<Roger, L.J. (2002).Sexing the brain(S.-T. Wang,Trans.). Taipei,Taiwan: The Journalist.(Original work published 1999)]
二、外艾文獻
Anderman,E. M.,
&
Maehr,M. L.(1994). Motivation and schooling in the middle grades.Rel把waf Educαtiona1 Reseαrch， 64(2),287-309. doi:10.3102/00346543064002287Arnot,M.,David,M., & Weiner,G. (2000). Closing the gender gap: Postwar education and social change.Gender andeducαtion， 12(3),399-407. doi:I0.1 0801713668304
Beckett, L. A.,Tancredi,D. J., & Wilson,R. S. (2004). Multivariate longitudinal models for complex change processes.Statistics in Medicine,23(2),231-239. doi: 10.1 002/sim.1712
Benbow, C. P., & Stanley, J. C. (1980). Sex differences in mathematical ability: Fact or artifact?
Science,201(4475),1262-1264. doi: 10.1126/science.7434028
Benbow,C. P., & Stanley,J. C.(1983). Sex differences in mathematical ability: 此!forefacts. Science, 222(4627),1029-1031.doi: 10.1126/science.6648516
Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of
• 84 .實優生科學自我概念 侯雅齡
covariance structures.Psychological Bulletin,88(3)， 588峙。6.doi: 10.1037//0033-2909.88.3.588 Bollen,K. A. (1986). Sample size and Bentler and Bonett's nonnormed fit index. Psychometri旬，
51(3),375-377. doi:1O.1007/BF02294061
Brickhouse,N. (1994). Bringing in the outsiders: Reshaping the sciences of the future. Journal of Curriculum Studies,26(4),401-416. doi: 10.1080/0022027940260404
Byrne,B. M.,& Gavin,D.A. W. (1996). The Shave1son model revisited: Testing for the structure of academic self-concept across pre-, early, and late adolescents. Journal of Educational Psychology,88(2),215-228. doi:10.1037//0022-0663.88.2.215
Calsyn,R.,& Kenny,D. (1977). Self-concept of ability and perceived evaluations of others: Cause or effect of academic achievement? Journal of Educational Psychology, 69(2), 136-145.
doi: 10.1037//0022-0663.69.2.136
Clark, A.,& Trafford,J. (1996). Return to gender: Boys' and girls' attitudes and achievements. The Language Learning Journal,14( 1),40-49. doi: 10.1080/09571739685200371
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale,NJ: Lawrence Erlbaum Associates.
Cohen, J. (1992). A power primer. Psychological Bullet悶， 112(1), 155-159. doi:10.1037//
0033-2909.112.1.155
Cole, D. A., Maxwell, S. E., Martin, J. M., Peeke, L. 丘， Seroczynski, A. 缸， Tram, J. M., . Maschman, T. (2001). The development of multiple domains of child and adolescent self-concept: A cohort sequential longitudinal design. Child Development, 72(6), 1723-1746.
doi:1O.1111/l467-8624.00375
Cook,T.缸， & Campbell, D. T. (1979). Quasi-experimentation: Design & analysis issues for field
settings.Boston,MA: Houghton Mifflin.
DeFraine，眩，Van Damme,J.,& Onghena,P. (2007). A longitudinal analysis of gender differences in academic self-concept and language achievement: A multivariate multilevel latent growth approach. Contemporary Educational Psychology, 32(1), 132-150. doi:10.1016/j.cedpsych.
2006.10.005
Duncan,T. E.,Duncan,S. C.,& Strycker,L. A. (2006). An introduction to latent variable growth curve modeling: Concep缸， issues,and applications(2nd ed.). Mahwah,NJ: Lawrence Erlbaum Associates.
Eccles,J. 丘， Midgley,C.,Wigfield, A., Buchanan,C. M.,Reuman，且， Flanagan,C.,& Iver,D. M.
(1993). Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families. American Psychologist, 48(2), 90-101.
侯雅齡 實優生科學自我概念﹒ 85 •
doi:10.1037110003-066X.48.2.90
Finkel,S. E.(1995). Causal analysis with panel data.Thousand Oaks,CA: Sage.
Fredricks, J. A., & Eccles, J. S. (2002). Children's competence and value beliefs 企om childhood through adolescence: Growth trajectories in two male-sex-typed domains. Developmental Psychology,38(4),519-533.doi:l0.1037110012-1649.38.4.519
Greenberg,D. F. (2008). Causal analysis with nonexperimental panel data. In S. W. Menard (Ed.), Handbook of longitudinal research: Design, measurement, and ana加is (pp. 259-278).
Amsterdam,the Netherlands: Elsevier.
Gu呵， F.,Marsh,H. W.,
&
Boivin, M. (2003). Academic self-concept and academic achievement:Developmental perspectives on their causal ordering.Journal ofEducational Psychology,95(1), 124-136. doi: I0.1037110022-0663.95.1.124
Han, L., & Hoover, H. D. (1994, April). Gender differences in achievement test scores. Paper presented at the annual meeting of the National Council on Measurement in Education, New Orleans,LA. Retrieved from ERIC database. (ED369816)
Helmke, A., & Van Aken, M. A. G. (1995). The causal ordering of academic achievement and self-concept of ability during elementary school: A longitudinal study. Journal ofEducational Psychology,87(4),624-637. doi:1O.1037110022-0663.87.4.624
Hoelter,J. W. (1983). The analysis of covariance structures: Goodness-of-fit indices. Sociological Methods &Research,11 (3),325-344. doi: 10.1177/0049124183011003003
Inzlicl哎， M., & Ben-Zeev, T. (2000). A threatening intellectual environment: Why females are susceptible to experiencing problem-solving deficits in the presence of males?Psychological Science,11(5),365-371.doi: 10.1111/1467-9280.00272
Jacobs,J. E.,Lanza，鼠， Osgood,D. W.,Eccles,J. 鼠，& Wigfield,A. (2002). Changes inchildr凹 's self-competence and values: Gender and domain differences across grades one through twelve.
Child Development,73(2),509-527. doi:IO.lllI/1467-8624.00421
Jordan,N. c., Kaplan,D.,& Hanich, L. B. (2002). Achievement growth in children with learning difficulties in mathematics: Findings of a two-year longitudinal study. Journal of Educational Psychology,94(3),586-597. doi:10.1037110022-0663.94.3.586
Kline,R. B. (2005). Principles and practice of structural equation modeling(2nd ed.). New York, NY: Guilford.
Ku盯I汀r此tz-C
achievement: A I伽O∞ng♂i仙dωina叫a訓Ianalysis. Contemporary E
• 86 .育優生科學自我概念 侯雅齡
Luthans ，且， & Youssef, C. M. (2004). Human, social, and now positive psychological capital management: Investing in people for competitive advantage. Organizational Dynamics, 33(2), 143-160.
Marsh,H. W. (1989). Age and sex effects in multiple dimensions ofselιconcept:Preadolescence to early adulthood. Journal of Educational Psychology,81(3),417-430. doi:10.1037/0022-0663.
81.3.417
Marsh,H. W.(1990). The structure of academic selιconcept: The MarshlShavelson model.Journal
。rEducational Psychology,82(4),623-636. doi: I0.1037110022-0663.82 .4.623
Marsh,H. W. (1992). Content specificity of relations between academic achievement and academic self-concept.Journal o/Educational Psychology,84(1),35-42. doi:10.10371/0022-0663.84. 1.35 Marsh,H. W.,Byrne,B. M.,& Yeung,A. S. (1999). Causal ordering of academic self-concept and achievement: Reanalysis of a pioneering study and revised recommendations. Educational Psychologist,34(3),155-167. doi:10.1207/s15326985ep3403-2
Marsh,H. w.,& Craven,R. (1997). Academic selιconcept: Beyond the dustbowl. InG. Phye (Ed.), Handbook of classroom assessment: Learning, achievement, and aφiustment(pp. 13 卜 198).
Orlando,FL: Academic Press.
Marsh, H. W., Hau, K. 了， & Kong, C. K. (2002). Multilevel causal ordering of academic self-concept and achievement: Influence of language of instruction (English compared with Chinese) for Hong Kong students. American Educational Research Journal, 39(3), 727-763.
doi: 10.3102/00028312039003727
Marsh, H. W.,Trautwein, U., Ludt峙， 0., Koller，缸， & Baumert,J. (2004). The role of academic self-concept and interest in determining academic achievement. In H. W. Marsh,J.Baumert,G.
E. Richards,& U. Trautwein (Eds.),CD-Rom ofthe third international biennial SELF research conference in Berlin (Germany). Sydney,Australia: University ofWestern Sydney.
Marsh, H. W., & Yeung, A. S. (1997). Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology,89(1),41-54. doi:10.10371/0022-0663.89. 1.4I
Martin,M. 0.,Mull時，I. V.缸，& Foy,P. (2008). TlMSS2007international science report: Findings
斤om lEA
s
trends in international mathematics and science stu砂 at the fourth and eighth grades.Chestnut Hill,MA: TIMSS& PIRLS International Study Center,Boston College.Martin, M. 0., Mullis, I. V. S., Gonzalez, E. J., & Chrostowski, S. J. (2004). TIMSS 2003 international science r，只port: Findings 汁。m lEA
s
trends in international mathematics and science stu吵。t the fourth and eighth grades. Chestnut Hill, MA: TIMSS & PIRLS侯雅齡 資優生科學自我概念﹒ 87 •
International Study Center,Boston College.
Marx,D. M.,& Roman,J. S. (2002). Female role models: Protecting women's math test performance.
Personality and Social Psychology Bulletin, 28(9), 1183-1193. doi: 10.1177/014616720228 12004
Muijs,R. D.(1997). Predictors of academic achievement and academic self-concept: A longitudinal perspective. British Journal of Educational Psychology, 67(3),263-277. doi: 10.lll lIj.2044-8279.1997.tbOI243.x
Park, Y. (20 II). How motivational constructs interact to predict elementary students' reading performance: Examples from attitudes and self-concept in reading. Learning and Individual Differences,21(4),347-358. doi:lO.lO16/j.lindif.2011.02.009
Rhodes, J., Roffman, J., Reddy, R., & Fredriksen, K. (2004). Changes in self-esteem during the
middle school years: A latent growth curve study of individual and contextual influences.
Journal o[School Psychology,42(3),243-261.doi: 10.1016/j.jsp.2004.04.001
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2001). Experimental and quasi-experimental designsfor generalized causal inference.Boston,MA: Houghton Mifflin.
Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46(3), 407-441. doi:10.3102/00346543046 003407
Steele, C. M.,
&
Aronson,J. (1995). Stereotype threat and the intellectual test performance ofafrican Americans. Journal of Personality and Social Psychology, 69(5),797-811. doi: 10.10371/0022-3514.69.5.797Stoel,R. D.,Peetsma,T. T. D.,& Roeleveld,J. (200 I). Relations between the development of school investment,self-confidence,and language achievement in elementary education: A multivariate latent growth curve approach. Learning and Individual Differences. 13(4), 313-333.
doi:10.10161S lO4 卜6080(03 )000 I 7-7
Tucker,L. 民， & Lewis, C.(1973). A reliability coefficient for maximum likelihood factor analysis.
Psychometrika,38(1), 1-10. doi: I0.1007IBF02291170
Van Damme,J.,Opdenakker,M.-C., De Fraine，缸， & Mertens,W. (2004). Academic self-concept and academic achievement:Cause and effect. In H. W. Marsh,J. Baume 此，G. E. Richards,& U.
Trautwein (Eds.), CD-Rom of the third international biennial SELF resωrch co收rence in Berlin (Germany). Sydney,Australia.University ofWestern Sydney.
Van de gaer,E.,De Fraine，日， Pustjens，仇， Van Damme,J.,De Munter,A.,& Ongher峙， P. (2009).
School effects on the development of motivation toward learning tasks and the development of
• 88 .資優生科學自我概念 侯雅齡
academic self-concept in secondary education: A multivariate latent growth curve approach.
School Effectiveness and School Improvement, 20(2), 235-253. doi: 10.1080/0924345090288 3920
Walbe唔，H. J.,& Tsai,Sι. (1983). Matthew effects in education.American EducationalR臼earch
Journal,20(3),359-373. doi:10.2307/1162605
Watt,H. M. G. (2004). Development of adolescents' selιperceptions， values,and task perceptions according to gender and domain in 7th- through II th-grade Australian students. Child Development,75(5),1556-1574. doi: 10.1111/j.1467-8624.2004.00757.x
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation.
Contemporary Educational Psychology,25(1),68-81.doi: I 0.1 006/ceps.1999.1015
Wigfield, A., Eccles,J. S.,MacIver，缸， Reuman， D. A., & Midgley,C. (1991). Transitions duri月 early adolescence: Changes in children's domain-specific self-perceptions and general self-esteem across the transition to junior high school. Developmental Psychology, 27(4), 552-565. doi: 10.1 037/0012-1649.27.4.552
Willis,S. (1989). ‘Real girls don't do maths ': Gender and the construction of privilege. Geelong, Australia: Deakin University Press.
Young, J. 且， & Mroczek,D. K. (2003). Predicting intraindividual self-concept trajectories during adolescence.Journal ofAdolescence,26(5),586-600. doi: 10.10 16/S0 140-1971 (03 )00058-7
Zanobi凹， M.,& Usai, C. (2002). Domain-specific self-concept and achievement motivation in the transition from primary to low middle school. Educational Psychology, 22(2), 203-217.
doi:10.1080/01443410120115265
Zhang, L., & Manon, J. (2000, April). Gender and achievement-understanding gender differences and similarities in mathematics assessment. Paper presented at the annual meeting of the American Educational Research Association,New Orleans,LA.
侯雅齡
Journal ofResearch in Education Sciences 2013,58(2),57-90
doi:10.3966/2073753X2013065802003
賢(憂生科學自我概念﹒ 89 •