跳到主要內容

臺灣博碩士論文加值系統

(44.222.64.76) 您好!臺灣時間:2024/06/15 06:32
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:詹玉霜
研究生(外文):CHAN, YU-SHUANG
論文名稱:適應性完美主義、自我效能及學習興趣對臺灣中學生科學學習投入之影響效果與機制
論文名稱(外文):The Effect and Mechanism of Adaptive Perfectionism, Self-Efficacy and Interest on the Scientific Learning Input of Taiwan Middle School Students
指導教授:巫博瀚巫博瀚引用關係林和春林和春引用關係
指導教授(外文):WU, PO-HANLIN, HO-CHUN
口試委員:劉政宏劉玉玲巫博瀚林和春
口試委員(外文):LIOU, JHENG-HONGLIOU, YU-LINGWU, PO-HANLIN, HO-CHUN
口試日期:2021-01-10
學位類別:碩士
校院名稱:銘傳大學
系所名稱:教育研究所碩士在職專班
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:2021
畢業學年度:109
語文別:中文
論文頁數:107
中文關鍵詞:適應性完美主義自我效能學習興趣學習投入PISA國際學生能力評量計畫
外文關鍵詞:adaptive perfectionismself-efficacylearning interestlearning engagementPISA
相關次數:
  • 被引用被引用:2
  • 點閱點閱:160
  • 評分評分:
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:1
本研究旨在探討適應性完美主義、自我效能及學習興趣對臺灣中學生科學學習投入之影響,及其中的中介效果與機制,並針對所建構的理論模型進行適配度考驗。研究資料採用「PISA國際學生能力評量計畫(The Programme for International Student Assessment, 簡稱PISA)」所釋出之2015年學生問卷與臺灣調查資料,研究樣本計有7,247人。經結構方程模式分析結果顯示:(1)適應性完美主會直接影響中學生的自我效能與學習興趣;(2)中學生的自我效能能正向地影響其學習興趣與科學學習投入;(3)學習興趣對中學生科學學習投入具有正向的直接影響;(4)適應性完美主義能透過自我效能與學習興趣,間接地影響中學生科學學習投入;(5)本研究所建構的理論模式與實證資料相適配。最後,依據研究結果進行討論與提出結論,並對未來研究與教學輔導實務上提出具體建議。
This research aims to explore the influence of adaptive perfectionism, self-efficacy, and learning interest on the scientific learning input of Taiwan middle school students, as well as the mediation effects and mechanism, and to test the fit of the constructed theoretical model. The research data adopts the student questionnaire and Taiwan survey data in 2015 released by "The Programme for International Student Assessment (PISA)". The research sample includes 7,247 people. The results of structural equation model analysis show: (1) Adaptive perfectionism directly affects the self-efficacy and learning interest of middle school students; (2) The self-efficacy of middle school students can positively affect their learning interest and scientific learning input; (3) Learning Interests have a positive and direct influence on middle school students’ scientific learning input; (4) Adaptive perfectionism can indirectly influence middle school students’ scientific learning input through self-efficacy and learning interest; (5) The theoretical model constructed by this research is consistent with empirical data. Finally, based on the findings of the study, some suggestions were proposed for educational administration institutions and future researchers.
中文摘要 i
英文摘要 iii
目 次 v
表 次 vii
圖 次 ix
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與問題 6
第三節 名詞釋義 7
第四節 研究範圍與限制 9
第二章 文獻探討 13
第一節 科學學習投入之意涵、類型與相關研究 13
第二節 適應性完美主義之意涵、成因與相關研究 18
第三節 自我效能之意涵、理論與相關研究 26
第四節 學習興趣之意涵、類型與相關研究 36
第三章 研究設計與實施 45
第一節 研究架構 45
第二節 研究假設 47
第三節 資料來源 47
第四節 變項的測量與構念效度檢驗 48
第五節 資料處理與分析 52
第六節 研究倫理 52
第四章 結果分析與討論 55
第一節 資料檢核與常態分配檢定 55
第二節 整體模式之適配度考驗 56
第三節 模式中各潛在變項間之效果 63
第五章 結論與建議 69
第一節 結論 69
第二節 建議 71
參考文獻 75
一、中文部分 75
二、外文部分 77
附錄 88
附錄一 研究資料題項彙整:臺灣PISA2015學生問卷 88
附錄二 各測量變項之描述性統計 92

一、中文部分
王薪惠、林煥祥、洪瑞兒 (2018)。臺灣公民科技素養、科學興趣及科學參與之探討。教育科學研究期刊,63(4),229-259。Doi:10.6209/jories.201812_63(4).0008
余民寧、韓珮華 (2009)。教學方式對數學學習興趣與數學成就之影響:以 TIMSS2003 臺灣資料爲例。測驗學刊, 56(1),19-48。
余民寧、林煥祥 (2017)。PISA2015臺灣學生的表現。新北市:心理。
李宜玫、孫頌賢 (2010)。大學生選課自主性動機與學習投入之關係。教育科學研究期刊。
邱素玲、洪福源 (2014)。大學生班級情緒氣氛、學習自我效能、學習倦怠與學習投入關係研究。彰化師大教育學報 第二十五輯,25。
洪福源、胡秀媛 (2005)。完美主義的意義,測量與教育輔導上的應用。輔導季刊, 41(4),50-62。
施淑慎、巫博瀚 (2017)。你累了嗎?國中生學習倦怠之多層次成長模式分析。教育學報,45(1),21-46。
陳怡炘、巫博瀚 (2019)。自我效能, 內控信念, 性別與教師自主支持對國中生學習興趣的影響: 個人與脈絡因素之多層次分析。課程與教學,22(1),71-99。
教育部 (2018)。十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校-自然科學領域。取自http://k12ea.gov.tw/files/class_schema/課綱/17-自然科學/17-1/十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校-自然科學領域.pdf
張春興 (1995)。普通心理學。臺北:東華。
張春興 (2002)。心理學原理。臺北:東華。
潘怡如、陳雅君、林煥祥 (2018)。以科學新聞融入教學提升中學生自我效能及論證能力之探討。科學教育學刊,26(1)71-96。Doi:10.6173/cjse.201803_26(1).0004
鄭瑞洲、洪振方、黃臺珠 (2016)。透過情境興趣教學策略促進高一學生之遺傳學學習。科學教育學刊,24(2),115-137。
賴英娟、巫博瀚 (2017)。國中生學業情緒與學習投入對學業成就之影響。課程與教學, 20(3), 139-163.
二、外文部分
Accordino, D. B., Accordino, M. P., & Slaney, R. B. (2000). An investigation of perfectionism, mental health, achievement, and achievement motivation in adolescents. Psychology in the Schools, 37(6), 535-545.
Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of educational psychology, 94(3), 545.
Alexander, K. L., Entwisle, D. R., & Horsey, C. S. (1997). From first grade forward: Early foundations of high school dropout. Sociology of education, 87-107.
Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369-386.
Araújo, L. S., Cruz, J. F. A., & Almeida, L. S. (2017). Achieving scientific excellence: An exploratory study of the role of emotional and motivational factors. High Ability Studies, 28(2), 249-264.
Archambault, I., Janosz, M., Morizot, J., & Pagani, L. (2009). Adolescent behavioral, affective, and cognitive engagement in school: Relationship to dropout. Journal of school Health, 79(9), 408-415.
Ashby, J. S., Rice, K. G., & Martin, J. L. (2006). Perfectionism, shame, and depressive symptoms. Journal of Counseling & Development, 84(2), 148-156.
Bakker, A. B., Vergel, A. I. S., & Kuntze, J. (2015). Student engagement and performance: A weekly diary study on the role of openness. Motivation and emotion, 39(1), 49-62.
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American psychologist, 37(2), 122.
Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of social and clinical psychology, 4(3), 359-373.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational psychologist, 28(2), 117-148.
Bandura, A. (2000). Cultivate self-efficacy for personal and organizational effectiveness. Handbook of principles of organization behavior, 2, 0011-0021.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual review of psychology, 52(1), 1-26.
Bieling, P. J., Israeli, A. L., & Antony, M. M. (2004). Is perfectionism good, bad, or both? Examining models of the perfectionism construct. Personality and individual differences, 36(6), 1373-1385.
Bloom, B. S. (1976). Human characteristics and school learning. McGraw-Hill.
Bresó, E., Schaufeli, W. B., & Salanova, M. (2011). Can a self-efficacy-based intervention decrease burnout, increase engagement, and enhance performance? A quasi-experimental study. Higher Education, 61(4), 339-355.
Chang, E., Lee, A., Byeon, E., Seong, H., & Lee, S. M. (2016). The mediating effect of motivational types in the relationship between perfectionism and academic burnout. Personality and individual differences, 89, 202-210.
Chapman, E. (2003). Alternative approaches to assessing student engagement rates. Practical assessment, research & evaluation, 8(13), 1-10.
Conard, M. A., & Marsh, R. F. (2014). Interest level improves learning but does not moderate the effects of interruptions: An experiment using simultaneous multitasking. Learning and Individual Differences, 30, 112-117.
Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes.
Cox, B. J., Enns, M. W., & Clara, I. P. (2002). The multidimensional structure of perfectionism in clinically distressed and college student samples. Psychological assessment, 14(3), 365.
Deci, E. L. (1992). The relation of interest to the motivation of behavior: A self-determination theory perspective. The role of interest in learning and development, 44.
Deemer, E. D., & Sharma, P. (2019). Situational Interest and Scientific Self‐Efficacy: Influence of an Energy Science Career Intervention. The Career Development Quarterly, 67(2), 171-184.
Dewey, J. (1913). Interest and effort in education. Forgotten Books.
Dohn, N. B., Madsen, P. T., & Malte, H. (2009). The situational interest of undergraduate students in zoophysiology. Advances in Physiology Education, 33(3), 196-201.
Egan, S. J., Wade, T. D., & Shafran, R. (2011). Perfectionism as a transdiagnostic process: A clinical review. Clinical psychology review, 31(2), 203-212.
Fletcher, K. L., Speirs Neumeister, K. L., & Flett, G. L. (2014). Perfectionism in the School Context. Psychology in the Schools, 51(9).
Flett, G. L., & Hewitt, P. L. (2006). Positive versus negative perfectionism in psychopathology: A comment on Slade and Owens's dual process model. Behavior modification, 30(4), 472-495.
Flett, G. L., Hewitt, P. L., & Dyck, D. G. (1989). Self-oriented perfectionism, neuroticism and anxiety. Personality and individual differences, 10(7), 731-735.
Flett, G. L., Hewitt, P. L., & Heisel, M. J. (2014). The destructiveness of perfectionism revisited: Implications for the assessment of suicide risk and the prevention of suicide. Review of General Psychology, 18(3), 156-172.
Flett, G. L., Hewitt, P. L., Oliver, J. M., & Macdonald, S. (2002). Perfectionism in children and their parents: A developmental analysis.In G.L. Flett & P. L. Hewitt (Eds.)Perfectionism: Theory, research, and treatment (pp. 89-132). Washington, DC:American Psychological Association.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational research, 74(1), 59-109.
Fredricks, J. A., & McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In Handbook of research on student engagement (pp. 763-782). Springer.
Frost, R. O., Heimberg, R. G., Holt, C. S., Mattia, J. I., & Neubauer, A. L. (1993). A comparison of two measures of perfectionism. Personality and individual differences, 14(1), 119-126.
Frost, R. O., & Henderson, K. J. (1991). Perfectionism and reactions to athletic competition. Journal of Sport and Exercise Psychology, 13(4), 323-335.
Frost, R. O., Lahart, C. M., & Rosenblate, R. (1991). The development of perfectionism: A study of daughters and their parents. Cognitive therapy and research, 15(6), 469-489.
Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive therapy and research, 14(5), 449-468.
Greene, T. G., Marti, C. N., & McClenney, K. (2008). The effort—outcome gap: Differences for African American and Hispanic community college students in student engagement and academic achievement. The Journal of Higher Education, 79(5), 513-539.
Greenwood, C. R., Horton, B. T., & Utley, C. A. (2002). Academic Engagement: Current Perspectives in Research and Practice [Article]. School Psychology Review, 31(3), 328.
Hamachek, D. E. (1978). Psychodynamics of normal and neurotic perfectionism. Psychology: A Journal of Human Behavior.
Hewitt, P. L., & Flett, G. L. (1991). Perfectionism in the self and social contexts: conceptualization, assessment, and association with psychopathology. Journal of personality and social psychology, 60(3), 456.
Hibbard, D. R., & Walton, G. E. (2014). Exploring the development of perfectionism: The influence of parenting style and gender. Social Behavior and Personality: an international journal, 42(2), 269-278.
Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational research, 60(4), 549-571.
Hidi, S. (2001). Interest, reading, and learning: Theoretical and practical considerations. Educational psychology review, 13(3), 191-209.
Hidi, S. (2006). Interest: A unique motivational variable. Educational research review, 1(2), 69-82.
Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational research, 70(2), 151-179.
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational psychologist, 41(2), 111-127.
Hidi, S., Renninger, K. A., & Krapp, A. (2004). Interest, a motivational variable that combines affective and cognitive functioning. In Motivation, emotion, and cognition (pp. 103-130). Routledge.
Hollender, M. H. (1965). Perfectionism. Comprehensive psychiatry, 6(2), 94-103.
Hong, Z.-R., & Lin, H.-s. (2013). Boys’ and girls’ involvement in science learning and their self-efficacy in Taiwan. International Journal of Psychology, 48(3), 272-284.
Jang, H., & Pak, S. (2017). Perfectionism and High School Adjustment: Self-Directed Learning Strategies as a Mediator. Journal of Asia Pacific Counseling, 7(1).
Jansen, M., Lüdtke, O., & Schroeders, U. (2016). Evidence for a positive relation between interest and achievement: Examining between-person and within-person variation in five domains. Contemporary Educational Psychology, 46, 116-127.
Jurgena, I., Cēdere, D., & Keviša, I. (2018). The prospects of transdisciplinary approach to promote learners’ cognitive interest in natural science for sustainable development. Journal of Teacher Education for Sustainability, 20(1), 5-19.
Kangas, M., Siklander, P., Randolph, J., & Ruokamo, H. (2017). Teachers' engagement and students' satisfaction with a playful learning environment. Teaching and Teacher Education, 63, 274-284.
Kindermann, T. A., McCollam, T. L., & Gibson, E. (1996). Peer networks and students’ classroom engagement during childhood and adolescence. Social motivation: Understanding children’s school adjustment, 279-312.
Koushesh, Z., & Hashemi, L. (2014). Differentiation between different kinds of perfectionist based on academic self-efficacy.Journal of Teaching and Education,3(2),409-414.
Krapp, A. (2002). Structural and dynamic aspects of interest development: Theoretical considerations from an ontogenetic perspective. Learning and instruction, 12(4), 383-409.
Krapp, A. (2005). Basic needs and the development of interest and intrinsic motivational orientations. Learning and instruction, 15(5), 381-395.
Krapp, A. (2007). An educational–psychological conceptualisation of interest. International journal for educational and vocational guidance, 7(1), 5-21.
Krapp, A., & Prenzel, M. (2011). Research on interest in science: Theories, methods, and findings. International Journal of Science Education, 33(1), 27-50.
Kuh, G. D. (2003). What we're learning about student engagement from NSSE: Benchmarks for effective educational practices. Change: The Magazine of Higher Learning, 35(2), 24-32.
Kuh, G. D. (2009). The national survey of student engagement: Conceptual and empirical foundations. New directions for institutional research, 2009(141), 5-20.
Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2005). Assessing conditions to enhance educational effectiveness: The inventory for student engagement and success (Vol. 4). San Francisco: Jossey-Bass.
Laukenmann, M., Bleicher, M., Fuß, S., Gläser-Zikuda, M., Mayring, P., & von Rhöneck, C. (2003). An investigation of the influence of emotional factors on learning in physics instruction. International Journal of Science Education, 25(4), 489-507.
Lee, J.-S. (2014). The relationship between student engagement and academic performance: Is it a myth or reality? The journal of educational research, 107(3), 177-185.
Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: an international journal, 46(3), 517-528.
Li, Y., & Lerner, R. M. (2013). Interrelations of behavioral, emotional, and cognitive school engagement in high school students. Journal of Youth and Adolescence, 42(1), 20-32.
Llorens, S., Schaufeli, W., Bakker, A., & Salanova, M. (2007). Does a positive gain spiral of resources, efficacy beliefs and engagement exist? Computers in human behavior, 23(1), 825-841.
McConney, A., Oliver, M. C., WOODS‐McCONNEY, A., Schibeci, R., & Maor, D. (2014). Inquiry, engagement, and literacy in science: A retrospective, cross‐national analysis using PISA 2006. Science Education, 98(6), 963-980.
McWhaw, K., & Abrami, P. C. (2001). Student goal orientation and interest: Effects on students' use of self-regulated learning strategies. Contemporary Educational Psychology, 26(3), 311-329.
Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of counseling psychology, 38(1), 30.
Ocumpaugh, J., San Pedro, M. O., Lai, H.-y., Baker, R. S., & Borgen, F. (2016). Middle school engagement with mathematics software and later interest and self-efficacy for STEM careers. Journal of Science Education and Technology, 25(6), 877-887.
Pacht, A. R. (1984). Reflections on perfection. American psychologist, 39(4), 386.
Patall, E. A., Vasquez, A. C., Steingut, R. R., Trimble, S. S., & Pituch, K. A. (2016). Daily interest, engagement, and autonomy support in the high school science classroom. Contemporary Educational Psychology, 46, 180-194.
Pekrun, R. (2000). A social-cognitive, control-value theory of achievement emotions. . Motivational psychology of human development: Developing motivation and motivating development ( 143–163).
Perrone-McGovern, K. M., Simon-Dack, S. L., Beduna, K. N., Williams, C. C., & Esche, A. M. (2015). Emotions, cognitions, and well-being: The role of perfectionism, emotional overexcitability, and emotion regulation. Journal for the Education of the Gifted, 38(4), 343-357.
Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of educational psychology, 92(3), 544.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Prentice Hall.
Porumbu, D. (2015). Self-efficacy–Cognitive-Motivational Vector in Performance Achievement. Educația Plus, 3(SI), 213-218.
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students' engagement by increasing teachers' autonomy support. Motivation and emotion, 28(2), 147-169.
Reeve, J., & Tseng, C.-M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257-267.
Renninger, K. A. (2000). Individual interest and its implications for understanding intrinsic motivation. In Intrinsic and extrinsic motivation (pp. 373-404). Elsevier.
Renninger, K. A., & Bachrach, J. E. (2015). Studying triggers for interest and engagement using observational methods. Educational psychologist, 50(1), 58-69.
Renninger, K. A., & Hidi, S. (2011). Revisiting the conceptualization, measurement, and generation of interest. Educational psychologist, 46(3), 168-184.
Renninger, K. A., & Hidi, S. (2015). The power of interest for motivation and engagement. Routledge.
Renninger, K. A., Hidi, S., Krapp, A., & Renninger, A. (2014). The role of interest in learning and development. Psychology Press.
Rohatgi, A., Scherer, R., & Hatlevik, O. E. (2016). The role of ICT self-efficacy for students' ICT use and their achievement in a computer and information literacy test. Computers & Education, 102, 103-116.
Rotgans, J. I., & Schmidt, H. G. (2011). Situational interest and academic achievement in the active-learning classroom. Learning and instruction, 21(1), 58-67.
Rotgans, J. I., & Schmidt, H. G. (2017). Interest development: Arousing situational interest affects the growth trajectory of individual interest. Contemporary Educational Psychology, 49, 175-184.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
Schiefele, U. (1991). Interest, learning, and motivation. Educational psychologist, 26(3-4), 299-323.
Schraw, G., & Lehman, S. (2001). Situational interest: A review of the literature and directions for future research. Educational psychology review, 13(1), 23-52.
Schunk, D. H. (1989). Self-efficacy and achievement behaviors. Educational psychology review, 1(3), 173-208.
Schunk, D. H. (1990). Introduction to the special section on motivation ad efficacy. Journal of educational psychology, 82(1), 3.
Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In Development of achievement motivation (pp. 15-31). Elsevier.
Shafran, R., Cooper, Z., & Fairburn, C. G. (2002). Clinical perfectionism: A cognitive–behavioural analysis. Behaviour research and therapy, 40(7), 773-791.
Singh, K., Granville, M., & Dika, S. (2002a). Mathematics and science achievement: Effects of motivation, interest, and academic engagement. The journal of educational research, 95(6), 323-332.
Singh, K., Granville, M., & Dika, S. (2002b). Mathematics and Science Achievement: Effects of Motivation, Interest, and Academic Engagement [Article]. Journal of Educational Research, 95(6), 323-332.
Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of educational psychology, 100(4), 765.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement [Article]. Journal of educational psychology, 85(4), 571. doi.org/10.1037/0022-0663.85.4.571
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of educational psychology, 85(4), 571.
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.
Slade, P. D., & Owens, R. G. (1998). A dual process model of perfectionism based on reinforcement theory. Behavior modification, 22(3), 372-390.
Slaney, R. B., Mobley, M., Trippi, J., Ashby, J., & Johnson, D. (1996). The almost perfect scale-revised. Unpublished manuscript, The Pennsylvania State University.
Slaney, R. B., Rice, K. G., Mobley, M., Trippi, J., & Ashby, J. S. (2001). The revised almost perfect scale. Measurement and evaluation in counseling and development, 34(3), 130-145.
Stoeber, J., Hutchfield, J., & Wood, K. V. (2008). Perfectionism, self-efficacy, and aspiration level: Differential effects of perfectionistic striving and self-criticism after success and failure. Personality and individual differences, 45(4), 323-327.
Stoeber, J., & Otto, K. (2006). Positive conceptions of perfectionism: Approaches, evidence, challenges. Personality and social psychology review, 10(4), 295-319.
Stoeber, J., & Rambow, A. (2007). Perfectionism in adolescent school students: Relations with motivation, achievement, and well-being. Personality and individual differences, 42(7), 1379-1389.
Sun, L. P., Siklander, P., & Ruokamo, H. (2018). How to trigger students’ interest in digital learning environments: A systematic literature review.Seminar.Net, 14(1),62-84.
Terry-Short, L., Owens, R. G., Slade, P., & Dewey, M. (1995). Positive and negative perfectionism. Personality and individual differences, 18(5), 663-668.
Walker, C. O., Greene, B. A., & Mansell, R. A. (2006). Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learning and Individual Differences, 16(1), 1-12.
Yang, H., Guo, W., Yu, S., Chen, L., Zhang, H., Pan, L., Wang, C., & Chang, E. C. (2016). Personal and family perfectionism in Chinese school students: Relationships with learning stress, learning satisfaction and self-reported academic performance level. Journal of Child and Family Studies, 25(12), 3675-3683.
Yazzie-Mintz, E. (2010). Charting the path from engagement to achievement: A report on the 2009 High School Survey of Student Engagement. Bloomington, IN: Center for Evaluation & Education Policy.

電子全文 電子全文(網際網路公開日期:20260115)
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
1. 國小英語分組與能力高低對學生的學習動機與學習投入之調節效果
2. 國中學生學習興趣、教師激勵風格、班級學習氣氛與學習投入之研究
3. 學習興趣、自我效能與學習價值對八年級學生科學學習成就之影響- 以TIMSS 2011 臺灣為例
4. 臺北市國小高年級學生自我效能、智力內隱信念、 課室目標結構與學習投入之關係研究
5. 自我效能、學習興趣及學校學習風氣對科學學習投入之影響:跨層次的交互作用
6. 教師自主支持對國民中學學生自我效能、學習情緒及學習投入影響之研究
7. 自我效能、內在動機、控制信念及教師自主支持對台灣國民中學學生學習投入之影響:多層次分析的應用
8. 大專學生運動頻率與運動自我效能對學習成果之影響
9. 即時回饋系統教學對教學互動、學習投入、自我效能與學習滿意度之相關研究
10. 台南市國中生課外活動參與、學習投入與自我效能之相關研究
11. 自我效能、學習興趣及教師自主支持對閱讀學習投入之多層次模型分析
12. 臺灣國民中學學生學習投入之多層次分析
13. 給你選擇的機會會較願意學習嗎?知覺自主支持與學習投入之相關研究:學習興趣的干擾效果
14. 本籍與外籍教師英語教學對國小高年級學生英語學習興趣與學習投入之相關研究
15. 教師激勵風格、自我決定動機對於大學生學習投入之探討─以自我效能為調節變數
 
無相關期刊