• 沒有找到結果。

李俊青 (2007) :學業情緒歷程模式之分析。國立成功大學教育研究所碩士論文。

吳靜吉 (2002) :華人學生創造力的發掘與培育。應用心理研究,15 ' 17-42 。 吳靜吉、程炳林 (1992) :激勵的學習策略量表之修訂。翻驗年刊 '39 ' 59-78 。

林宴瑛 (2006) :個人目標導向、課室目標結構與自我調整學習策略之闢係及潛在改變量分析。國 立成功大學教育研究所碩士論文。

陳正昌、程炳林、陳新豐、劉子鍵 (2003) :多變量分析方法。台北:五南。

程炳林、林清山 (2002) :學習歷程前決策與後決策階段中行動控制的中介角色。教育心理學報,

34 (I ) ,43-60 。

黃聾茜 (2010) :學業情緒歷程模式:探析情緒調整策略的效果。國立成功大學教育研究所碩士論 丈。

楊岫穎 (2003) :國中生自我設限的情境及歷程因素之研究。國立成功大學教育研究所碩士論文。

簡嘉菱 (2009) :自我決定動機與學業情緒模式之探討。國立成功大學教育研究所碩士論文。

Ames, C. (1992). Classroom: Goals, structures, and student motivation. Journal of Educational Psychology,84(3),261-271.

Ames ,仁, & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal ofEducational Psychology, 80(3),260-267.

Bandelos,D. L. (2002). The effect of item parceling on goodness-of-fit and parameter estimate bias in structure equation modeling. Structure Equation Modeling

,

9(1)

,

78-102.

·70· 教育心理學報

Bandelos, D. L., Yates. K., &甘lorndike-Christ , T. (1995). Effects of math selιconcept, perceived self-efficacy

,

and attributions for failure and success on test anxiety. Journal of Educational Psychology

,

87(4)

,

611-623.

Eccles, 1. (1983) Expectancies,values and academic behaviors. In J. T. Spence (Ed.),Achievement and achievement motives(pp. 75-146). San Francisco,CA: Freeman.

Eccles, J. 鼠, & Wigfield, A. (2002). Motivational, beliefs, values, and goals. Annual Review of

Psychology, 刃, 109-132.

Goe位, T., Frenzel, A. 仁, & Hall,N. C. (2007). Between- and within domain relations of students' academic emotions.Journal ofEducational Psychology,99(4),715-723.

Hullem血, C. 鼠,Durik,A. M.,Schweige前,S. A.,&Harackiewicz,J. M. (2008). Task value,achievement

go品,and interest: An Integrative analysis.Journal ofEducational Psychology,100(2),398-416.

Jδreskog, K. G., & Sδrbom, D. (1993). LJSREL-8: User's r,哩ference guide. Chicago, IL: Scientific Software International.

J6reskog, K. G., & Sδrbom, D. (1999). LJSREL-8: New statistical features. Chicago, IL: Scientific Software International.

J6reskog, K. G., & Sδrbom, D. (2001). LJSREL 仟台rsion 8.51) {Computer so}仰。re]. Chicago, IL:

ScientificS。自wareInternational.

Krapp, A. (2005). Basic needs and the development of interest in甘insic motivational orientations.

Learning and Instruction

,

15

,

381-395.

Linnenbrink, E. A., & Pintrich, P. R. (2002). Achievement goal theory and affect: An asymmetrical bidirectional model.Educational Psychologist,37(2),69-78.

Markus,H. R., &Kitayama, S. (1991). Culture and the self: Implications for cognition,emotion, and motivation.PsychologicalRevie問 98(2), 224-253.

Meinhardt, 1.,&Pekrun,R. (2003). Attentional resource allocation to emotional events: An ERP study.

Cognition and Emotion,17,477-500.

Midgley, C., & Urd血, T. ( 2001). Academic self-handicapping and achievement goals: A fu吋ler

examination.Contemporary Education Psychology,26

,

61-75.

Midgley,仁, Arunkume,民, & Urden, T. (1996). “IfI don't do well tomorrow, there is a reason":

Predictors of adolescents' use of academic self-handicapping 甜的gies. Journal of Educational Pshchology,88(3),423-434.

Nelson,J. M.,Hruda, L.Z.,&Midgley,C. (2000).The importance ofparent achievement goal goalsfor their children.Paper present in annual meeting ofthe American Educational Research Association, New Orleans,Louis

Ng, F. F., Pomerantz,E. M.,& Lam,S. (2007). European American and Chineses parents' responses to children's success and failure: Implication for children responses. Devel,中mentalPsychology, 43(5),1239-1255.

Niemiec,C. P.,Ryan. R. M.,&Deci,E. L. (2009). The path taken: Consequences of attaining in師的ic and extrinsic aspirations in post collage life.Journal ofResearch inPersonali ty, 的, 291-306.

Pekrun, R.,Elliot,A. J.,&Maier,M.A.(2006). Achievement goals and discrete achievement emotions:

A theoretical model and prospective test.Journal ofEducational Psychology. 98(3),583-597.

Pekrun,R.,Goets,T.,&Peηy,R. P. (2005).Achievement emotionsquest仿nnaire(AEQ). User

s

manual.

Munich,Bavaria: Department of Psychology,University of Munich.

Pekr間, R., Goets,T.,

&

Titz,W. (2002). Academic emotions in students' self-regulated learning and achievement:A program of qualitative and quantitative research.Educational Psychologist,37(2), 91-105.

Pekrun,民,Goets,T.,Daniels,L. M.,Stupnisky,R. 丘,& Pe口y,R. P. (20 10). Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of a neglected emotions.

Journal ofEducational Psychology

,

102(3)

,

531-549.

Pintrich

,

P. R. (2000). Multiple goals

,

multiple pathways: The role of goal orientation in learning and achievement.Journal ofEducationalPsychology, 的(3), 544-555.

Pintrich,P. R.,&Schunk,D. H. (2008).Motivation in education:Them乎\research,and 中1plications(3rd ed.). Englewood Cliffs,NJ: Prentice Hall Merrill.

Williams, T., & Williams, K. (2010). Self-efficacy and performance in Mathematics: Reciprocal determinism in 33 nations.Journal ofEducational Psychology, 10月2),453-466.

收稿日期: 2010 年 10 月 27 日 一稿修訂日期: 2011 年的月 16 日 二稿修訂日期: 2011 年 06 月 28 日 三稿修訂日期: 2011 年 07 月 11 日 接受刊登日期: 2011 年 07 月 11 日

·72· 教育心理學報

Bulletin of Educational Psychology,2012,44( I),49-72 National Taiwan NormalUnivers 旬,Taipei,Taiwan,R.O.C.

The Effects of Environmental Goal Structures and

相關文件