Bao, Y., Xiong, T., Hu, Z., & Kibelloh, M. (2013). Exploring gender differences on general and specific computer self-efficacy in mobile learning adoption. Journal of Educational Computing Research, 49(1), 111-132. doi:10.2190/EC.49.1.e
Bergkvist, L., & Rossiter, J. R. (2007). The predictive validity of multiple-item versus single-item measures of the same constructs. Journal of Marketing Research, 44(2), 175-184. doi:10.1509/
jmkr.44.2.175
Blatchford, P., Moriarty, V., Edmonds, S., & Martin, C. (2002). Relationship between class size and teaching: A multimethod analysis of English infant schools. American Educational Research Journal, 39(1), 101-132. doi:10.3102/00028312039001101
Browne, M. W., MacCallum, R. C., Kim, C. T., Andersen, B. L., & Glaser, R. (2002). When fit indices and residuals are incompatible. Psychological Methods, 7(4), 403-421. doi:10.1037//
1082-989X.7.4.403
Cheng, Y.-M., Kuo, S.-H., & Cheng, E.-L. (2014). Mobile learning achievement from the
陳奕樺、楊雅婷 行動學習成效影響因素 123
perspective of self-efficacy: A case study of basic computer concepts course. In J.-S. Pan, V.
Snasel, E. S. Corchado, A. Abraham, & S.-L. Wang (Eds.), Intelligent data analysis and its applications, Volume I (Vol. 297, pp. 403-410). Cham, Switzerland: Springer. doi:10.1007/
978-3-319-07776-5_42
Coşkun, Y. D., & Cumaoğlu, G. K. (2013). Scale of teachers’ beliefs on the effect of the use of mobile devices on students. Procedia-Social and Behavioral Sciences, 106, 2299-2306. doi:
10.1016/j.sbspro.2013.12.263
Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievement and adjustment: A literature review (Research report No.
433 Department for Education and Skills). Nottingham, UK: DfES.
Ehrenberg, R. G., Brewer, D. J., Gamoran, A., & Willms, J. D. (2001). Class size and student achievement. Psychological Science, 2(1), 1-30. doi:10.1111/1529-1006.003
Eom, S. B., Wen, H. J., & Ashill, N. (2006). The determinants of students’ perceived learning outcomes and satisfaction in university online education: An empirical investigation. Decision Sciences Journal of Innovative Education, 4(2), 215-235. doi:10.1111/j.1540-4609.2006.00114.x Ertl, B., & Helling, K. (2011). Promoting gender equality in digital literacy. Journal of Educational
Computing Research, 45(4), 477-503. doi:10.2190/EC.45.4.f
Gwee, S., Chee, Y. S., & Tan, E. M. (2011). The role of gender in mobile game-based learning.
International Journal of Mobile and Blended Learning, 3(4), 19-37. doi:10.4018/jmbl.2011100102 Harris, A., & Goodall, J. (2008). Do parents know they matter? Engaging all parents in learning.
Educational Research, 50(3), 277-289. doi:10.1080/00131880802309424
Hsiao, H.-C., Tu, Y.-L., & Chung, H.-N. (2012). Perceived social supports, computer self-efficacy, and computer use among high school students. The Turkish Online Journal of Educational Technology, 11(2), 167-177.
Huang, Y.-M., Liang, T.-H., & Chiu, C.-H. (2013). Gender differences in the reading of e-books:
Investigating children’s attitudes, reading behaviors and outcomes. Educational Technology &
Society, 16(4), 97-110.
Karbach, J., Gottschling, J., Spengler, M., Hegewald, K., & Spinath, F. M. (2013). Parental involvement and general cognitive ability as predictors of domain-specific academic achievement in early adolescence. Learning and Instruction, 23, 43-51. doi:10.1016/j.learnin struc. 2012.09.004
Khader, F. R. (2012). Teachers’ pedagogical beliefs and actual classroom practices in social studies instruction. American International Journal of Contemporary Research, 2(1), 73-92.
124 行動學習成效影響因素 陳奕樺、楊雅婷
Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I., & Vavoula, G. (2009).
Innovation in mobile learning: A European perspective. International Journal of Mobile and Blended Learning, 1(1), 13-35. doi:10.4018/jmbl.2009010102
Liu, T.-C. (2007). Teaching in a wireless learning environment: A case study. Educational Technology & Society, 10(1), 107-123.
Liu, Y., Li, H., & Carlsson, C. (2010). Factors driving the adoption of m-learning: An empirical study.
Computers & Education, 55(3), 1211-1219. doi:10.1016/j.compedu.2010.05.018
Murphy, E., & Rodríguez-Manzanares, M. A. (2008). High school teachers’ beliefs about learner- centred e-learning. E-Learning and Digital Media, 5(4), 384-395. doi:10.2304/elea.2008.5.4.
384
Ozdamli, F., & Cavus, N. (2011). Basic elements and characteristics of mobile learning. Procedia- Social and Behavioral Sciences, 28, 937-942. doi:10.1016/j.sbspro.2011.11.173
Ozdamli, F., & Uzunboylu, H. (2015). M-learning adequacy and perceptions of students and teachers in secondary schools. British Journal of Educational Technology, 46(1), 159-172. doi:10.111/
bjet.12136
Paechter, M., Maier, B., & Macher, D. (2010). Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction. Computers &
Education, 54(1), 222-229. doi:10.1016/j.compedu.2009.08.005
Papastergiou, M. (2008). Are computer science and information technology still masculine fields?
High school students’ perceptions and career choices. Computers & Education, 51(2), 594-608.
doi:10.1016/j.compedu.2007.06.009
Passey, D. (2010). Mobile learning in school contexts: Can teachers alone make it happen? IEEE Transactions on Learning Technologies, 3(1), 68-81. doi:10.1109/TLT.2009.47
Petter, S., Straub, D., & Rai, A. (2007). Specifying formative constructs in information systems research. MIS Quarterly, 31(4), 623-656.
Polly, D., McGee, J. R., Wang, C., Lambert, R. G., Pugalee, D. K., & Johnson, S. (2013). The association between teachers’ beliefs, enacted practices, and student learning in mathematics.
The Mathematics Educator, 22(2), 11-30.
Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods. Thousand Oaks, CA: Sage. doi:10.1086/230447
Reinen, L. J., & Plomp, T. (1997). Information technology and gender equality: A contradiction in terminus? Computers & Education, 28(2), 65-78. doi:10.1016/S0360-1315(97)00005-5
Rovai, A. P. (2002). Development of an instrument to measure classroom community. The Internet
陳奕樺、楊雅婷 行動學習成效影響因素 125
and Higher Education, 5(3), 197-211. doi:10.1016/S1096-7516(02)00102-1
Sáinz, M., & Eccles, J. S. (2012). Self-concept of computer and math ability: Gender implications across time and within ICT studies. Journal of Vocational Behavior, 80(2), 486-489. doi:10.
1016/j.jvb.2011.08.005
Straub, D., Boudreau, M.-C., & Gefen, D. (2004). Validation guidelines for IS positivist research.
Communications of the Association for Information System, 13(24), 380-427.
Tsai, P.-S., Tasi, C.-C., & Huang, G.-H. (2010). Elementary school students’ attitudes and self-efficacy of using PDAs in a ubiquitous learning context. Australasian Journal of Educational Technology, 26(3), 297-308. doi:10.14742/ajet.1076
Vekiri, I., & Chronaki, A. (2008). Gender issues in technology use: Perceived social support, computer self-efficacy and value beliefs, and computer use beyond school. Computer &
Education, 51(3), 1392-1404. doi:10.1016/j.compedu.2008.01.003
Vinu, P. V., Sherimon, P. C., & Krishman, R. (2011). Towards pervasive mobile learning－The vision of 21st century. Procedia Social and Behavioral Sciences, 15, 3067-3073. doi:10.1016/j.
sbspro.2011.04.427
Wang, Y.-S., Wu, M.-C., & Wang, H.-Y. (2009). Investigating the determinants and age and gender differences in the acceptance of mobile learning. British Journal of Educational Technology, 40(1), 92-118. doi:10.1111/j.1467-8535.2007.00809.x
Wanous, J. P., Reichers, A. E., & Hudy, M. J. (1997). Overall job satisfaction: How good are single-item measures? Journal of Applied Psychology, 82(2), 247-252. doi:10.1037/0021-9010.
82.2.247
Wells, M. I., & Dellinger, A. B. (2011). The effect of type of learning environment on perceived learning among graduate nursing students. Nursing Education Perspectives, 32(6), 406-410.
doi:10.5480/1536-5026-32.6.406
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation.
Contemporary Educational Psychology, 25(1), 68-81. doi:10.1006/ceps.1999.1015
Wu, W.-H., Wu, Y.-C., Chen, C.-Y., Kao, H.-Y., Lin, C.-H., & Huang, S.-H. (2012). Review of trends from mobile learning studies: A meta-analysis. Computers & Education, 59(2), 817-827. doi:10.
1016/j.compedu.2012.03.016
Yen, J.-C., Wang, J.-Y., & Chen, I.-J. (2011, July). Gender differences in mobile game-based learning to promote intrinsic motivation. Paper presented at the Proceedings of the 15th WSEAS International Conference on Computers, Corfu Island, Greece.
126 行動學習成效影響因素 陳奕樺、楊雅婷