• 沒有找到結果。

台灣兒童暨家庭扶助基金會(2004)。台灣貧窮循環調查報告。取自 http://202.66.146.82/listco/

tw/chinatrust/newsflash/cn041129.pdf

【Taiwan Fund for Children and Families. (2004). Poverty circulating survey in Taiwan. Retrieved from http://202.66.

146.82/listco/tw/chinatrust/newsflash/cn041129.pdf

台灣兒童暨家庭扶助基金會(2008)。台灣貧童學習弱勢調查報告。取自 http://www.ccf.org.tw/

news/971217.html

【Taiwan Fund for Children and Families. (2008). Learning disadvantage of poverty students survey in Taiwan.

Retrieved from http://www.ccf.org.tw/news/971217.html

江民瑜、程炳林(2011)。四分法成就需求架構之驗證及其對成就目標導向模式的調節效果。

教育心理學報,43(2),397-418。

【Chiang, M.-U., & Cherng, B.-L. (2011). Testing a quadripolar framework of achievement need and its moderating effect on a model of achievement goal orientation. Bulletin of Educational Psychology, 43(2), 397-418. 余安邦、楊國樞(1991)。成就動機本土化的省思。載於楊中芳、高尚仁(編),中國人中

國心-人格與社會篇(頁 201-290)。臺北市:遠流。

【Yu, A.-B., & Yang, K.-S. (1991). Reflection on indigenous achievement motivation. In C.-F. Yang & S.-R. Kao (Eds.), Chinese people and mind-Personality and society (pp. 201-290). Taipei, Taiwan: Yuan-Liou.】

吳裕益(1980)。國中高、低成就學生家庭背景及心理特質之比較研究。教育學刊,2,161-198。

Wu, Y.-Y. (1980). A comparative study of junior high school overachievers and underachievers and their family background and personal characteristics. Educational Review, 2, 161-198.

巫有鎰(1999)。影響國小學生學業成就的因果機制-以臺北市和臺東縣作比較。教育研究 集刊,43,213-242。

【Wu, J.-I. (1999). Mechanism affecting elementary school students’ achievement: A comparison between Taitung County and Taipei municipality. Bulletin of Educational Research, 43, 213-242.

巫有鎰(2007)。學校與非學校因素對臺東縣原、漢國小學生學業成就的影響。臺灣教育社 會學研究,7(1),29-67。

【Wu, J.-I. (2007). Effects of school and non-school factors on aboriginal and non-aboriginal elementary students’

academic achievement in Taitung, Taiwan. Taiwan Journal of Sociology of Education, 7(1), 29-67.

巫博瀚、陸偉明、賴英娟(2011)。性別、自我效能及所知覺的學習環境對學習情緒之影響:

線性混合模式在叢集資料之應用。教育與心理研究,34(1),29-54。

【Wu, B.-H., Lu, W.-M., & Lai, Y.-C. (2011). The effects of sex, self-efficacy and perceived learning environment on the achievement emotions: Analyzing clustered data by using linear mixed models. Journal of Education &

Psychology, 34(1), 29-54.

李介至、陳泉源、梁滄郎(2010)。防禦悲觀者的動機分析及在成就評價後之情緒適應:以 潛在成長模式分析為例。教育心理學報,41(4),733-749。

李宜玫 數學學習動機類型分析 61

【Lee, J.-Z., Chen, C.-Y., & Liang, T.-L. (2010). A motivational analysis of defensive pessimist and long-term well-being after achievement feedback. Bulletin of Educational Psychology, 41(4), 733-749.

李介至、黃孟儒、梁滄郎(2009)。防禦悲觀者、樂觀者及悲觀者在焦慮及反思策略之差異:

高/低任務難度及工具性之調節效果。中華輔導與諮商學報,26,239-270。

【Lee, J.-Z., Huang, M.-R., & Liang, T.-L. (2009). The differences among defensive pessimist, optimist, and pessimist in anxiety and reflectivity: Moderating effects of task difficulty and perceived instrument. Chinese Journal of Guidance and Counseling, 26, 239-270.

李宜玫、周雅瑱(2009,9 月)。我的未來不是夢-貧困家庭兒童的「希望我」評估與成就動 機之關係。論文發表於第四十八屆台灣心理學年會,臺北市。

【Lee, Y.-M., & Chou, Y.-T. (2009, September). My future is not dream—The relation of possible selves and achievement motivation among elementary school students from low-income family. Paper presented at the meeting of the Taiwan Psychology 48th Congress, Taipei, Taiwan.

李玫蓉、程炳林(2005)。趨向表現目標的類別及其與適應性學習組型之關係。教育心理學 報,37(1),61-78。

【Li, M.-J., & Cherng, B.-L. (2005). The classification of approach performance goal and the relationships between approach performance goal and adaptive patterns of learning. Bulletin of Educational Psychology, 37(1), 61-78.

李敦仁(2007)。人力資本、財務資本、社會資本與教育成就關聯性之研究:Coleman 家庭資 源理論模式之驗證。教育與心理研究,30(3),111-141。

【Lee, D.-R. (2007). An empirical study on the relationship between human capital, financial capital, social capital and educational achievement: A test of Coleman family resources model. Journal of Education & Psychology, 30(3), 111-141.

李敦仁、余民寧(2005)。社經地位、手足數目、家庭教育資源與教育成就結構關係模式之 驗證:以 TEPS 資料庫資料為例。臺灣教育社會學研究,5(2),1-47。

【Lee, D.-R., & Yu, M.-N. (2005). The verification of a structural equation model on SES, siblings, household education resources and educational achievement: Using the empirical data of the 2001 TEPS. Taiwan Journal of Sociolgy of Edcation, 5(2), 1-47.

李鶯喬、陳映雪、楊惠玲、楊斯棟(1992)。中文版青少年自填氣質量表之編製及信、效度 之探討:Ⅰ量表之編製及建構效度。中華精神醫學,6(3),158-169。

【Lee, T.-C., Chen, Y.-S., Yang, H.-L., & Yang, S.-T. (1992). Development reliability and validity of the self-rating adolescent temperament questionnaire—Chinese version: Part I, development and the construct validity.

Chinese Psychiatry, 6(3), 158-169.

沈姍姍(2006)。貧窮與教育關係之探討:兼論我國相關之教育政策。教育研究與發展期刊,

2(3),35-62。

【Shen, S.-S. (2006). The study on poverty and education: Educational policy review. Journal of Edcational Reaserch and Development, 2(3), 35-62.

林志哲(2007)。以結構方程模式驗證期望、價值與數學成就的關係。教育學刊,29,103-127。

【Lin, C.-C. (2007). The verification of relationship among expectancy, value, and mathematic achievement by structural equation modeling. Educational Review, 29, 103-127.

林俊瑩、許順宗、林淑華、蔡郁臻(2005)。父母管教、自我控制、社會網絡與學生蹺課行

62 數學學習動機類型分析 李宜玫

為之關聯性:以臺北市高中職為例。當代教育研究,13(2),81-108。

【Lin, C.-Y., Hsu, S.-T., Lin, S.-H., & Tsai, Y.-C. (2005). The relationship among parental discipline, self-control, social network and student truancy: Taking senior high schools in Taipei city as an example. Contemporary Edcational Reaserch Quarterly, 13(2), 81-108.

林惠雅(2008)。家庭互動型態、子女性別與幼兒社會能力之探討。中華心理衛生學刊,21

(4),351-377。

【Lin, H.-Y. (2008). Family interaction patterns, children’s gender and children’s social competence. Chinese Journal of Mental Health, 21(4), 351-377.

林義男(1993)。國中學生家庭社經背景、父母參與及其學業成就的關係。輔導學報,16,

157-212。

【Lin, Y.-N. (1993). The relation between SES, parents involvement, and academic achievement. Guidance Journal, 16, 157-212.

邱皓政(2008)。潛在類別模式-原理與技術。臺北市:五南。

【Chiou, H.-J. (2008). Latent class modeling: Principles and techniques. Taipei, Taiwan: Wu-Nan Book.】

侯玫如、程炳林、于富雲(2004)。國中生多重目標導向與其自我調整學習之關係。教育心 理學報,35(3),221-248。

【Hou, M.-J., Cherng, B.-L., & Yu, F. Y. (2004). The relationships between junior high school students’ multiple goals and self-regulation learning. Bulletin of Educational Psychology, 35(3), 221-248.

施淑慎(2003)。目標設定與同儕比較對兒童自我效能及除法學習表現之影響。國立臺北師 範學院學報:教育類,16(2),139-160。

【Shih, S.-S. (2003). Goal setting and social comparative information: Effects on children’s self-efficacy and academic performance. Journal of National Taipei Teachers College: Education, 16(2), 139-160.

施淑慎(2004)。成就目標、自我效能、以及策略使用在考試焦慮上所扮演之角色。國立臺 北師範學院學報,17(1),355-378。

【Shih, S.-S. (2004). The role of achievement goals, self-efficacy, and strategy use in test anxiety. Journal of National Taipei Teachers College, 17(1), 355-378.

施淑慎(2009)。國中生使用逃避策略相關因素徑路模式之檢驗。教育與心理研究,32(1),

111-145。

【Shih, S.-S. (2009). An examination of the path models for the factors related to junior high school students’ reports of avoidance strategies. Journal of Education & Psychology, 32(1), 111-145.

洪儷瑜(2001)。義務教育階段之弱勢學生的補救教育之調查研究。師大學報:教育類,46

(1),45-65。

【Hung, L.-Y. (2001). The study of remedial education for the disadvantaged students of compulsory education.

Journal of National Taiwan Normal University: Education, 46(1), 45-65.

張憲卿、程炳林(2010)。成敗情境對行動與狀態導向者負向情感、自我效能與工作記憶容 量之影響。教育心理學報,41(3),605-634。

【Chang, H.-C., & Cherng, B.-L. (2010). The interaction effects between action control orientation and success/

failure conditions on cognition, motivation, and emotion. Bulletin of Educational Psychology, 41(3), 605-634. 教育部(2010)。教育部補助國民中小學及幼稚園弱勢學生實施要點。取自 http://edu.law.moe.

gov.tw/NewsContent.aspx?id=299

李宜玫 數學學習動機類型分析 63

【Ministry of Education. (2010). Detailed regulations for disadvantaged students compensatory allowance from Ministry of Education. Retrieved from http://edu.law.moe.gov.tw/NewsContent.aspx?id=299

莊耀嘉(2003)。兒童偏差行為成因的一項探討:低自制力扮演的角色。刑事政策與犯罪研 究論文集(六)。臺北市:法務部。

【Chuang, Y.-C. (2003). Exploring the factors of children’s abnormal behaviors: The role of low self-control.

Criminal research 6. Taipei, Taiwan: Ministry of Justice.

莊耀嘉(2009)。衝動性、管控功能、特質與家庭因素在兒童至少年階段犯行發展的角色:

自我控制論的檢驗。犯罪與刑事司法研究,12,101-144。

【Chuang, Y.-C. (2009). The role of impulsivity, executive function, traits, and family factors in the development of conduct problems during childhood and adolescence: A test of self-control theory. Crime and Criminal Justice International, 12, 101-144.

莊耀嘉、李雯娣(2001)。兒童性格結構:五大模型的本土化檢驗。中華心理學刊,43(1),

65-82。

【Chuang, Y.-C., & Lee, W.-T. (2001). The structure of personality in Taiwanese children: An indigenous lexical approach to the big five model. Chinese Journal of Psychology, 43(1), 65-82.

郭生玉(1984)。國小學童成敗歸因與學業成就、成就動機及成敗預期關係之研究。教育心 理學報,17,51-72。

【Kuo, S.-Y. (1984). The relationships of causal attributions for success or failure and achievement-related behavior.

Bulletin of Educational Psychology, 17, 51-72.

陳正昌、程炳林、陳新豐、劉子鍵(2005)。多變量分析方法。臺北市:五南。

【Chen, C.-C., Cherng, B.-L., Chen, S.-F., & Liu, T.-C. (2005). Methods of multivariate analysis of variance. Taipei, Taiwan: Wu-Nan Book.

陳永發(1996)。國小六年級學童學科學業成績、成敗歸因以及學科學業自我概念關係之研 究。測驗統計年刊,4,125-178。

【Chen, Y.-F. (1996). A study of the relationship among school subjects’ academic scores, attributions and self- concepts in the sixth grade students. Journal of Educational Measurement and Statistics, 4, 125-178. 陳怡靖、陳密桃、黃毅志(2006)。臺灣地區高中多元入學與教育機會的關聯性之實徵研究。

教育與心理研究,29(3),433-459。

【Chen, Y.-G., Chen, M.-T., & Huang, Y.-J. (2006). An empirical study on the relationship between Multiple Entrance Program of senior high school and educational opportunity in Taiwan. Journal of Education and Psychology, 29(3), 433-459.

陳金隆(2009)。正視貧富差距擴大問題。國政評論(科經(評)098-094 號)。取自 http://www.

npf.org.tw/post/1/6419

【Chen, J.-L. (2009). Review the problems of the poverty gap. NPF commentary (Economy & technology 098-094).

Retrieved from http://www.npf.org.tw/post/1/6419

陳淑麗(2008)。國小弱勢學生課業輔導現況調查之研究。台東大學教育學報,19(1),1-32。

【Chen, S.-L. (2008). The status quo of after-school academic assistance in Taiwan’s elementary schools. NTTU Educational Research Journal, 19(1), 1-32.

陳新豐(2005)。從 TIMSS 談影響學生科學學習的因素。研習資訊,22(2),36-47。

【Chen, H.-F. (2005). The factors of students’ science learning from the TIMSS. In-service Education Bulletin,

64 數學學習動機類型分析 李宜玫

22(2), 36-47.

陳嘉成(2001)。中學生之成就目標導向、動機氣候知覺與學習行為組型之關係。教育與心 理研究,24(1),167-189。

【Chen, C.-C. (2001). The relationship among achievement goal orientation, perception of motivational climate and learning behavior pattern of high school students. Journal of Education & Psychology, 24(1), 167-189. 陳嘉成(2006)。為什麼自我跛足?與數學能力知覺、測驗焦慮對學習行為組型的中介效果。

測驗學刊,53(1),49-77。

【Chen, C.-C. (2006). Why does student behave self-handicapping? The mediating effects of perceived competence and test anxiety on patterns of learning behavior. Psychological Testing, 53(1), 49-77.

陳靜姿、洪碧霞(2010)。不同數學學習氣質學生情意和成長特徵之探討。教育心理學報,

42(1),77-97。

【Chen, C.-T., & Hung, P.-H. (2010). An investigation on characteristics of affect and growth of students with different mathematics learning dispositions.Bulletin of Educational Psychology, 42(1), 77-97.

陳靜姿、洪碧霞、林娟如、吳裕益(2008)。數學學習氣質評量分類規準效度議題之探討。

測驗學刊,55(2),377-406。

【Chen, C.-T., Hung, P.-H., Lin, C.-J., & Wu, Y.-Y. (2008). The validity study for the categorization criterion of mathematics learning dispositions. Psychological Testing, 55(2), 377-406.

曾天韻(2004)。臺灣地區出身背景對大學及研究所入學機會影響。教育與心理研究,27(2),

255-281。

【Tzeng, T.-Y. (2004). Influence of background on the opportunity to enter college and graduate school in Taiwan.

Journal of Education & Psychology, 27(2), 255-281.

曾幼涵(2001)。解析青少年犯罪率高峰之現象:「低自我控制」與「成熟代溝」之再議(未 出版碩士論文)。國立政治大學,臺北市。

【Tzeng, Y.-H. (2001). Analysis of the concepts of low self-control and maturity gap in the pick delinquency phenomenon of adolescents at Taiwan (Unpublished master’s thesis). National Chengchi University, Taipei, Taiwan.

程炳林(2001)。動機、目標設定、行動控制、學習策略之關係:自我調整學習歷程模式之 建構及驗證。師大學報:教育類,46(1),67-92。

【Cherng, B.-L. (2001). The relations among motivation, goal setting, action control, and learning strategies: The construct and verification of self-regulated learning process model. Journal of National Taiwan Normal University: Education, 46(1), 67-92.

程炳林(2002)。多重目標導向、動機問題與調整策略之交互作用。師大學報:教育類,47

(1),39-58。

【Cherng, B.-L. (2002). The interaction among multiple goals, motivational problems, and self-regulated learning strategies. Journal of National Taiwan Normal University: Education, 47(1), 39-58.

程炳林(2006)。主觀能力與逃避策略之關係。師大學報:教育類,51(2),1-24。

【Cherng, B.-L. (2006). Students’ perception of subjective competence and their use of avoidance strategies. Journal of National Taiwan Normal University: Education, 51(2), 1-24.

趙善如、鍾鳳嬌、江玉娟(2007)。影響外籍暨大陸配偶學童子女學業成績關鍵因素:以個

李宜玫 數學學習動機類型分析 65

人人口特徵、學習行為能力、家庭環境探討之。教育心理學報,39(1),129-147。

【Chao, S.-R., Chung, F.-C., & Jiang, Y.-J. (2007). The impact factors of children’s school achievement in foreign bride families: From the perspectives of individual demographic characteristics, learning behavior ability and family environments. Bulletin of Educational Psychology, 39(1), 129-147.

劉福鎔、林清文(2008)。高中職輔導教師知覺角色壓力、工作滿意度和專業承諾之關係研 究。中華輔導與諮商學報,23,213-248.

【Liu, F.-J., & Lin, C.-W. (2008). The relation of perceived job stress, job satisfaction and professional commitment in senior high and vocational school counselors. Chinese Annual Report of Guidance and Counseling, 23, 213-248.

蔡毓智(2008)。台灣地區國中生家庭教育資源結構之探究及其與學業表現之關聯(未出版

蔡毓智(2008)。台灣地區國中生家庭教育資源結構之探究及其與學業表現之關聯(未出版

相關文件