(4)，525-555。林姿諭（2006）。數學焦慮認知與情意影響數學內在動機、自我概念與成就之模式：以PISA 2003香港資料為例（未出版之碩士論文）。國立政治大學，台北市。林迪意、莊明諺（2004）。年齡、工作記憶與電腦態度在電子郵件技能學習之預測效應。應用心理研究，22，105-120。李芳齡 （譯）（2011）。facebook臉書效應：從0到7億的串連The facebook Effect: The Inside Story of the company That is Connecting the World （原作者：David Kirkpatrick）。台北市：天下雜誌。（原著出版年：2011）。
李金玲、許筱彤（2011）。A Survey Study on Students' Anxiety and Beliefs about English Learning in a University of Technology.高應科大人文社會科學學報，8(1)，87-106。
姚書璇（2011）。運用社群網站輔助合作學習之成效與動機研究─以傳播史課程為例（未出版之碩士論文）。國立嘉義大學，嘉義市。孫東志（2005）。國小學童科學問題合理性判斷從眾效應之研究（未出版之碩士論文）。國立花蓮師範學院，花蓮市。徐文怡（2000）。資訊性與規範性影響下從眾行為之研究（未出版之碩士論文）。國立嘉義大學，嘉義市。徐鳴、董丁戈、張敏（2010）。對大學生的從眾心理與行為的教育引導。教育探索，4，139-141。
時蓉華（民85）：社會心理學。台北：東華書局。
許仲毅（2007）。國小學生網路成癮、從眾行為與人際關係之研究（未出版之碩士論文）。國立高雄師範大學，高雄市。張珂（2007）。論大學生網民的從眾心理。中國青年研究，67-69。
張春興（1989）。張氏心理學辭典。台北市：東華書局。
張春興（2012）。現代心理學（重修版）。台北市：東華書局。
張軒齊（2012）。探討資訊系統使用者教育訓練之學習成效-以中原大學i-Learning系統和Facebook課程社團比較（未出版之碩士論文）。中原大學，中壢市。張慧瑾（2006）。實證醫學教育與文獻搜尋焦慮、圖書館焦慮、統計焦慮、寫作焦慮之關聯性探討（未出版之碩士論文）。國立臺灣大學，台北市。陳婉真（2006）。試前準備期與考試當下焦慮量表。測驗學刊，53(2)，181-204。
陳佳苹（2012）。不同學習風格者運用Facebook進行協同學習以探討學習動機與成效之研究（未出版之碩士論文）。淡江大學，新北市。陳劼(1996)。課堂焦慮感與口語水平的關係。山東外語教學，4，78-81。
陳靖旻（2008）。影響虛擬社群成員知識分享因素之探討－社會資本理論觀點（未出版之碩士論文）。國立中央大學，桃園縣。黃芳銘（2007）。結構方程模式理論與應用。台北：五南。
黃重仁、劉嘉茹（2004）。國小高年級學童之網路資源應用歷程之探究。 數學與科學教育，3，21-28。
創市際市場研究顧問（2012年8月4日）。2012年07月虛擬社群篇【新聞群組】。取自http://www.insightxplorer.com/specialtopic/2012_07_09.htm
資策會FIND網站（2012年7月23日）。亞洲五國上網率攀升至34.8%【新聞群組】。取自http://www.find.org.tw/find/home.aspx?page=news&;id=1512
資策會FIND網站（2012年7月23日）。2011年12月底止台灣上網人口【新聞群組】。取自http://www.find.org.tw/find/home.aspx?page=many&;id=314
資策會FIND網站（2012年7月23日）。半數以上美國社群網站使用者每日登入瀏覽【新聞群組】。取自http://www.find.org.tw/find/home.aspx?page=news&;id=5563
趙居蓮（譯）（1998）社會心理學（Weber, Ann. L.）。台北市：桂冠。
鄭友超、呂淑娟、陳泉源、蘇俊鍵（2012）。國中學生電腦焦慮與學習成就關係之研究。長庚人文社會學報，5(1)，125-158。鄭伶如（2009年1月）。企業聲望、人口統計變數與從眾行為關聯性之研究。「海峽兩岸財金趨勢研討會」發表之論文，淡江大學。
鄭昭明、陳億貞（譯）（2006）。普通心理學（原作者：J.Sternberg, R.）。台北：雙葉書廊。（原著出版年：2000）
蔣洁祺（2006）。大學生英語學習動機與課堂相關因素的研究。台州學院學報，28(4)，62-65。
潘彥瑞、陳宣如（民100年4月30日）。埃及「茉莉花」推手訪台 談網路革命【新聞群組】。取自http://www.tvbs.com.tw/news/news_list.asp?no=arieslu20110430200658
韓珮華（2006）。數學焦慮與自我概念對動機與成就中介效果之探討：以PISA 2003 香港資料為例（未出版之碩士論文）。國立政治大學，台北市。魏麗敏（1987）。數學焦慮的性質與評量。測驗與輔導，85，1642-1643。
藺旭鵬（2011）。大學生從眾心理分析及對策。中國科技論文在線。取自http://www.paper.edu.cn/index.php/default/releasepaper/content/201103-819