一、中文文獻
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, P.-H., Luh, 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.】
李茂能（2009）。圖解 AMOS 在學術研究之應用。臺北市：五南。
【Li, M.-N. (2009). An introduction to graphic AMOS 6.0/7.0 and its uses in research. Taipei, Taiwan: Wu-Nan Book.】
林煥祥、劉聖忠、林素微、李暉（2008）。臺灣參加 PISA 2006 成果報告。行政院國家科學委 員會專案研究報告（NSC95-2522-S-026-002）。花蓮市：國立花蓮教育大學。
【Lin, H.-S., Lieu, S.-C., Lin, S.-W., & Li, H. (2008). PISA 2006 Taiwan nation report. National Science Council project report (NSC95-2522-S-026-002). Hualien, Taiwan: National Hualien University of Education.】 林鉦棽、彭台光（2006）。多層次管理研究：分析層次的概念、理論和方法。管理學報，23（6），
649-675。
【Lin, C.-C., & Peng, T.-K. (2006). Multilevel research in management: Conceptual, theoretical, and methodological issues in level of analysis. Journal of Management, 23(6), 649-675.】
侯雅齡（2011）。科學自我概念之大魚小池效應探究：資優生教育安置方式的思考。教育科學 研究期刊，55（3），61-87。
【Hou, Y.-L. (2011). The big-fish-little-pond effect on science self-concept: Some implications in educational placement for gifted students. Journal of Research in Education Sciences, 55(3), 61-87.】
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，40（1），
23-37。
【Chang, Y.-W. (2008). Big-fish-little-pond effect on academic self-concept: A developmental perspective. Bulletin of Educational Psychology, 40(1), 23-37.】
陳玉樹、胡夢鯨（2008）。任務動機與組織創新氣候對成人教師創意教學表現之影響：階層線 性模式分析。教育心理學報，40（2），179-198。
【Chen, Y.-S., & Hu, M.-C. (2008). The impact of task motivation and organizational innovative climate on adult education teachers’ creative teaching performance: An analysis of hierarchical linear modeling. Bulletin of Educational Psychology, 40(2), 179-198.】
陳玉樹、莊閔喬（2010）。創意個人認定與組織認同對創意教學表現之影響：多元組織認定的 調節效果。教育政策論壇，13（3），155-184。
【Chen, Y.-S., & Chuang, M.-C. (2010). The impact of creative personal identity and organizational identification on creative teaching performance: Moderating effects of multiple organizational identities. Educational Policy Forum, 13(3), 155-184.】
溫福星、邱皓政（2009）。組織研究中的多層次調節式中介效果：以組織創新氣氛、組織承諾
巫博瀚、賴英娟 學習情緒之多層次分析 143
與工作滿意的實證研究為例。管理學報，26（2），189-211。
【Wen, F.-H., & Chiou, H.-J. (2009). Multilevel moderated mediation of organizational study: An empirical analysis of organizational innovation climate, organizational commitment and job satisfaction. Journal of Management, 26(2), 189-211.】
二、外文文獻
Ahmed, W., Minnaert, A., Werf, G., & Kuyper, H. (2010). Perceived social support and early adolescents’ achievement: The mediational roles of motivational beliefs and emotions. Journal of Youth & Adolescence, 39(1), 36-46.
Baker, D. F. (2001). The development of collective efficacy in small task groups. Small Group Research, 32(4), 451-474.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9(3), 75-78.
Bandura, A. (2001a). Social cognitive theory of mass communication. Media Psychology, 3(3), 265-299.
Bandura, A. (2001b). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
Bernardo, A. B. I., Ouano, J. A., & Salanga, M. G. C. (2009). What is an academic emotion? Insights from Filipino bilingual students’ emotion words associated with learning. Psychological Studies, 54(1), 28-37.
Ciani, K. D., Middleton, M. J., Summers, J. J., & Sheldon, K. M. (2010). Buffering against performance classroom goal structures: The importance of autonomy support and classroom community. Contemporary Educational Psychology, 35(1), 88-99.
Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Mahwah, NJ: Erlbaum.
Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008).
Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33(4), 584-608.
Daniels, L. M., Stupnisky, R. H., Pekrun, R., Haynes, T. L., Perry, R. P., & Newall, N. E. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. Journal of Educational Psychology, 101(4), 948-963.
Davis, J. A. (1966). The campus as a frog pond: An application of the theory of relative deprivation to career decisions of college men. American Journal of Sociology, 72(1), 17-31.
Decuir-Gunby, J. T., Aultman, L. P., & Schutz, P. A. (2009). Investigating transactions among
144 學習情緒之多層次分析 巫博瀚、賴英娟
motives, emotional regulation related to testing, and test emotions. Journal of Experimental Education, 77(4), 409-438.
Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’
achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215-225.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
Enders, C. K., & Tofighi, D. (2007). Centering predictor variables in cross-sectional multilevel models: A new look at an old issue. Psychological Methods, 12(2), 121-138.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.
Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101(3), 705-716.
Frenzel, A. C., Pekrun, R., & Goetz, T. (2007a). Perceived learning environment and students’
emotional experiences: A multilevel analysis of mathematics classrooms. Learning and Instruction, 17(5), 478-493.
Frenzel, A. C., Pekrun, R., & Goetz, T. (2007b). Girls and mathematics－A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, 22(4), 497-514.
Frenzel, A. C., Thrash, T. M., Pekrun, R., & Goetz, T. (2007). Achievement emotions in Germany and China: A cross-cultural validation of the academic emotions questionnaire-mathematics.
Journal of Cross-Cultural Psychology, 38(3), 302-309.
Goetz, T., Frenzel, A. C., Hall, N., & Pekrun, R. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33(1), 9-33.
Goetz, T., Frenzel, A. C., Pekrun, R., & Hall, N. C. (2006). The domain specificity of academic emotional experiences. Journal of Experimental Education, 75(1), 5-29.
Goetz, T., Frenzel, A. C., Stoeger, H., & Hall, N. C. (2010). Antecedents of everyday positive emotions: An experience sampling analysis. Motivation & Emotion, 34(1), 49-62.
Goetz, T., Pekrun, R., Hall, N., & Haag, L. (2006). Academic emotions from a social-cognitive perspective: Antecedents and domain specificity of students’ affect in the context of Latin instruction. British Journal of Educational Psychology, 76(2), 289-308.
巫博瀚、賴英娟 學習情緒之多層次分析 145
Goetz, T., Zirngibl, A., Pekrun, R., & Hall, N. (2003). Emotions, learning, and achievement from an educational psychological perspective. In P. Mayring & C. V. Rhoeneck (Eds.), Learning emotions: The influence of affective factors on classroom learning (pp. 9-28). Frankfurt, Germany: Peter Lang.
Govaerts, S., & Grgoire, J. (2008). Development and construct validation of an academic emotions scale. International Journal of Testing, 8(1), 34-54.
Halvari, H., Ulstad, S. O., Bagøien, T. E., & Skjesol, K. (2009). Autonomy support and its links to physical activity and competitive performance: Mediations through motivation, competence, action orientation and harmonious passion, and the moderator role of autonomy support by perceived competence. Scandinavian Journal of Educational Research, 53(6), 533-555.
Heck, R. H., & Thomas, S. L. (2009). An introduction to multilevel modeling techniques (2nd ed.).
New York: Routledge.
Hofmann, D. A., & Gavin, M. B. (1998). Centering decisions in hierarchical linear models:
Implications for research in organization. Journal of Management, 24(5), 623-641.
Hox, J. J. (2010). Multilevel analysis: Techniques and applications (2nd ed.). New York: Routledge.
James, L. R., Demaree, R. G., & Wolf, G. (1993). An assessment of within-group interrater agreement. Journal of Applied Psychology, 78(2), 306-309.
Kreft, I., & Leeuw, J. D. (1998). Introducing multilevel modeling. Thousand Oakes, CA: Sage.
Kreibig, S. D., Gendolla, G. H. E., & Scherer, K. R. (2010). Psychophysiological effects of emotional responding to goal attainment. Biological Psychology, 84, 474-487.
Lau, S., & Nie, Y. (2008). Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions. Journal of Educational Psychology, 100(1), 15-29.
Luke, D. A. (2004). Multilevel modeling. Thousand Oaks, CA: Sage.
Maas, C. J. M., & Hox, J. J. (2005). Sufficient sample sizes for multilevel modeling. Methodology:
European Journal of Research Methods for the Behavioral and Social Sciences, 1(3), 86-92.
Marsh, H. W., & Hau, K.-T. (2003). Big-fish-little-pond-effect on academic self-concept. A crosscultural (26 country) test of the negative effects of academically selective schools.
American Psychologist, 58(5), 364-376.
Marsh, H. W., Kong, C.-K., & Hau, K.-T. (2000). Longitudinal multilevel models of the big-fish-little-pond effect on academic self-concept: Counterbalancing contrast and reflected glory effects in Hong Kong schools. Journal of Personality and Social Psychology, 78(2), 337-349.
146 學習情緒之多層次分析 巫博瀚、賴英娟
Marsh, H. W., Seaton, M., Trautwein, U., Lüdtke, O., Hau, K.-T., & O’Mara, A. J. (2008). The big-fish–little-pond-effect stands up to critical scrutiny: Implications for theory, methodology, and future research. Educational Psychology Review, 20(3), 319-350.
Mouratidis, A., Vansteenkiste, M., Lens, W., & Auweele, Y. V. (2009). Beyond positive and negative affect: Achievement goals and discrete emotions in the elementary physical education classroom. Psychology of Sport & Exercise, 10(3), 336-343.
Organisation for Economic Co-operation and Development. (2006). Assessing scientific, reading and mathematical literacy: A framework for PISA 2006. Paris: Author.
Organisation for Economic Co-operation and Development. (2009). PISA 2006 technical report.
Paris: Author.
Pekrun, R. (1992). Expectancy-value theory of anxiety: Overview and implications. In D. G. Forgays, T. Sosnowski, & K. Wresniewski (Eds.), Anxiety: Recent developments in cognitive, psychophsysiological and health research (pp. 23-41). Washington, DC: Hemisphere.
Pekrun, R. (2000). A social-cognitive, control-value theory of achievement emotions: Developing motivation and motivating development. In J. Heckhausen (Ed.), Motivational psychology of human development (pp. 143-163). Oxford, England: Elsevier.
Pekrun, R. (2005). Progress and open problems in educational emotion research. Learning and Instruction, 15(5), 497-506.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341.
Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98(3), 583-597.
Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions:
Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115-135.
Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotion in education. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 13-36). San Diego, CA: Elsevier.
Pekrun, R., Goetz, T., & Perry, R. P. (2005). Academic Emotions Questionnaire (AEQ): User’s manual. Munich, Germany: Department of Psychology, University of Munich.
Pekrun, R., Goetz, T., Perry, R. P., Kramer, K., Hochstadt, M., & Molfenter, S. (2004). Beyond test
巫博瀚、賴英娟 學習情緒之多層次分析 147
anxiety: Development and vailidation of the Test Emotions Questionnaire (TEQ). Anxiety Stress and Coping, 17(3), 287-316.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105.
Pekrun, R., & Stephens, E. J. (2009). Goals, emotions, and emotion regulation: Perspectives of the control-value theory. Human Development, 52(6), 357-365.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.
Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage.
SAS. (2009). SAS 9.2 companion for Windows. Cary, NC: SAS.
Schutz, P. A., & Lanehart, S. L. (2002). Introduction: Emotions in education. Educational Psychologist, 37(2), 67-68.
Singer, J. D. (1998). Using SAS PROC MIXED to fit multilevel models, hierarchical models, and individual growth models. Journal of Educational and Behavioral Statistics, 24(4), 323-355.
Singer, J. D., & Willett, J. B. (2003). Applied longitudinal data analysis: Modeling change and event occurrence. New York: Oxford University Press.
Snijders, T. A. B., & Bosker, R. J. (1999). Multilevel analysis: An Introduction to basic and advanced multilevel modeling. Thousand Oaks, CA: Sage.
Trautwein, U., Schnyder, I., Niggli, A., Neumann, M., & Lüdtke, O. (2009). Chameleon effects in homework research: The homework-achievement association depends on the measures used and the level of analysis chosen. Contemporary Educational Psychology, 34(1), 77-88.
Turner, J. E., & Husman, J. (2008). Emotional and cognitive self-regulation following academic shame. Journal of Advanced Academics, 20(1), 138-173.
Tyson, D. F., Linnenbrink-Garcia, L., & Hill, N. E. (2009). Regulating debilitating emotions in the context of performance: Achievement goal orientations, achievement-elicited emotions, and socialization contexts. Human Development, 52(6), 329-356.
West, B. T., Welch, K. B., & Galecki, A. T. (2007). Linear mixed models: A practical guide using statistical software. New York: Chapman & Hall/CRC.
Wigfield, A. (1994). The role of children’s achievement values in the self-regulation of their learning outcomes. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 101-124). Hillsdale, NJ: Erlbaum.
148 學習情緒之多層次分析 巫博瀚、賴英娟
Wu, P.-H., Luh, W.-M., & Lai, Y.-C. (2010, April). The effects of perceived learning environment on the achievement emotions: Analyzing clustered data by using linear mixed models. Paper presented at the 2010 annual meeting of the American Education Research Association (AERA), Denver, CO.
巫博瀚、賴英娟 學習情緒之多層次分析 149
Journal of Research in Education Sciences 2011, 56(3), 119-149