第四章 結果與討論
第二節 建議
二、 西文部分
Abrahamsen, F. E., Roberts, G. C., & Pensgaard, A. M. (2008). Achievement goals and gender effects on multidimensional anxiety in national elite sport.
Psychology of Sport and Exercise, 9(4), 449-464.
Adam, J. J., Paas, F. G., Buekers, M. J., Wuyts, I. J., Spijkers, W. A., &
Wallmeyer, P. (1999). Gender differences in choice reaction time:
Evidence for differential strategies. Ergonomics, 42(2), 327-335.
Andresen, G., & Ahdell, R. (2002). Games simulation in corporate e-learning.
Master Thesis of University of Illinois.
Bandura (1986). Social foundations of thought and action: A social cognitive
theory. Englewood Cliffs, N.J.: Prentice- Hall Inc.
Boekaerts, M., & Boscolo, P. (2002). Interest in learning, learning to be Inte rested. Learning and Instruction, 12, 375-382.
Boekaerts, M., & Rozendaal, J. S. (2010). Using multiple calibration indices in order to capture the complex picture of what affects students’ accuracy of feeling of confidence. Learning and Instruction, 20, 372-382.
Bol, L., & Hacker, D. J. (2001). A comparison of the effects of practice tests and traditional review on performance and calibration. The Journal of Experi Mental Education, 69, 133-151.
Bol, L., Hacker, D. J., Walck, C. C., & Nunnery, J. A. (2012). The effects of individual orgroup guidelines on the calibration accuracy and achievement of high schoolbiology students. Contemporary Educational Psychology, 37, 80-287.
Chang, C. C., & Yang, F. Y. (2010). Exploring the cognitive loads of high school students as they learn concepts in web-based environments.
Computers & Education, 55(2), 673-680.
Chiu, M. M., & Klassen, R. M. (2010). Relations of mathematics self-concept and itscalibration with mathematics achievement: cultural differences
among fifteenyear-olds in 34 countries. Learning and Instruction, 20, 2-17.
Clark, C., & Yinger, R. J. (1979). Teachers’ thinking. In P. L. Peterson, & H. J.
Walbert (Eds), Research on teaching. Berkeley, CA: McCutchan.
Davis, J. K. (1991). Educational implications of field dependence-independence.
In S. Wapner & J. Demck (Eds.), Field dependence–independence:
Eysenck, M.W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional control theory. Emotion, 7, 336-353.
Eysenck, M.W., Payne, S., & Derakshan, N. (2005). Trait anxiety, visuospatial processing, and working memory. Cognition & Emotion, 19, 1214-1228.
Games-to-Teach Team (2003). Design principles of next-generation digital gaming for education. Educational Technology, 43(5), 17-33.
Geiger, J. F., & Litwiller, R. M. (2005). Spatial working memory and gender differences in science. Journal of Instructional Psychology, 32(1), 49-57.
Hadwin, A. F., & Winne, P. H. (2012). Promoting learnings kills in under graduate students.In J. R. Kirby, & M. J. Lawson (Eds.), Enhancing the quality of learning: Dispositions, instruction, and learning processes. New York: Cambridge University Press.
Hidi, S. (2000). An interest researcher's perspective: The effect of intrinsic and extrinsic factors on motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 309-339). San Diego, CA: Academic Press.
Hidi, S. (2001). Interest, reading, and learning: Theoretical and practical considerations. Educational Psychology Review, 13, 191-209.
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127.
Hidi, S., Renninger, K. A., & Krapp, A. (1992). The present state of interest research. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 433-446). Hillsdale, NJ:
Lawrence Erlbaum Associates.
Hong, J. C., & Liu, M. C. (2003). A study on thinking strategy between experts and novices of computer games. Computer in Human Behavior, 19(2),
245-258.
Karahanna, E., & Limayem, M. (2000). E-mail and v-mail usage: Generalizing across technologies. Journal of Organizational Computing & Electronic Commerce, 10(1), 49-66.
Keller, J., & Bless, H. (2008). Flow and regulatory compatibility: An experimental approach to the flow model of intrinsic motivation.
Personality and Social Psychology Bulletin, 34, 196-209.
Killi, K. (2005). Digital game-based learning: Towards an experiential gaming model. Internet and Higher Education, 8, 13-24.
Kim, B., Park, H., & Baek, Y. (2009). Not just fun, but serious strategies: Using metacognitive strategies in game-based learning. Computers & Education, 52(4), 800-810.
Klassen, R. M. (2002). A question of calibration: A review of the self-efficacy beliefs of students with learning disabilities. Learning Disability Quarterly, 25, 88-102.
Koriat, A. (2012). The self-consistency model of subjective confidence.
Psychological Review, 119, 80-113.
Krapp, A. (2002). Structural and dynamic aspects of interest development:
Theoretical considerations from an ontogenetic perspective. Learning and Instruction, 12, 383-409.
Lamey, A., Hollenstein, T., Lewis, M. D., & Granic, I. (2004). GridWare (Version 1.1).Retrieved from http://statespacegrids.org/
Lee, C. H. M., Cheng, Y. W., Rai, S., & Depickere, A. (2005). What affect
probabilities: The state of the art to 1980. In D. Kahneman, P. Slavic, & A.
Tversky (Eds.), Judgment under uncertainty: Heuristics and biases (pp.
306-334). New York: Cambridge University Press.
Loon, M. H., Bruin, A. B., Gog, T., & Merriënboer, J. J. (2013). Activation of inaccurate prior knowledge affects primary-school students’ metacognitive judgments and calibration. Learning and Instruction, 24, 15-25.
Lowrie, T., & Jorgensen, R. (2011). Gender differences in students’
mathematics game playing. Computers & Education, 57(4), 2244-2248.
Lucas, K., & Sherry, J. L. (2004). Sex differences in video game play: A
communication-based explanation. Communication Research, 31, 499-523.
Maki, R. (1998). Metacomprehension of text: Influence of absolute confidence level on bias and accuracy. The Psychology of Learning and Motivation, 38, 223-248.
Martens, R., Vealey, R. S., & Burton, D. (1990). Competitive anxiety in sport. Champaign, IL: Human Kinetics.
Messick, S. (1976). Personality consistencies in cognition and creativity. In S.Messick (Ed.), Individuality in learning. San Francisco: Jossey-Bass.
Messick, S. (1993). The matter of style: Manifestations of personality in cognition, learning, and teaching. Princeton, NJ: Educational Testing Service.
Mitchell, M. (1992). Situational interest: Its multifaceted structure in the secondary school mathematics classroom. Journal of Educational Psychology, 85(3), 424-436.
Neisser, U. (1967). Cognitive psychology. Appleton-Century-Crofts, New York.
Nelson, T. O., & Dunlosky, J. (1991). When people’s judgments of learning (JOLs) are extremely accurate at predicting subsequent recall: The
“Delayed-JOL Effect”. Psychological Science, 2, 267-270.
Nietfeld, J. L., Cao, L., & Osborne, J. W. (2006). Metacognitive monitoring accuracy and student performance in the postsecondary classroom. The Journal of Experimental Education, 74, 7-28.
Pask, G. (1976). Style and strategies of learning. British Journal of Educational Psychology, 46, 128-148.
Pieschl, S. (2009). Metacognitive calibrationdan extended conceptualization and potential applications. Metacognition and Learning, 4, 3-31.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of
self-regulation (pp.451-502). San Diego, CA: Academic Press.
Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
Reardon, L. B., & Moore, D. M. (1988). The effect of organization strategy and cognitive styles on learning from complex instructional visuals.
International Journal of Instructional Media, 15, 353-363.
Reiff, J. (1996). At-risk middle level students or field dependent learners.
Clearing House, 69, 231-234.
Renninger, K. A. (2000). Individual interest and its implications for
understanding intrinsic motivation. In C. Sansone, & J. M. Harackiewicz (Eds.), Intrinsic motivation: Controversies and new directions (pp.373-404).
San Diego, CA: Academic Press.
Riding, R. J., & Rayner, S. (1998). Cognitive styles and learning strategies.
London: David Fulton.
Education and Training International, 33, 185-193.
Salvador, A., & Costa, R. (2009). Coping with competition: Neuroendocrine responses and cognitive variables. Neuroscience & Biobehavioral Reviews, 33(2), 160-170.
Saracho, O. N. (1998). Research directions for cognitive style and ducation.
Journal of Educational Research, 29, 287-290.
Schiefele, U., Krapp, A., & Winteler, A. (1992). Interest as a predictor of
academic achievement: A meta-analysis of research. In K. A. Renninger, S.
Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 183-212). Hillsdale, NJ: Erlbaum.
Schraw, G., & Lehman, S. (2001). Situational interest: a review of the literature and directions for future research. Educational Psychology Review, 13(1), 23-52.
Schraw, G., Flowerday, T., & Lehman, S. (2001). Increasing situational interest in the classroom. Educational Psychology Review, 13(3), 211-224.
Sinatra, G. M., & Pintrich, P. R. (2003). Intentional conceptual change. Mahwah, NJ:Lawrence Erlbaum Associates.
Spielberger, C. D. (1966). Theory and research on anxiety. In C. D. Spielberger (Ed.), Anxiety and behavior (pp. 3-22). New York: Academic Press.
Spielberger, C. D. (1972). Anxiety as an emotional state. In C. D. Spielberger (Ed.). Anxiety: Current trends in theory and research (pp. 24–54). New York: Academic Press.
Stone, N. J. (2000). Exploring the relationship between calibration and selfregulated learning. Educational Psychology Review, 12, 437-475.
Thiede, K. W., Anderson, M. C. M., & Therriault, D. (2003). Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational
Psychology, 95(1), 66-73.
Vaquero, E., Cardoso, M. J., Vazquez, M., & Gomez, C. M. (2004). Gender differences in event-related potentials during visual-spatial attention.
International Journal of Neuroscience, 114(4), 541-557.
Vygotsky, L. S. (1978). Thought and Language. Cambridge, Mass:The M.I.T.
Press.
Weller, H. G., Repman, J., & Rooze, G. E. (1994). The relationship of learning, behavior, and cognitive style in hypermedia based instruction: Implications for design of HBI. Computers in the Schools, 10, 401-420.
Whyte, M. M., Karolick, D. M., Nielsen, M. C., Elder, G. D. H., & Hawley, W. T.
(1995). Cognitive styles and feedback in computer-assisted instruction.
Journal of Educational Computing Research, 12, 195-203.
Winne, P. H. (1995). Inherent details in self-regulated learning. Educational Psychologist, 30, 173-187.
Winne, P. H. (2004). Students’ calibration of knowledge and learning processes:
Implications for designing powerful software learning environments.
International Journal of Educational Research, 41, 466-488.
Winne, P. H. (2011). A cognitive and metacognitive analysis of self-regulated learning. In B. J. Zimmerman, & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 15-32). New York, NY:
Routledge.
Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D.
J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in
ofself-reports about study tactics and achievement. Contemporary Educational Psychology, 27, 551-572.
Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M.
Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531-566). Orlando, FL: Academic Press.
Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cox, P. W. (1977). Field dependent and field independent cognitive styles and their educational implications. Review of Educational Research, 47, 1-64.
Witkin, H. A., Oltman, P. K., Raskin, E., & Karp, S. A. (1971). A manual for the embedded figures test. PaloAlto: Consulting Psychologists Press.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp.13-39). SanDiego: Academic Press.
Zimmerman, B. J., & Schunk, D. H. (2011). Handbook of self-regulation of learning and performance. NY: Routledge.
Zimmerman, B. J., & Tsikalas, K. E. (2005). Can computer-based learning
environments (CBLEs) be used as self-regulatory tools to enhance learning?
Educational Psychologist, 40(4), 267-271.
附錄一
數學評量卷 號碼 姓名
1. 7 x 418 =
2. 336 x 19 =
3. 856 x 94 =
4. 8 x 989 =
5. 759 x 25 =
6. 29 x 868 =
7. 718 x 96 =
8. 29 x 929 =
9. 678 x 38 =
10.755 x 15 =
附錄二
附錄三