Arden, J. B. (2010). Rewire your brain: Think your way to a better life. Hoboken, NJ: John Wiley &
Sons.
Bai, J. (2016). Perceived support as a predictor of acculturative stress among international students in the United States. Journal of International Students, 6(1), 93-106.
Baker, J. C., Williams, J. K., Witvliet, C. V. O., & Hill, P. C. (2016). Positive reappraisals after an offense: Event-related potentials and emotional effects of benefit-finding and compassion. The Journal of Positive Psychology, 12(4), 373-384. doi:10.1080/17439760.2016.1209540
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), 1173-1182. doi:10.1037/0022-3514.51.6.1173
Brassler, N. K., Grund, A., Hilckmann, K., & Fries, S. (2016). Impairments in learning due to
306 選課後悔與動機干擾研究 陳慧娟、簡洧晴
motivational conflict: Situation really matters. Educational Psychology, 36(7), 1323-1336.
doi:10.1080/01443410.2015.1113235
Breugelmans, S. M., Zeelenberg, M., Gilovich, T., Huang, W.-H., & Shani, Y. (2014). Generality and cultural variation in the experience of regret. Emotion, 14(6), 1037-1048. doi:10.1037/
a0038221
Broomhall, A. G., Phillips, W. J., Hine, D. W., & Loi, N. M. (2017). Upward counterfactual thinking and depression: A meta-analysis. Clinical Psychology Review, 55, 56-73. doi:10.1016/j.cpr.
2017.04.010
Bubic, A. (2014). Decision making characteristics and decision styles predict adolescents’ career choice satisfaction. Current Psychology, 33(4), 515-531. doi:10.1007/s12144-014-9226-5 Bubic, A. (2017). The influence of considering the past, present, and future on college satisfaction.
Time & Society, 26(2), 227-243. doi:10.1177/0961463X15577278
Buchanan, J., Summerville, A., Lehmann, J., & Reb, J. (2016). The regret elements scale:
Distinguishing the affective and cognitive components of regret. Judgment and Decision Making, 11(3), 275-286.
Carmon, Z., & Ariely, D. (2000). Focusing on the forgone: How value can appear so different to buyers and sellers. Journal of Consumer Research, 27(3), 360-370. doi:10.1086/317590
Chan, C.-C. (2019). Social support, career beliefs, and career self-efficacy in determination of Taiwanese college athletes’ career development. Journal of Hospitality, Leisure, Sport and Tourism Education, Article 100232. doi:10.1016/j.jhlste.2019.100232
Chen, P.-H., Teo, T., & Zhou, M. (2016). Relationships between digital nativity, value orientation, and motivational interference among college students. Learning and Individual Differences, 50, 49-55. doi:10.1016/j.lindif.2016.06.017
Chen, S.-W., Wang, H.-H., Wei, C.-F., Fwu, B.-J., & Hwang, K.-K. (2009). Taiwanese students’
self-attributions for two types of achievement goals. The Journal of Social Psychology, 149(2), 179-193. doi:10.3200/SOCP.149.2.179-194
Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310-357. doi:10.1037/0033-2909.98.2.310
Demaray, M. K., Malecki, C. K., Davidson, L. M., Hodgson, K. K., & Rebus, P. J. (2005). The relationship between social support and student adjustment: A longitudinal analysis. Psychology in the Schools, 42(7), 691-706. doi:10.1002/pits.20120
Epstude, K., & Roese, N. J. (2008). The functional theory of counterfactual thinking. Personality and Social Psychology Review, 12(2), 168-192. doi:10.1177/1088868308316091
陳慧娟、簡洧晴 選課後悔與動機干擾研究 307
Frazier, P. A., Tix, A. P., & Barron, K. E. (2004). Testing moderator and mediator effects in counseling psychology research. Journal of Counseling Psychology, 51(2), 115-134. doi:10.
1037/0022-0167.51.1.115
Fries, S., & Dietz, F. (2007). Learning in the face of temptation: The case of motivational interference. The Journal of Experimental Education, 76(1), 93-112. doi:10.3200/JEXE.76.1.
93-112
Fries, S., Dietz, F., & Schmid, S. (2008). Motivational interference in learning: The impact of leisure alternatives on subsequent self-regulation. Contemporary Educational Psychology, 33(2), 119-133. doi:10.1016/j.cedpsych.2007.10.001
Fries, S., Schmid, S., Dietz, F., & Hofer, M. (2005). Conflicting values and their impact on learning.
European Journal of Psychology of Education, 20(3), 259-273. doi:10.1007/BF03173556 Gao, H., Zhang, Y., Wang, F., Xu, Y., Hong, Y.-Y., & Jiang, J. (2014). Regret causes ego-depletion
and finding benefits in the regrettable events alleviates ego-depletion. The Journal of General Psychology, 141(3), 169-206. doi:10.1080/00221309.2014.884053
Gilovich, T., & Medvec, V. H. (1995). The experience of regret: What, when, and why.
Psychological Review, 102(2), 379-395. doi:10.1037/0033-295X.102.2.379
Giorgetta, C., Grecucci, A., Bonini, N., Coricelli, G., Demarchi, G., Braun, C., & Sanfey, A. G.
(2013). Waves of regret: A meg study of emotion and decision-making. Neuropsychologia, 51(1), 38-51. doi:10.1016/j.neuropsychologia.2012.10.015
Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271-299. doi:10.1037/1089-2680.2.3.271
Grund, A., & Fries, S. (2012). Motivational interference in study-leisure conflicts: How opportunity cost affect the self-regulation of university students. Educational Psychology, 32(5), 589-612.
doi:10.1080/01443410.2012.674005
Grund, A., Brassler, N. K., & Fries, S. (2014). Torn between study and leisure: How motivational conflicts relate to students’ academic and social adaptation. Journal of Educational Psychology, 106(1), 242-257. doi:10.1037/a0034400
Grund, A., Schmid, S., & Fries, S. (2015). Studying against your will: Motivational interference in action. Contemporary Educational Psychology, 41, 209-217. doi:10.1016/j.cedpsych.2015.03.
003
Habib, M., Borst, G., Poirel, N., Houdé, O., Moutier, S., & Cassotti, M. (2013). Socio-emotional context and adolescents’ decision making: The experience of regret and relief after social comparison. Journal of Research on Adolescence, 25(1), 81-91. doi:10.1111/jora.12092
308 選課後悔與動機干擾研究 陳慧娟、簡洧晴
Hofer, M., Schmid, S., Fries, S., Dietz, F., Clausen, M., & Reinders, H. (2007). Individual values, motivational conflicts, and learning for school. Learning and Instruction, 17(1), 17-28. doi:10.
1016/j.learninstruc.2006.11.003
Inman, J. J. (2007). Regret regulation: Disentangling self-reproach from learning. Journal of Consumer Psychology, 17(1), 19-24. doi:10.1207/s15327663jcp1701_4
Jamieson, J. P., Crum, A. J., Goyer, J. P., Marotta, M. E., & Akinola, M. (2018). Optimizing stress responses with reappraisal and mindset interventions: An integrated model. Anxiety, Stress &
Coping, 31(3), 245-261. doi:10.1080/10615806.2018.1442615
Kazén, M., Kuhl, J., & Leicht, E.-M. (2015). When the going gets tough…: Self-motivation is associated with invigoration and fun. Psychological Research, 79(6), 1064-1076. doi:10.1007/
s00426-014-0631-z
Kilian, B., Hofer, M., Fries, S., & Kuhnle, C. (2010). The conflict between on-task and off-task actions in the classroom and its consequences for motivation and achievement. European Journal of Psychology of Education, 25(1), 67-85. doi:10.1007/s10212-009-0007-8
Langeslag, S. J. E., & Surti, K. (2017). The effect of arousal on regulation of negative emotions cognitive reappraisal: An ERP study. International Journal of Psychophysiology, 118, 18-26.
doi:10.1016/j.ijpsycho.2017.05.012
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York, NY: Springer.
Liao, C., Lin, H.-N., Luo, M. M., & Chea, S. (2016). Factors influencing online shoppers’
repurchase intentions: The roles of satisfaction and regret. Information & Management, 54(5), 651-668. doi:10.1016/j.im.2016.12.005
Lyubomirsky, S., Caldwell, N. D., & Nolen-Hoeksema, S. (1998). Effects of ruminative and distracting responses to depressed mood on the retrieval of autobiographical memories. Journal of Personality and Social Psychology, 75(1), 166-177. doi:10.1037/0022-3514.75.1.166
MacKinnon, D. P., Fairchild, A. J., & Fritz, M. S. (2007). Mediation analysis. Annual Review of Psychology, 58, 593-614. doi:10.1146/annurev.psych.58.110405.085542
Marcatto, F., & Ferrante, D. (2008). The regret and disappointment scale: An instrument for assessing regret and disappointment in decision making. Judgment and Decision Making, 3(1), 87-99.
Martin, M. (2018). Mindfulness and transformation in a college classroom. Adult Learning, 29(1), 5-10. doi:10.1177/1045159517744752
Nasco, S. A., & Marsh, K. L. (1999). Gaining control through counterfactual thinking. Personality and Social Psychology Bulletin, 25(5), 557-569. doi:10.1177/0146167299025005002
陳慧娟、簡洧晴 選課後悔與動機干擾研究 309
Nelson, N., Malkoc, S., & Shiv, B. (2010). Functional regret: The positive effects of regret on learning from negative experiences. In M. C. Campbell, J. Inman, & R. Pieters (Eds.), NA - Advances in consumer research (Vol.37, p. 263-266). Duluth, MN: Association for Consumer Research.
Nils, F., & Rimé, B. (2012). Beyond the myth of venting: Social sharing modes determine the benefits of emotional disclosure. European Journal of Social Psychology, 42(6), 672-681.
doi:10.1002/ejsp.1880
O’Connor, E., McCormack, T., & Feeney, A. (2012). The development of regret. Journal of Experimental Child Psychology, 111(1), 120-127. doi:10.1016/j.jecp.2011.07.002
Pasupathi, M., Wainryb, C., Mansfield, C. D., & Bourne, S. (2017). The feeling of the story:
Narrating to regulate anger and sadness. Cognition and Emotion, 31(3), 444-461. doi:10.1080/
02699931.2015.1127214
Rimé, B. (2009). Emotion elicits the social sharing of emotion: Theory and empirical review.
Emotion Review, 1(1), 60-85. doi:10.1177/1754073908097189
Roepke, A. M., & Seligman, M. E. P. (2015). Doors opening: A mechanism for growth after adversity.
The Journal of Positive Psychology, 10(2), 107-115. doi:10.1080/17439760.2014.913669 Roese, N. J., Epstude, K., Fessel, F., Morrison, M., Smallman, R., Summerville, A., ...Segerstrom, S.
(2009). Repetitive regret, depression, and anxiety: Findings from a nationally representative survey. Journal of Social and Clinical Psychology, 28(6), 671-688. doi:10.1521/jscp.2009.28.
6.671
Schmid, S., Hofer, M., Dietz, F., Reinders, H., & Fries, S. (2005). Value orientations and action conflicts in students’ everyday life: An interview study. European Journal of Psychology of Education, 20(3), 243-257. doi:10.1007/BF03173555
Sharer, M., Cluver, L., Shields, J. J., & Ahearn, F. (2016). The power of siblings and caregivers:
Under-explored types of social support among children affected by HIV and AIDS. AIDS Care, 28(2), 110-117. doi:10.1080/09540121.2016.1178942
Sibley, E., Theodorakakis, M., Walsh, M. E., Foley, C., Petrie, J., & Raczek, A. (2017). The impact of comprehensive student support on teachers: Knowledge of the whole child, classroom practice, and teacher support. Teaching and Teacher Education, 65, 145-156. doi:10.1016/
j.tate.2017.02.012
Streep, P., & Bernstein, A. (2015). Mastering the art of quitting: Why it matters in life, love, and work. New York, NY: Da Capo Press.
Tugade, M. M., Michelle, N., Kirby, L. D., & Fredrickson, B. L. (2016). Handbook of positive
310 選課後悔與動機干擾研究 陳慧娟、簡洧晴
emotions. New York, NY: Guilford.
Van Dijk, E., & Zeelenberg, M. (2005). On the psychology of “if only”: Regret and the comparison between factual and counterfactual outcomes. Organizational Behavior and Human Decision Processes, 97(2), 152-160. doi:10.1016/j.obhdp.2005.04.001
Van Duijvenvoorde, A. C. K., Huizenga, H. M., & Jansen, B. R. J. (2014). What is and what could have been: Experiencing regret and relief across childhood. Cognition and Emotion, 28(5), 926-935. doi:10.1080/02699931.2013.861800
Vollet, J. W., Kindermann, T. A., & Skinner, E. A. (2017). In peer matters, teachers matter: Peer group influences on students’ engagement depend on teacher involvement. Journal of Educational Psychology, 109(5), 635-652. doi:10.1037/edu0000172
Wang, D., Li, S., Hu, M., Dong, D., & Tao, S. (2017). Negative academic emotion and psychological well-being in Chinese rural-to-urban migrant adolescents: Examining the moderating role of cognitive reappraisal. Frontiers in Psychology, 8, 1312. doi:10.3389/fpsyg.2017.01312
Watkins, E., & Baracaia, S. (2002). Rumination and social problem-solving in depression. Behaviour Research and Therapy, 40(10), 1179-1189. doi:10.1016/S0005-7967(01)00098-5
Wentzel, K. R., Russell, S., & Baker, S. (2016). Emotional support and expectations from parents, teachers, and peers predict adolescent competence at school. Journal of Educational Psychology, 108(2), 242-255. doi:10.1037/edu0000049
Witvliet, C. V. O., Knoll, R. W., Hinman, N. G., & DeYoung, P. A. (2010). Compassion-focused reappraisal, benefit-focused reappraisal, and rumination after an interpersonal offense:
Emotion-regulation implications for subjective emotion, linguistic responses, and physiology.
The Journal of Positive Psychology, 5(3), 226-242. doi:10.1080/17439761003790997
Yen, Y.-S. (2016). Perceived social support moderates the relationships between variables in the social cognition model. Behaviour & Information Technology, 35(6), 479-489. doi:10.1080/
0144929X.2016.1155236
Zeelenberg, M., & Pieters, R. (2007). A theory of regret regulation 1.0. Journal of Consumer Psychology, 17(1), 3-18. doi:10.1207/s15327663jcp1701_3
Zeelenberg, M., Van Dijk, W. W., Manstead, A. S. R., & Van der Pligt, J. (1998). The experience of regret and disappointment. Cognition and Emotion, 12(2), 221-230. doi:10.1080/026999398379 727
Zeelenberg, M., Van Dijk, W. W., Van der Pligt, J., Manstead, A. S. R., Van Empelen, P., &
Reinderman, D. (1998). Emotional reactions to the outcomes of decisions: The role of counterfactual thought in the experience of regret and disappointment. Organizational Behavior and Human Processes, 75(2), 117-141. doi:10.1006/obhd.1998.2784
陳慧娟、簡洧晴 選課後悔與動機干擾研究 311
Journal of Research in Education Sciences 2020, 65(2), 277-312
doi:10.6209/JORIES.202006_65(2).0010
Effect of Regret on Motivational Interference Among College Students: Regret Coping Strategy as a Mediator and Social Support
as a Moderator