行政院青年輔導委員會 (2006 )。青少年政策白皮書綱詞。臺北市:作者 o
[National Youth Commission (2006). Youth policy launching and promotion act. Taipei,Taiwan:
Author.]
行政院主計處 (2010 )。薑遍地區青少年狀況調查。 2011 年 12 月 9 日,取自加p://www.
dgbas.gov.twlDatal5231843771.doc
[Directorate General of Budget,Accounting and Statistics (2010). Taiwan youth survey.
Retrieved December 9,20 II,from http://www.dgbas.gov.tw/Datal5231843771.doc]
何琦瑜 (2003 )。超過半數國中生:作弊沒關係。天下雜誌﹒ 287 .48-50 。
[He,Q. (2003). More than half of junior high school students: Cheating does not matter.
Common Wealth Magazine,287,48-50.]
吳武典(1 988 )。少年問題與對策。臺北市:張老師。
[Wu,W.-T.(1988). The juvenile problem with countermeasures.Tai闕,Taiwan: Zhang Press.]
吳毓珊 (2008 )。以計畫行為論探討高職學生作弊行為之研究。國立屏東科技大學技術 及職業教育研究所碩士論文,未出版,屏東縣。
[Wu,Y.-S. (2008). A study of the cheating behavior of senior high school students based on theory ofplanned behavior. Unpublished master's thesis,National Pingtung University, Pingtung,Taiwan.]
巫秉璋 (2009 )。小學學童作弊行為極其發生原因之探討。大葉大學教育專業發展研究 所碩士論文﹒未出版,彰化縣。
[Wu,P.-
c.
(2009). A study on academic cheating behaviors and its causes in elementary school students. Unpublished master'sth的時,Da Yeh University,Changhua,Taiwan.]周憬嫻(1999 . II 月)。中聽學生問題造成的影響與政策方向。論文發表於法務部、教
育部主辦之「中輯學生問題與對策」研討會,臺北市。
[lou,S.-S. (1999,November). The impact ofthe policy direction ofthe dropouts. Paper presented at the Dropouts and Countermeasures Seminars,Taipei,Taiwan.]
周憬嫻 (2008 )。少年犯罪。臺北市:五南。
[Jou,S.-S. (2008). Juvenile delinquency. Taipei,Taiwan: Wu-Nan Book.]
林朝夫、吳武典( 1996) 。偏差行為輔導與個案研究。臺北市:心理。
[Lin,Z. 去, & Wu,W.-T. (1996). The deviant behavior counseling and case studies. Taipei,
張楓明、譚子文 學業控制因素、學業自我效能及學業緊張因素與國中生初次 作弊行為之關聯性分析 81
Taiwan: Psychological.]
許春金(1993)。青少年犯罪原因論 社會控制理論之中國研究。臺北市:五南。
[H凹,
c.-c.
(1993). Causes ofjuvenile delinquency - Social controlthe。可 stu砂.Taipei,Taiwan:Wu-Nan Book.]
許惠茹 (2009 )。國三學生考試經驗之詮釋與反思。教育寶路與研究, 22 (2) . 33-66 。 [H凹,H.-I.(2009). A henneneutic phenomenological inquiry and reflection on the experience of
examination for ninth graders. Journal of Educational Practice and Research,22(2),33 圖
66.]
郭慧敏 (2004 )。從家庭結構、社會控制理論、社會學習理論探討青少年不良行為 o 國 立臺北大學犯罪學研究所碩士論文,未出版,臺北市。
[Kuo,H.-M. (2004). Discusses the juvenile misdeed from the family structure,social control theory and sociallearning theory.Unpublished master's thesis,National Taipei University, Taipei,Taiwan.]
陳佳琪 (2001 )。青少年生活壓力、家庭氣氛具備差行為之閱係研究。國立彰化師範大 學教育研究所碩士論文,未出版,彰化市。
[Chen,I.-C. (200 I). A relational study among life stress,family atmosphere and deviant behaviors of adolescents. Unpublished master's thesis,National Changhua University, Changhua,Taiwan.]
梁茂森( 1998) 。國中生學習自我效能量表之編製。教育學刊, 14, 155-1 侶。
[Liang,M.-S. (1998). The development of the scale of self-efficacy for learning for junior high school students. Educational Review, 14,155-192.>
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 ( I) '355-378 。
[Shih,S.-S. (2004). The role of achievement goals,self-efficacy,and strategy use in test anxiety.
JournalofNational Taipei Teachers College,17(1),355-378.]
唐淑華 (2006 )。會作弊的小孩是「壞」小孩? 目標導向觀點在品格教育上的應用。
課程與教學季刊 ·9 (3) '139-150 。
[Tang,S.-H. (2006). Reexamine school children's cheating behavior: The goal orientation approach. Curriculum and InstructionQuarter鈔;9(3),139-150.]
張主雲 (2003 )。台灣教育長期追蹤資料庫:第一波 (2001 )學生資料。臺北市:中央 研究院調查研究專題中心。
[Chang,L.-Y.(2003). Taiwan education panel survey: Base year (2001) student data “Public
release computer file. "Taipei,Taiwan: Center for Survey Research,Academia Sinica
“
Producer Distributor".]張楓明 (2003 )。社會控制與青少年偏差行為一一以雲嘉地區為例。載於齊力、董旭英(主 編) .台灣青少年偏差行為之剖析(頁 53-80 )。嘉義縣:南華大學教育社會研究所 o
[Chang,F.-M. (2003). Social control and juvenile deviant behavior: A case of Yunlin and Chiayi area. InL.Chi& Y.-Y.Tung(Eds扎 Analysisofdelinquencyin 品iwan(pp. 53-80). Chiayi, Taiwan: Graduate Institute of Sciology of Education.]
張楓明 (2010 )。畢業層面之參與、抱負、自我效能及緊張因素對初次偏差行為影響之 縱貫性研究:考驗一個初次偏差行為之非相稱離散時間發生機會模式。行政院國家 科學委員會專題研究計畫成果報告 (NSC98-24 1O-H-271-003 )。嘉義市:大同技術 學院。
[Chang,F.-M. (20 I0). A longitudinal research on the 吵ectsof involvement,commitment,
se~內[ficacy, and strain from academic aspect on onset of delinquency: Testing a non-proportional discrete-time hazard model. Preparation of NSC Project Reports. (NSC98-241O-H-271-003)]
張郁雯 (2008 )。對比效應對學業自我概念之影響 發展的觀點。教育心理學報 ·47
( I) • 23-38 0
[Chang,Y.-W. (2008). Big-fish-little-pond effect on academic self-concept: A developmental perspective. Bulletin ofEducation Psychology,47(1),23-38.]
張憲卿、程炳林 (2010 )。成敗情境對行動與狀態導向者負向情廠、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.司C. ,& Cherng,B.-L. (2010). Between action control orientation and success/failure conditions on cognition, motivation,and emotion. Journal of Educational Psychology, 41(3),605-634.]
溫明晶 (2003) 0 青少年偏差行為與整體學業自我強能及主觀人際環境之探討。國立臺 灣大學心理研究所碩士論文,未出版,臺北市。
[W凹, M.-C. (2003). Juvenile delinquency and overall academic se
lf-
efficacy and subjective human environment. Unpublished master's thesis,National Taiwan University,Taipei, Taiwan.]董玉如 (2002 )。試煉:分數對學生的意義與作用。國立臺北師範學院課程與教學研究 所碩士論文,未出版,臺北市。
[Tung,Y.-J. (2002). Meanings ofthe grading to students. Unpublished master's thesis,National
張楓明、譚子文 學業控制因素、學業自我效能及學業緊張因素與國中生初次 作弊行為之關聯性分析的
Taipei Teachers College,Taipei,Taiwan.]
董旭英 (2003 )。一般化緊張理論的實證性檢驗。犯罪學期刊. 6 (1) •103-128 。
[Tung, Y.-Y. (2003). General of strain theory empirical test.Journal of Criminology,6( 1), 103-128.]
董旭英 (2007 )。偏差及犯罪行為研究之模組建立 巢式迴歸模式之應用 o 載於中華 民國犯罪學學會(主編) ,刑事司法與犯罪學研究方法(頁 317-338) 。嘉義縣:中 華民國犯罪學學會。
[Tung,Y.-Y. (2007). Deviation and crime research module build-nested regression model. In Chinese Society of Criminology (Ed.),Criminal judicial and criminological research methods (pp. 317-338). Chiayi,Taiwan: Chinese Society ofCriminology. ]
劉玉玲 (2005 )。青少年發展一一危機與轉機。畫北市:揚智。
[Liu,Y.-L.(2005). Adolescent development crisis and turning point. Taipei,Taiwan: Yang Chih.]
潘秉松 (2001 )。租車少年與一般少年之社會連結及刺激尋求相關因素之比較研究。靜 宜大學青少年見童福利研究所碩士論文,未出版,臺中縣。
[Pan,B.-S. (2001). Thein.月'uences ofsocial bonds and sensation seeking on speeding and normal juveniles. Unpublished master's thesis,Providence University,Taichang,Taiwan.]
謝尚旻 (2006 )。大學生畢業不韻實行為及其相關因素之研究 以台北縣市四所大學 為例。國立臺灣師範大學公民教育與活動領導學系碩士論文,未出版,臺北市。
[Xie,S.-M. (2006). Academic dishonesty among college students and its relatedfactors-Astu砂
based onfour universities in the greater Taipei area. Unpublished master's thesis,National Taiwan Normal University,Taipei,Taiwan.]
謝雨生、鄭宜仲( 1993)。多元迴歸分析的假定與實例檢討:多元線性重合現象的診斷 與處理。農業推廣學報,帥, 189-212 。
[Hsieh, Y.-S., & Jeng, Y.-J. (1993). The assumed instance multiple regression analysis review:
The diagnosis and treatment of the phenomenon of multiple linear superposition. Journal ofAgricultural Extension. 10,189-212.]
蔡美雪 (2006 )。生活壓力、制握信念、社會支持與青少年偏差行為之間係。國立成功 大學教育研究所碩土論文,未出版,臺南市。
[Ts缸, M.-H. (2006). The relationsh 伊samong life stress,locus of control,social support,and juvenile delinquency. Unpublished master's thes時, National Cheng Kung University,
Tainan,Taiwan.]
蔡德輝( 1996) 。犯罪學 犯罪學理論與犯罪防治。臺北市:五南。
[Tsai,D.-H. (1996). Criminology - Criminology theory and crime prevention. Tai悶,Taiwan:
Wu-Nan Book.]
蔡德輝、楊士隆 (2006 )。犯罪學。晝北市:五南。
[Tsai,D.-旺,&Yang,S.-L.(2006). Criminology. Taipei,Taiwan: Wu-Nan Book.]
顏訴思、黃光國 (2011 )。儒家社會中學生的角色義務及其對贊懲正當性的知覺。中華 心理學刊. 53 ( 1) . 79-95 。
[Yen,T.-S.,&Hwang,K.-K. (20 II). The students' role obligation and their perceptions of legitimacy of being rewarded or punished in confucian society. Chinese Journal of Psychology,53(1),79-95.]
譚于文、范書菁 (2010 )。依附關係、參與傳統活動、社會緊張因素與臺灣地區青少年 外向性偏差行為及內向性偏差行為關聯性之研究 o 輔導與諮商學報. 32 (I) .
17-42 。
[Tan,T.-W.,
&
Fan,S.-c.
(2010). The relationship among attachment,involvement,social strain and Taiwanese high school students' delinquency. The Archive ofGuidance& Counseling,32(1), 17-42.]
Agnew,R.(1985). A revised strain theory of delinquency. Social Forces,64,151.167.
Agnew,R. (1992). Foundation for a general strain theory of crime and delinquency. Criminology, 30(1),47-87.
Agnew,R. (2006). Pressured into crime: An overview of general strain theory. Los Angeles:
Roxbury.
Akers,R. L.,& Sellers, C. S. (2009). Cr戶吋吩'i
appl訂ication(5th ed.). New York: Oxford University Press.
Akiba,M.,LeTendre,G.,Baker,D.,&Goesling,B. (2002). Student victimization: National and school system effects on school violence in 37 nations. American Educational Research Journal,39(4),829-853.
Anderman,E. M.,&Murdock,T.B.(2007). Psychology ofacademic cheating. London: Elsevier Academic Press
Anderman,E,M.,Cupp,P. K.,&Lane,D. (20 I0). Impulsivity and academic cheating. Journal ofExperimental Education,78(1), 135-150.
Ameklev, B. J.,Grasmick,H. G.,Tittle,C. R.,& Bursik,R. J. (1993). Low self-control and imprudent behavior. Journal ofQuantitative Criminology. 9(3),225-247.
Astin,A. W. (1993). What matters in college? Four critical years revisited. San Francisco:
F
張楓明、譚子文 學業控制因素、學業自我效能及學業緊張因素與國中生初次 作弊行為之關聯性分析的
Jossey-Bass.
Bandura, A.(1977). Self-efficacy: Toward a uni
fY
ing theory ofbehavioral change. Psychological Review,84(2),191-215.Bandura, A.(1982). Self-efficacy mechanism in human agency. Psychologist,37(2),122-147.
Bandura,A.(1986). Social 戶undationsof thought and action. EnglewoodCli品, NJ: Prentice-Hall.
Bandura, A.(1997).Se研究fjicacy: The exercise ofcontrol. New York: Freeman.
Baron,S. W. (2004). General strain,street youth and crime: A test of Agnew's revised theory.
Criminology,42(2),457-483.
Betz,N. E.,& Hackett,G. (1983). The relationship ofmathematics self-efficacy expectations to the selection of science-based college majors. Journal of VocationalBehavio月 23(3), 329-345.
Bong, M. (2008). Effects of parent-child relationships and classroom goal structures on motivation,help-seeking avoidance,and cheati月﹒ Journalof Experimental Education, 76(2),191-217.
Brimb峙, M.,& Stevenson-Clark巴, P. (2005). Perceptions of the prevalence and seriousness of academic dishonesty in Australian universities. Australian Educational Researcher, 32(3), 19-44.
Cassady,J. C.,& Johnson,R. E. (2002). Cognitive test anxiety and academic performance.
Contemporary Educational Psychology,27(2),270-295.
Cernkovich, S. A., & Giordano, P. C. (1992). School bonding,race, and delinquency.
Criminology,30(2),261-291.
Cherne郎, M. M.,Hu, L.,& Garcia,B.F. (200 I). Academic self-efficacy and first-year college student performance and adjustment.Journal ofEducationalPsychology, 的(I),55-64.
Christensen-Hughes,J. M.,& McCabe,D. L. (2006). Academic misconduct within higher education in Canada. The Canadian Journal ofHigher Education,36(2),1-21.
Cloward,R.A.,& Ohlin, L.E.(1960). Delinquency and opportunity. New York: The Free Press.
Conger,R.(1976). Social control and socialleaming models of delinquent behavior: A synthesis.
Criminology,14(1), 17-40.
Cullen,F. T. (1983). Rethinking crime and deviance theory: Emergence of a structuring
卦。dition.Totowa,NJ: Rowman andAllanheld.
Cullen,F. T. (1988). Were Cloward and Ohlin strain theorists? Delinquency and opportunity
revisited.Journal ofResearch in Crime and Delinquency,25(3),214-241
Davis,S. F., Grover,C. A., Beck仗, A. H.,& McGregor, L. N. (1992). Academic dishonesty:
Prevalence,determinants,techniques,and punishments 畏。chingofPsychology,19( I), 16-20.
Erickson,K. G.,Crosno巴, R.,& Dornbusch,S. M. (2000). A social process model of adolescent deviance: Combining social control and differential association perspective. Journal of Youth and Adolescence,29(4),395-425.
Finn,K. 紋, & Frone,M. R. (2004). Academic performance and cheating: Moderating role of school identification and self-efficacy.Journal ofEducational Research,97(3),115-122.
Fowler, L.T. S.,Banks, T. I.,Anhalt, K.,Der,H. H.,& Kalis, T.(2008). The association between externalizing behavior problems,teacher-student relationship quality,and academic performance in young urban learners.Behavioral Disorders,33(3), 167-183.
Genereux,R.L.,& McLeod,B.A. (1995). Circumstances surrounding cheating: A questionnaire study of college students.Research in Higher Education,36(6),687-704.
Gino, F.,Schweitzer,M. E.,Mead,N.L.,& Ariely,D. (2011). Unable to resist temptation: How self-control depletion promotes unethical behavior. Organizational Behavior and Human Decision Processes,115(2),191-203.
Gottfredson,帆, & Hirschi,T. (1990). A general theory of crime. Stanford,CA: Stanford University Press.
Harries,R.,& Rutter,P. M. (2005). Cheating by pharmacy students: Perceptions,prevalence and comparisons.Pharmacy Education,5( I),53-60.
Hindelang, M. (1973). Causes of delinquency: A partial replication and extension. Social
Problems, 2人 471-487.
Hirschi, T.(1969).Causes ofdelinquency. Berkeley,CA: University of California Press.
Jendrek,M. P. (1992). Students' reactions to academic dishonesty. Journal of College Student Development,33(3),260-273.
Jenkins,P. H. (1997). School delinquency and the school social bond. Journal of Research in Crime and Delinquency,34(3),337-367.
Josephson Institute of Ethics (2006).2006report card on the ethics ofAmerican youth. Retrieved May 9,2011,from http://www.josephsoninstitute.
Kaplan,D. S.,Liu,R. X.,& Kaplan,H. B. (2005). School related stress in early adolescence and academic performance three years later: The conditional influence of self expectations.
張楓明、譚子文 學業控制因素、學業自我效能及學業緊張因素與國中生初次 作弊行為之關聯性分析 87
Social Psychology ofEducation,8( I),于 17.
Kempf,K.L.(1993). The empirical status ofHirschi's control theory. InW. S. Laufer& F. Adler (Eds.),Advances in criminological theory (Vol. I,pp. 143-185). New Brunswick,NT:
Transaction.
Krampen,G. (1988). Competence and control orientations as predictors of test anxiety in students: Longitudinal results.Anxie砂 Research, 1(3), I 85-197
Li,1.(2005). Mind or virtue: Western and Chinese beliefs about learning. Current Directions in Psychological Science,14(4),190-194.
Liska,A. E.,& Reed,M. D. (1985). Ties to conventional institutions and delinquency:
Estimating reciprocal effects.American Sociological Review, 50(4) , 547-560.
Maguin,E.,& Loeber,R. (1996). Academic performance and delinquency. Crime and Justice, 20,145-264.
Marsh,H. W. (1994). Using the national longitudinal study of 1988 to evaluate theoretical models of self-concept: The self-description questionnaire. Journal of Educational Psychology,86(3),439-456.
McCabe,D. L., & Trevino, L. K. (1997). Individual and contextual influences on academic dishonesty: A multi-campus investigation.Research in Higher Education,38(3),379-39.
McCabe, D. L., Trevino, L. K.,& Butterfield,K. D. (200 I). Dishonesty in academic environments: The influence of peer reporting requirements. The Journal of Higher Education,72( I),29-45.
Mead,N.,Baumeister,R. F., Gino,F.,Schweitzer,M.,& Ariely,D. (2009). Too tired to tell the truth: Self二controlresource depletion and dishonesty.Journal of Experimental Social Psychology,45(3),594-597.
加leenhan, B. T., Hughes,J. N.,& Cavell, T.A. (2003). Teacher-student relationships as compensatory resources for aggressive children.Child Development,74(4),1145-1157.
Muraven,加1.,Pogarsky,G叮&Shmueli,D. (2006). Self-control depletion and the general theory of crime.Journal of Quantitative Criminology,22(3),263-277.
Murdock,T. B.,Hale,N. M.,& Weber,M. J. (2001). Predictors of cheating among early adolescents: Academic and social motivations. Contemporary Educational Psychology,
26(1),96-115.
Murdoek,T.日, & Stephens, 1. M. (2007). Is cheating wrong? Students' reasoning about academic dishonesty. In E. M. Anderman& T.B. Murdoek (Eds.),Psychology ofacademic
cheating(pp. 229-253). London: Elsevier Academic
Nagin,D. S.,&Pogarsky,G. (2003). An experimental investigation of deterrence: cheating, self-servingbi訟,and impulsivity. Criminology,41(1),167-194.
Newstead,S. E., Franklyn-Stokes, A., & Armstead,P. (1996). Individual differences in student cheating. Journal ofEducational Psychology,88(2),229-241.
No悶,W.L.玄, & Zhang,K. C. (2010). Motives of cheating among secondary students: the role of self-efficacy and peer influence. Asia Pacific Education Review, ll(4),573-584.
Payne,A. (2008). A multilevel model of the relationships among communal school disorder, student bonding,and delinquency. Journal of Research in Crime and Delinquency,45(4), 429-455.
Pervin, L.A.,Cervone,D.,&John,O. (2005). Personali妙: Theory and research (9th ed.).
Hoboken,NJ: John Wiley & Sons.
Pong,W.Y.,&Chow,J. C. S. (2002). On the pedagogy ofexaminations in HongKong. 是aching
and Teacher Education,18(2),139-149.
Raudenbush,S. W.,&Bryk,A. S. (2002).Hierarchicat tinear models: Applications and data analysis methods(2nd ed.). Thousand Oaks,CA: Sage.
Shankland,R.,Genolini,C.,Franca, L. R.,Guelfi,J. D.,& Ionescu, S. (2010). Student adjustment to higher education: The role ofaltelτlativeeducational pathways in coping with the demands of student life. Higher Education,59(3),353-366.
Stephens,J. M. (2004,April). Beyond reasoning: The role of moral identities,sociomoral regulation and social context in academic cheating among high schoot adolescents. Paper presented at the annual meeting of the American Educational Research Association,San Diego,CA.
Stewart,E. (2003). School social bonds,school climate,and school misbehavior: A multilevel analysis. Justice Quarter鈔, 20(3), 575-613.
Thornberry,T.P. (1997). Developmental theories ofrime and delinquency. New Brunswick,NT:
Transaction.
Tibbetts,S. G. (1997). Gender differences in students' rational decisions to cheat. Deviant Behavior, 18(4),393-414.
Tyga此, C. E. (1988). Strain theory and public school vandalism: Academic tracking, school social status,and students' academic achievement.Youth& Socie紗,20(1), 106-118.
Unal,H.,& Cukur,C. S. (2011). The effects of school bonds,discipline techniques in school
張楓明、譚子文 學業控制因素、學業自我效能及學業緊張因素與國中生初次
張楓明、譚子文 學業控制因素、學業自我效能及學業緊張因素與國中生初次