(3.232.129.123) 您好!臺灣時間:2021/03/06 01:52
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

我願授權國圖
: 
twitterline
研究生:范儷齡
研究生(外文):Li-Ling Fan
論文名稱:不同回饋方式對高職女學生學習動機與學業成就之影響
論文名稱(外文):The Influence of Different Feedback on Vocational High School Female Students’ Learning Motivation and Academic Achievement
指導教授:王淑玲王淑玲引用關係
學位類別:碩士
校院名稱:國立臺灣科技大學
系所名稱:技術及職業教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:101
中文關鍵詞:標準參照回饋常模參照回饋自我效能學科價值考試焦慮女學生
外文關鍵詞:Norm-referenced FeedbackCriterion-referenced FeedbackSelf-efficacyTask ValueTest AnxietyFemale Students
相關次數:
  • 被引用被引用:23
  • 點閱點閱:401
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:7
本研究主要探討不同回饋方式對女學生學習動機與學業成就之影響,並試圖瞭解高職女學生之學習動機對其學業成就的影響。本研究採實驗研究法,本研究實驗組有兩組,一組接受常模參照回饋,另一組接受標準參照回饋;控制組則未給予任何回饋。從前二次的預試到正式研究的施測,皆以北部的高職學生為研究對象,並以計算機概論為測試之科目。在本研究第一次預試中,其學習動機量表得到良好的信度,在第二次預試的研究結果發現,不同的回饋方式對學業成就具有顯著影響。此外,正式研究是以台北市某高職幼保科一年級140位女學生為研究對象,以班級為單位隨機分派不同的回饋方式,且進行兩次學習動機問卷之施測以及兩次學業成就測驗。本研究主要發現不同回饋方式對女學生的學業成就無顯著差異。另外,接受成績回饋的女學生,其自我效能顯著高於無成績回饋的女學生,但接受標準參照回饋的女學生,其自我效能與常模參照回饋的女學生則無顯著差異。此外,學科價值對學業成就亦具顯著影響。同時,本研究從後續訪談中發現可能影響實驗結果的潛在因素,包括考試方式不一致的影響以及同時事件的影響。最後,根據研究結果對教師在教學上及未來研究提出具體建議。
The purposes of this study were to examine the influence of different types of feedback on vocational high school female students’ learning motivation and academic achievement. The study also investigated the motivational factors(e.g. self-efficacy, task value, test anxiety)influencing vocational high school female students’ academic achievement. The quasi-experimental design was applied in the study. Two experimental groups received norm-referenced feedback and criterion-referenced feedback respectively; while the control group received no feedback. Prior to the main study, two pilot studies were conducted on vocational high school students in the northern Taiwan. Pilot study 1 showed good reliability and validity for the questionnaire. Pilot study 2 indicated that different types of feedback had affects on students’ academic achievement. A total of 140 students from three classes of the first-grade female students were selected and randomly assigned to three feedback conditions in this main study. These students were enrolled in the course of “The Computer Introduction”. The results showed that the types of feedback caused no significant differences on female students’ academic achievement. Moreover, students receiving score feedback had higher self-efficacy than those receiving no feedback. However, there was no significant difference on self-efficacy between criterion-referenced feedback and norm-referenced feedback. This study also indicated that the female students’ academic achievement was strongly influenced by their task value. Furthermore, from the follow-up interviews, it is found that the experimental accuracy had also affected by test types and concurrent events. Implications and suggestions for future research were also provided.
目 錄
誌謝 I
中文摘要 II
英文摘要 III
目 錄 IV
表目錄 VI
圖目錄 VII
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究問題 4
第三節 研究範圍與限制 5
第四節 重要名詞解釋 6
第二章 文獻探討 8
第一節 回饋理論與學習之探討 8
第二節 回饋與學業成就之探討 12
第三節 學習動機與學業成就及其相關研究之探討 18
第四節 回饋方式與學習動機及其相關研究之探討 30
第五節 女性在學習方面之相關研究 34
第三章 研究方法 39
第一節 研究架構 39
第二節 研究假設 39
第三節 研究工具 40
第四節 預試 41
第五節 研究對象 44
第六節 實驗設計 45
第七節 實驗流程 46
第八節 成就測驗 50
第九節 資料分析 51
第四章 研究結果 53
第一節 前測之樣本資料分析 53
第二節 不同回饋方式對女學生學業成就之影響 56
第三節 不同回饋方式對女學生學習動機之影響 57
第四節 自我效能、學科價值及考試焦慮對學業成就之影響 60
第五節 訪談之結果 61
第五章 結論、討論與建議 66
第一節 結論 66
第二節 討論 69
第三節 研究建議 79
參考書目 81
一、中文部份 81
二、英文部份 85
附錄 97
附錄一 第一次測驗之試卷 97
附錄二 第二次測驗之試卷 99
附錄三 學習動機問卷 101
表目錄
表3-1 預試之轉軸後的因素矩陣 42
表3-2 三組受試者在自我效能、學科價值及考試焦慮之描述性統計 44
表3-3 三組受試者在學業成就之描述性統計 44
表4-1 正式之轉軸後的因素矩陣 54
表4-2 三組受試者在前測自我效能、學科價值及考試焦慮之描述性統計 55
表4-3 三組受試者在前測學業成就之描述性統計 55
表4-4 三組受試者在學業成就之描述性統計 56
表4-5 三組受試者在第二次測驗成績之變異數分析摘要表 56
表4-6 三組受試者在後測自我效能、學科價值及考試焦慮之描述性統計 58
表4-7 三組受試者在後測自我效能之變異數分析摘要表 58
圖目錄
圖3-1 本研究之研究架構 39
圖3-2 實驗流程 46
一、中文部份
吳明隆 (民89)。SPSS統計應用實務。臺北:松崗。
吳嘉麗 (民87)。從性別角度看國民中學數理化教科書。兩性平等教育季刊,2,58-65。
李緒武 (民71)。論測驗與評分在教育上的功能。幼獅月刊,55(4),43-45。
李明堂 (民76)。常模參照回饋、自我參照回饋對國小學童成敗歸因、成就動機、測試焦慮影響之研究。國立高雄師範大學教育研究所碩士論文,未出版、高雄市。
林清山 (民86)。心理與教育統計學。臺北:東華書局。
林新發 (民73)。常模參照測驗與標準參照測驗之剖析。測驗與輔導,67,1200-1204。
胡幼慧(民85)。質性研究:理論、方法及本土女性研究實例。臺北:巨流。
徐新逸、黃麗鈴 (民88)。高中生學業成就自我效能與學業表現之探討:影響自我效能因素與成就表現相關研究。教育與心理研究,22,267-294。
翁淑緣 (民89)。影響國中學生電腦學習意願之個人特性探討。國立政治大學教育與心理研究,23,147-172。
張春興 (民85)。教育心理學-認知取向。臺北:教育部。
張景媛 (民81)。自我調整、動機信念、選題策略與作業表現關係的研究暨自我調整訓練課程效果之評估。教育心理學報,25, 201-243。
郭生玉 (民89)。心理與教育研究法。臺北:精華書局。
郭生玉 (民89)。心理與教育測驗。臺北:精華書局。
陳昭地 (民89)。第三次國際數學與科學教育成就後續調查之研究。行政院國家科學委員會專題研究成果報告(報告編號:NSC 87-2511-S-003-058༱-2511-S-003-007)。
陳英豪、吳裕益 (民83)。測驗的編製與應用。臺北市:偉文圖書出版社。
陳嘉成 (民88)。成就目標、動機氣候、自我歷程與自我調整策略、持續學習動機動機和數學成就之關係。國立政治大學教育研究所博士論文,未出版,臺北市。
曾心怡 (民89)。性別、班級組成型式,師生互動與學習動機:以高三自然組物理科為例。國立花蓮師範學院國民教育研究所碩士論文,未出版,花蓮市。
湯清二 (民85)。建構教學與回饋。教育實習輔導,6,62-65。
楊淑卿 (民87)。電腦資訊教育與性別差異之研究。視聽教育,236,22-31。
溫嘉榮 (民86)。從學生學習特質觀察多媒體電腦輔助學習模式。中學工藝教育,30(8),16-20。
翟智怡(民90):高中職女性校長生涯發展歷程之研究。國立高雄師範大學輔導研究所碩士論文,未出版,高雄市。
劉信雄 (民81)。國小學生認知風格、學習策略、自我效能、與學業成就關係之研究。國立政治大學教育研究所博士論文,未出版,臺北市。
蔡秋豪 (民83)。競爭及回饋對大專學生活動能力之影響。中華體學報,17(1), 427-444。
蔡淑娥(民74)。高中生的電腦態度、電腦成就及其相關因素之研究。國立政治大學教育教育研究所碩士論文,未出版,臺北市。
質的研究與評鑑(吳芝儀、李奉儒譯) (民84)。臺北市:桂冠。﹙原著出版年:1980年﹚
賴振榮 (民90)。合作學習教學法應用於高職進修學校電子科電子實習課程學習效能之研究。國立彰化師範大學工業教育研究所碩士論文,未出版,彰化縣。
薛雅菁(民90)。初探女性的網路使用經驗。私立淡江大學大眾傳播研究所碩士論文,未出版,臺北縣。
簡茂發 (民80)。教學評量原理。臺北教師研習中心,24,99。
魏麗敏 (民85)。影響國小兒童數學成就之自我調節學習與情感因素分析及其策略訓練效果之研究。國立台灣師範大學教育心理與輔導研究所博士學位論文,未出版,臺北市。
鐘敏華 (民84)。國中體育教師回饋與學生學習成就之相關研究。國立台灣師範大學體育研究所碩士論文,未出版,臺北市。
二、英文部份
Ames, C., & Ames, R., (1981). Competitive versus individualistic goal structures: The salience of past performance information for causal attributions and affect. Journal of Educational psychology, 73, 411-418.
Anastasi, A., & Urbina, S. (1996). Psychological Testing. New York: teachers college, Fordham university.
Anderson, D. F., Lorenz, F. O., & Pease, K.G. (1986). Prediction of present participation from children’s gender, past participation, and attitudes: a longitudinal analysis. Sociology of Sport Journal, 3(2), 101-111.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychology Review, 84, 191-215.
Bandura, A. (1986). Social foundations of thought and action:A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bandura, A., & Schunk, D. H. (1981). Cultivating competence self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586-598.
Beble, R. L., & Frisbie, D. A. (1986). Essentials of Educational Measurement. Englewood Cliffs New Fersey:Prenice-hall.
Berndt, T. J., & Miller, K. E. (1990). Expectancies, values, and achievement in junior high school. Journal of Educational Psychology, 82, 319-326.
Biggs, J. (1999). Towards a model of school-based curriculum development and assessment: Using the SOLO taxonomy. Australian Journal of Education, 33, 151-163.
Brophy, J. (1983). Conceptualizing student motivation. Educational Psychologist, 18, 200-215.
Brown, G., & Penklebury, M. (1992). Assessing active learning module:In P. Cryer(Ed.), Effective learning and teaching in higher education, Sheffield:CVCP.
Carpenter, P., & Hayden, M. ( 1987 ) . Girls'' academic achievements : Single- sex verse coeducational schools. Sociology of Education, 60,156-167.
Cervone, C. S., & Wood, R. (1995). Goals, Feedback, and the differential influence of self-regulatory process on cognitively complex performance. Cognitive therapy and Research, 19(5), 519-545.
Chen, M. (1986). Gender and computers: The beneficial effects of experience on attitudes. Journal of Educational Computing Research, 2, 265-282.
Chu, P. P. (1994). Using CAD tool in an introductory level digital system course. Computers in Education Journal, 4(1), 65-68.
Clifford, M. M. (1972). Effects of emphasizing competition in classroom-testing procedures. The Journal of Educational research, 65, 234-238.
Cockburn, C. & Ormrod, S.(1993). Gender and Technology in the Making. London: Sage.
Compeau, D. R., & Higgins, C. A.(1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly,5, 189-211.
Corno, L. (1986). The metacognitive control components of self-regulated learning . Contemporary Educational Psychology, 4, 333-346.
Corston, R., & Colman, A. M. (1996). Gender and social facilitation effects on computer competence and attitudes toward computers. Journal of Educational Computing Research, 14(2), 171-183.
Covington, M. V., & Omelich, C. L. (1984). An empirical examination of Weiner''s critique of attribution research. Journal of Educational Psychology, 76, 1199-1213.
Culler, R. E., & Hloahan, C. J. (1980). Test anxiety and academic performance: The effects of study related behaviors. Journal of Educational Psychology, 72, 16-20.
Debowski, S., Wood, R. E., & Bandura, A. (2001). Impact of guided exploration and enactive exploration on self-regulatory mechanisms and information acquisition through electronic search. Journal of Applied Psychology,18, 1129-1141.
Debra, S. J., Daniel, B. T., Kalen, F. P., & Yin, M. N. (1996). Exploring the role of normative—and performance—based feedback in motivational processes. Journal of Applied Social Psychology, 26, 973-992.
Deci, E. L. (1975). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18, 105-115.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self- determination in human behavior. New York: Plenum.
Deci, E. L., Betley, G., Kahle, J., Abrams, L., & Porac, J. (1981). When trying to win: Competition and intrinsic motivation. Personality and Social Psychology Bulletin, 7, 79-83.
Dempsey, J. V., & Driscoll, M. P. (1992). Conceptual Error Feedback:The relationship between content analysis and confidence of response. In J. V. Dempsey & C. S. Gregory (Eds.), Interactive Instruction and Feedback (pp.21-54). Englewood Cliffs, NJ: Prentice Hall.
Devellis, R. F. (1991). Scale development theory and applications. London: SAGE.
Duda, J. L. (1992). Motivation in sport settings: A goal perspective and persistence and intensity among recreational sport and exercise. Research Quarterly for Exercise, 2,57-91. Champaign, IL: Human Kinetics.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
Eady, S. (1999). An investigation of possible correlation of general anxiety with performance in eleven-plus scores in year 6 primary school pupils. Educational Psychology, 19, 347-357.
Eccles, J. S. (1993). Expectancies, values and academic behaviors In J.T, Spence (Ed.), Achievement and achievement motives( pp. 75-146). San Francisco: Freeman.
Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’ achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21, 215-225.
Egham, T. (1988). The relation of teacher feedback to student achievement in learning selected tennis skills. Unpublished dissertation, Louisiana State University, Baton Rouge.
Eghan, T. (1983). The interaction of knowledge of results as a response outcome and goal information in motor skill. Unpublished Master’s Thesis, Louisinan State University.
Elliot, J. A., & McGregor, A. H.(1999). Test anxiety and the hierarchical model of approach and achievement motivation. Journal of personality and social psychology,.76( 4), 628-644.
Fennema, E., & Carpenter, T. P. (1998). New perspectives on gender differences in mathematics: An introduction. Education Researcher, 27, 4-5.
Fennema, E., & Sherman, J. (1978). Sex-related differences in mathematics achievement and related factors. Journal for Research in Mathematics Education, 9(3), 189-203.
Fletcher-Flinn, C. M., & Suddendorf, T. (1996). Computer attitude, gender and exploratory behavior: A developmental study. Journal of Research on Computing in Education, 15(4),369-392.
Fredenburg, K. B., Lee, A. M., & Solmon, M. (2001). Research Quarterly for Exercise & Sport , 72, 232-243.
Gist, M. E., Schwoerer, C., & Rosen, B. (1989). Effects of alternative training methods on self-efficacy and performance in computer software training. Journal of Applied Psychology, 74, 884-891.
Glasser, W. (1963). Instructional technology and the measurement of learning outcomes. New York: Harper & Row.
Glasser, W., & Klavs, E. (1962). Proficiency measurement: Assessing human performance. New York: Harper & Row.
Graham, K. C., French, K. E., & Wood, A. M. (1993). Observing and interpreting teaching-learning processes: novice PETE students, experienced PETE students, and expert teacher educators. Journal of teaching in Physical Education, 13, 46-61.
Graner, M. H. (1987). Revision workshops: An alternative to peer edition groups. English Journal, 76(3), 40-45.
Greer, L. (2001). Does changing the method of assessment of a module improve the Performance of a student. Assessment & Evaluation in Higher Education, 26, 127-139.
Gross, T. F., & Mastenbrook, M. (1980). Examination of the effects of state anxiety on problem-solving efficiency under high and low memory conditions. Journal of Educational Psychology, 72, 605-609.
Guonlund, N. E. (1990). Measurement and evaluation in teaching. New York: Macmillan.
Harackiewicz, J. M., Manderlink, G., & Sansone, C. (1992). Competence processes and achievement motivation:implications for intrinsic motivation. In A. K. Boggiano & T. S. Bridhe (Eds.), Motivation and behavior (pp. 115-137). UK: Camberidge Univer. Press.
Harris, C. E.(1986). Effective strategies in peer evaluation of writing.(ERIC Document Reproduction Service NO. ED 272 617).
Heal, L. W. (1992). Current assessment practices in the United States : Norm referenced, criterion referenced, and dynamic assessment. New York: Harper & Row.
Heider, F. (1958). The psychology of interpersonal relations. New York: Wiley.
Herrman, A. W. (1989). Teaching writing with peer response groups. Encouraging revision. (ERIC Document Reproduction Service NO. ED 307 411).
Hopkins, C. D., & Antes, R. L. (1979). Classroom Testing Administration, Scoring and Score Interpretation. Illinois:Peacock.
Hoska, D. M. (1993). Motivating learners through CBI feedback: Developing a positive learner perspective. In J. V., Dempsey & G. C. Sales ( Eds.), Interactive instruction and feedback (105-132). New Jersey.
Howe, M. E., Thames, D., & Ward, C. (1995). Teacher perceptions toward the interpretation of results from the new norm-referenced portion of the Mississippi Assessment System. A Pilot Study. Paper presented at the 24th Annual Meeting of the Mid-South Educational Research Association. Biloxi, Mississippi. (ERIC Document Reproduction Service NO. ED 393 846.)
Huang, D. (1996). The role of perceived parental attitude, effort and self-efficacy in the math achievement of high and low track high school students in Taiwan. Unpublished dissertation. Los Angeles: University of Southern California.
Hunsley, J. (1985). Test anxiety, academic performance, and cognitive appraisals. Journal of educational psychology, 77, 678-682.
Hyland, P.(2000). Learning from feedback on assessment, In P. Hyland & A. Booth(Eds.). The Practice of University History Teaching(Manchester, Manchester University Press).
Joo, Y. J., Bong, M., & Choi, H. J. (2000). Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction. Paper presented at the Educational communications and technology in the National School Boards Association ( ISSN 1042-1629), 48, 5-17.
Keh, N. C. (1993). Students’ use of teacher feedback during badminton instruction. Unpublished doctoral dissertation, Louisiana State University, Baton Rouge, Los Angeles.
Kuhl, J., Jarkon, H. L., & Morrissey, R. F. (1998). Measuring barriers to help-seeking behavior in adolescents. Journal of Youth and Adolescence, 26(6), 637-650.
Kulhavy, R. W., & Stock, W. A. (1989). Feedback in written instruction:The place of response certitude. Educational Psychology, 1, 279-308.
Latham, G. P., & Locke, E. A. (1991). Self-regulation:Through goal setting. Organizational Behavior and Human Decision Process, 50, 356-362.
Lee, A. M., Keh, N. C.,& Magill, R. A. (1993). Instructional effects of teacher feedback in physical education. Journal of Teaching in Physical Education, 12, 228-243.
Lee, V. E., & Bryk, A. S. (1989). Effects of single-sex schools: Response  to Marsh. Journal of Educational Psychology, 81, 647-650.
Levin, T., & Gordon, C. (1989). Effect of gender and computer experience on attitudes toward computers. Journal of educational computing research, 1(1), 81-96.
Lewis, M. A., & Cooney, J. B. (1989). Attribution and performance effects of competitive and individualistic feedback in computer-assisted mathematics instruction. Computers in Human Behavior, 3, 1-13.
Linn, M. C., & Hyde, J. S. (1988). Gender differences in verbal ability: A meta-analysis. Psychology Bulletin, 104(1), 53-69.
Locke, E. A. (1968). Toward a theory of task motivation and incentives. Organizational Behavior and Human Performance, 51, 324-329.
Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice-Hall.
Malpass, J. R., O’Neil, H. F., & Hocevar, D. (1999). Self-Regulation, goal orientation, self-efficacy, worry, and high-stakes math achievement for mathematically gifted high school students. Roeper Review, 21(4), 281-290.
Marios, G., Kalliopi, M., & Ioannis, K. (2000). Feedback regarding goal achievement and intrinsic motivation. Perceptual and Motor Skills, 90, 810-812.
Martinze, P. M. (1990). Test of a three-factor model of teacher commitment. (ERIC Document Reproduction Service No. ED 328 546).
Martocchio, J. J. (1994). Effects of Conceptions of ability on anxiety, self-efficacy, and learning in training, and learning in training. Journal of Applied Psychology, 79, 819-825.
Mayer, E. R. (1997). Education Psychology. Englewood Cliffs, New Jersey.
McAllister, M. (1999). The competing Interests of Assessment: An Australian Overview. Curriculum and Teaching, 14, 45-62.
McClland, D. C., Atkinson, J.W., Clark, R. A., & Lowell, E. L. (1983). The achievement Motive. Trivition Publishers Inc.
McMahon, S. (1997). Reading in the book club program. In S. McMahon & r. E. Raphael (Eds.), The book club connection: Literacy learning and classroom talk (pp.47-68). New York: Teachers College Press.
McManus, K. (2001). NO feedback, no motivation. IIE Solutions, 33, Issue 4, 19-21.
Meece, J. L., Wigfield, A., & Eccles, J, S. (1990). Predictors of math anxiety adolescent’s course enrollment intentions and performance in mathematics. Journal of education, 82, 60-70.
Newman, R. S. (1990). Children’s help-seeking in the classroom: The role of motivational factors and attitudes. Journal of Educational Psychology, 82(1), 71-80.
Nicholls, J. G. (1978). The development of the concepts of effort and ability , perception of own attainment, and the understanding that difficult tasks require more ability. Child Development, 49, 800-814.
Nott, M., Russell, T., & McGuigan, L. (2001). Reflections to report. Times Educational Supplement, Issue 4461.
Pajares, F., & Kranzler, J. (1995). Role of Self-Efficacy and General Mental Ability in Mathematical Problem-Solving: A Path Analysis. (ERIC Documents Reproduction Service NO. ED 387 342).
Pajares, F., & Miller, M. D. (1995). Mathematics self-efficacy and mathematical problem-solving. Contemporary Educational Psychology, 21, 325-344.
Paris, S. G., & Oka, E. R. (1989). Strategies for comprehending text and coping with reading difficulties. Learning Disability Quarterly, 12, 32-42.
Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the motivation and achievement: Motivation enhancing environment ( pp.117-160). Greenwich, CT: JAI Press.
Pintrich, P. R., & De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
Pintrich, P. R., & Garcia, T. (1991). Student goal orientation and self-regulation in the college classroom. In M. L., Maeh, & P. R. Pintrich. (Eds.), Advances in motivation and achievement:Goals and self-regulatory processes (pp. 371-402). Greenwich, CT:JAI Press.
Pintrich, P. R., Roeser, R., & De Groot, E. (1991). Classroom and individual differences in early adolescents’ motivation and self-regulated learning. Journal of Early Adolescence, 14, 139-161.
Pintrich, P. R., & Schrauben, B. (1992). Students’ motivational beliefs and their cognitive engagement in academic tasks. In Schunk, D. & Meece, J. (Eds.), Students’ perception in the classroom: Causes and consequences (pp. 149-183). Hillsdale, NJ: Erlbaum.
Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. New Jersey: Prentice Hall.
Pintrich, P. R., Smith, D., Garcia , T., & McKeachie, W. (1991). The motivated strategies for learning questionnaire (MSLQ). Ann Arbor, MI:NCRIPTAL, The University of Michigan.
Pokay, P. , & Blumenfeld, P. C. (1990). Predicting achievement early and late in the semester: The role of motivation and use of learning strategies. Journal of Educational Psychology, 82(1), 41-50.
Popham, J. (1978). Criterion-referenced measurement. Englewood Cliffs, NJ: Prentice Hall.
Popham, W. J., & Husek, T. R. (1969). Implications of criterion-referenced measurement. Englewood Cliffs, NJ: Prentice Hall.
Ramsdem, P. (1992). Learning to teach in higher education. London: Routledge.
Richard, H., Hartley, P., & Skelton, A (2002). The Conscientious consumer: Reconsidering the role of assessment feedback in student learning. Studies in Higher Education, 27, 53-64.
Rikard, G. L. (1991). The relationship of teacher’s task refinement and feedback to students’ practice success. Journal of teaching in physical education, 11, 349-357.
Rink, J. E. (1985). Teaching Physical Education for Learning. St. Louis:Time Mirror/ Mosby.
Rink, J. E., French, K., Lee, A. M., & Solmon, M. A. (1994). A comparison of pedagogical knowledge structure of preservice student and teacher educators in two institutions. Journal of teaching in physical education, 13, 140-162.
Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of the School Psychological Environment and Early Adolescents'' Psychological and Behavioral Functioning in School:The Mediating Role of Goals and Belonging. Journal of Educational Psychology ,88, 408-422.
Ross, G. M., & Morrison, G. R. (1993). Using feedback to adapt instruction for individuals. Washington, DC: Taylor & Francis.
Ryan, E. D., (1982). Control and information in the interpersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43, 450-461.
Sachs, J (2001). A path model for adult learner feedback. Educational Psychology, 21, 267-269.
Salter, W. B., & Graham, G. (1985). The effects of three disparate instructional approaches on skill attempts and student learning in an experimental teaching unit. Journal of Teaching in Physical Education, 4, 212-218.
Schunk, D. H. (1985). Self-efficacy and classroom learning. Psychology in the School, 22, 208-222.
Schunk, D. H. (1987). Peer model and children’s behavioral change. Review of Education Research, 57, 149-174.
Schunk, D. H. (1996). Learning theory:an educational perspective. Englewood Cliffs, New Jersey Prentice-Hall, Inc.
Schunk, D. H., & Cox, P. D. (1986). Strategy training and attribution feedback with learning disabled students. Journal of educational Psychology, 78, 201-209.
Seegers, G., & Boekaerts, M. (1996). Gender-related differences in self-referenced cognitions in relation to mathematics. Journal for Research in Mathematics Education, 27, 215-240.
Sherif, C. W. (1996). Female in the competitive process. In D. V. Harris(Eds.). Woman and sport. New York: Harper & Row.
Silverman, S., Tyson, L. A., & Krampitz, J. (1992). Teacher feedback and achievement in physical education:Interaction with student practice. Teaching and teacher Education, 8, 333-344.
Skelton, A. (2002). The Conscientious consumer:Reconsidering the role of assessment feedback in student learning. Studies in Higher Education, 27, 53-65.
Smith, P., & Ragan, T. (1993). Instructional design. Upper Saddle River, New Jersey: Prentice-Hall, Inc.
Spielberger, C. D., & Vagg, P. (1995). Test anxiety: A transactional process model. In C. Spielverger & Vagg (Eds.). Test anxiety: Theory, assessment, and treatment(pp. 3-14). Washington, DC: Taylor & Francis.
Spielberger, C. D., Anton, W., & Bedell, J. R. (1976). The nature and treatment of test anxiety. New York:Lawrence Eulbaum, Wiley.
Sprinkle, G. B. (2000). The effect of incentive contracts on learning and performance. Accounting Review, 75, Issue 3, 299-327.
SPSS Inc. (1998). SPSS Base 8.0 Applications Guide. IL:SPSS Inc.
Stipek, D. (1993). Motivation to learn: From theory to practice. Boston, MA: Allym & Bacon.
Stowe, L. G. (1991). Should physics classes be single sex? The Physics Teacher,29(6), 380-381.
Suinn. R. M., & Richardson, F. C. (1972). The Mathematics Anxiety Rating Scale: Psychometric data. Journal of Counseling Psychology, 19, 551-554.
Thorndike, E. L. (1927). The law of effect. American journal of psychology. New York:Teachers College Press,2.
Tobias, S. L. (1985). Test anxiety: Interference, defective skills, and cognitive capacity. Educational Psychologist, 20, 135-142.
Toppins, D. J. (1998). The Relationship of Science Self-Efficacy and Gender to Ninth Grade Student’s Intentions to Enroll in Elective Science Courses. (ERIC Document Reproduction services No. ED 350 144).
Vallerand, R. J. (1983). The effect of differential amounts of positive verbal feedback on the intrinsic motivation of male hockey players. Journal of sport Psychology, 5, 100-107.
Vancouver, J. B., Thompson, A. A., & Amy, C. M. (2001). The changing signs in the relationships among self-efficacy, personal goals, and performance. Journal of Applied Psychology, 74, 605-620.
Walle, D. V., Cron, W. L., & Slocum, J. W. (2001). The role of goal orientation following performance feedback. Journal of Applied Psychology, 20, 411-421.
Wang, S. L. (1997). The role of perceived beliefs in effort, self-efficacy, and task value on high school students’ effort and math achievement in Taiwan. Unpublished dissertation. Los Angeles: University of Southern California.
Wang. S. L. & Lin, S. (2000). The Cross-cultural validation of Motivated Strategies for Learning Questionnaire. Paper presented at the 2000 Annual Conference of American Psychological Association. Washington D. C.
Weinberg, A. M., & Jackson, A. (1992). The effect of goal difficulty and task complexity on intrinsic motivation and task performance. Journal of Sport Behavior, 15, 159-176.
Weiner, B. (1985). An attribution theory of achievement motivation and emotion. Psychological Review, 92(4), 548-573.
Wigfield, A., & Eccles, J. (1992). The development of achievement task value: A theoretical analysis. Development Review, 12, 265-310.
Wilder, G., Mackie, D., & Cooper, J. (1984). Gender and computer:Two surveys of computer-related attitudes. Sex Roles,13(3),215-228.
Yerg, B. J. (1981). The impact of selected presage and process behavior on the refinement of a motor skill. Journal of teaching in physical education. 1, 38-46.
Yerg, B. J., & Twardy, B. (1982). Relationship of a specified instructional teacher behavior to pupil gain in a motor skill task. In M. Pieron & J. Cheffers (Eds.), Studying the teaching in physical education. 62-68. Liege.
Zimbardo, P. G.. (1979). Psychology in life (10th Ed). Goenview, Illinois: Scott, Foresman and Company.
Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31, 845-862.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
1. 洪有義(民63):社會文化環境與內外制握的關係。中華心理學刊, 16,187-198。
2. 柯華葳、李昭玲(民77)。兒童情緒認知研究。國教學報, 1, 173-187頁。
3. 江文慈(民86)。情緒智力(EQ)意涵的再解析。諮商與輔導, 136,2-8頁。
4. 江文慈(民85)。解讀人類的另類智慧─EQ。諮商與輔導, 124,39-42頁。
5. 洪有義(民67)。肢體殘障學生的內外制握信念之研究。師範大學教育心理學報,11,113-122。
6. 段秀玲(民78)。不同制握國中生生活適應差異之比較研究。輔導月刊,25(3,4),36-42。
7. 許錫珍、蘇建文、邱連煌(民68)。兒童制握信念與父母制握信念以及社經水準的關係。測驗年刊,26,37-46。
8. 張文秀、梁錦源(民75)。團體輔導改變學生外制信念之研究。人文學報,11,61-74。
9. 黃國隆(民71)。領導方式、工作特性、成就動機、內外控信念、專導性與教師工作滿足的關係。政大教育與心理研究,5,47-76。
10. 黃堅厚(民68)。國小及國中學生內外控信念之研究。師大教育心理學報,12,1-14。
11. 蔡玉瑟、簡茂發(民84)。國小資優生的認知型式、內外控信念與學習行為、生活適應之相關研究。特殊教育研究學刊,13,81-112。
12. 蔡典謨(民75)。只有歷史能告訴我們誰是真正資優。資優教育季刊,21,31-34頁。
13. 盧雪梅(民77)。資賦優異學生社會與情緒發展的輔導。資優教育季刊,28,1-5。
14. 盧美貴(民73)。資優教育課程的檢討與改進方案。資優教育季刊,13,16-19。
15. 蕭芳玲(民82)。資優生學校適應與人際關係問題之初探。資優教育季刊,47,4-6。
 
系統版面圖檔 系統版面圖檔