政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/32939
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文笔数/总笔数 : 113318/144297 (79%)
造访人次 : 51028186      在线人数 : 972
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜寻范围 查询小技巧：
  • 您可在西文检索词汇前后加上"双引号"，以获取较精准的检索结果
  • 若欲以作者姓名搜寻，建议至进阶搜寻限定作者字段，可获得较完整数据
    •  进阶搜寻
    政大機構典藏 > 教育學院 > 教育學系 > 學位論文 >  Item 140.119/32939


    请使用永久网址来引用或连结此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/32939


    题名: 家庭與學校變項對學生學業成就動機的影響--一個後設分析
    The effect of family and school variables on students` academic achievement motivation: A meta-analysis
    作者: 許崇憲
    Chong-shiann Albert Hsu
    贡献者: 馬信行
    詹志禹


    許崇憲
    Chong-shiann Albert Hsu
    关键词: 成就動機
    後設分析
    自我決定理論
    自我效能理論
    achievement motivation
    meta-analysis
    self-determination theory
    self-efficacy theory
    日期: 2003
    上传时间: 2009-09-17 14:54:46 (UTC+8)
    摘要: 此後設分析研究檢驗實驗處與脈絡變項變項對學生學業成就動機的影響，作者從293份研究中取得2542個效應量。結果發現，無論是脈絡變項還是實驗處理，只要能夠滿足學生對能力感、親密感、以及自主感的需求，皆能夠促進學生的成就動機；最有效的是能夠滿足學生能力需求或者滿足兩種需求以上的處理。至於中介變項的影響，性別並沒有發揮作用；各種自變項在不同教育或年齡階段，有不同的影響力。最後，作者針對教育實務與未來研究方向提出若干建議。
    A meta-analysis was performed to examine the effect of experimental treatments and contextual variables on students’ academic motivation. 2,542 effect sizes were collected from 293 studies. It was found that contextual variables or experimental treatments which strengthened students’ sense of competence, relatedness, and autonomy could facilitate their achievement motivation. The variables gratifying the need of competence and those meeting two needs or more had the greatest impact. The effect of four moderators was also analyzed. It was found that the treatment-motivation relationship was gender-free. Types of contextual variable had different impact at different educational levels. In conclusion, some suggestions are provided for educational practice and further study.
    參考文獻: Reference
    References marked with an asterisk mean studies included in the present study.
    *Ahrens, J.A., & O`Brien, K.M. (1996). Predicting gender-role attitudes in adolescent females: Ability, agency, and parental factors. Psychology of Women Quarterly, 20, 409-417.
    *Alexander, P.A., & Murphy, P.K. (1998). Profiling the differences in students` knowledge, interest, and strategies processing. Journal of Educational Psychology, 90(3), 435-447.
    Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.
    *Anderman, E.M., & Young, A.J. (1994). Motivation and strategy use in science: Individual differences and classroom effects. Journal of Research in Science Teaching, 31(8), 811-833.
    Anderman, L.H., & Anderman, E.M. (1999). Social predicators of changes in students` achievement goal orientations. Contemporary Educational Psychology, 25, 1-37.
    Anderson, E.S., & Keith, T.Z. (1997). A longitudinal test of a model of academic success for at-risk high school students. Journal of Educational Research, 90(5), 259-268.
    *Andrew, J.A., & Duncan, S.C. (1997). Examining the reciprocal relation between academic motivation and substance use: Effects of family relationships, self-esteem, and general deviance. Journal of Behavioral Medicine, 20(6), 523- .
    *Archer-Kath, J., Johnson, D.W., & Johnson, R.T. (1994). Individual versus group feedback in cooperative groups. The Journal of Social Psychology, 134(5), 681-694.
    *Ardelt, M., & Eccles, J.S. (2001). Effects of mothers` parental efficacy beliefs and promotive parenting strategies on inner-city youth. Journal of Family Issues, 22(8), 944-972.
    Arnett, J.J. (2002). The psychology of globalization. American Psychologist, 57(10), 774-783.
    Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviors predicting students` engagement in schoolwork. British Journal of Educational Psychology, 72, 261-278.
    *Astin, A.W. (1962). Influences on the student`s motivation to seek advanced training: Another look. Journal of Educational Psychology, 53(6), 303-309.
    Bandura, A. (1991). Human agency: The rhetoric and the reality. American Psychologist, 46, 157-162.
    Bandura, A. (1997). Self-efficacy: The exercise of control. NY: W.H. Freeman and Company.
    Bandura, A. (2001). Social cognition theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
    *Bandura, A., Barbaranelli, C., Caprara, G.V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67, 1206-1222.
    *Bandura, A., Barbaranelli, C., Caprara, G.V., & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children`s aspirations and career trajectories. Child Development, 72(1), 187-206.
    Bempechat, J., & Drago-Severson, E. (1999). Cross-national differences in academic achievement: Beyond etic conceptions of children`s understandings. Review of Educational Research, 69(3), 287-314.
    *Benware, C.A., & Deci, E.L. (1984). Quality of learning with ab active versus passive motivational set. American Educational Research Journal, 21(4), 755-765.
    *Berk, L.E., Rose, M.H., & Stewart, D. (1970). Attitudes of English and American children toward their school experiences. Journal of Educational Psychology, 61(1), 33-40.
    *Berndt, T.J., Laychak, A.E., & Park, K. (1990). Friends` influence on adolescents` academic achievement motivation: An experimental study. Journal of Educational Psychology, 82(4), 664-670.
    *Biggs, J., Lai, P., Tang, C., & Lavelle, E. (1999). Teaching writing to ESL graduate students: A model and an illustration. British Journal of Educational Psychology, 69, 293-306.
    *Black, A.E., & Deci, E.L. (2000). The effects of instructors` autonomy support and students` autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84(6), 740-756.
    *Boggiano, A.K. (1998). Maladaptive achievement patterns: A test of a diathesis-stress analysis of helplessness. Journal of Personality and Social Psychology, 74(6), 1681-1695.
    Bong, M. (1997). Generality of academic self-efficacy judgments: Evidence of hierarchical relations. Journal of Educational Psychology, 89(4), 696-709.
    Bourdieu, P. (1986). The forms of capital. In J. Richardson (ed.), Handbook of theory and research for the sociology of education. (p. 241-258). Westport, CT: Greenwood Press.
    *Brady, K.L., & Eisler, R.M. (1999). Sex and gender in the college classroom: A quantitative analysis of faculty-student interactions and perceptions. Journal of Educational Psychology, 91(1), 127-145.
    *Brookhart, S.M. (1998). Determinants of student effort on schoolwork and school-based achievement. Journal of Educational Research, 91(4), 201-206.
    *Bulter, D.L. (1998). The strategic content learning approach to promoting self-regulated learning: A report of three studies. Journal of Educational Psychology, 90(4), 682-697.
    *Bulter, R. (1987). Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance. Journal of Educational Psychology, 79(4), 474-482.
    *Bulter, R. (1988). Enhancing and understanding intrinsic motivation: The effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58, 1-14.
    *Bulter, R., & Nisan, M. (1986). Effects of no feedback, task-related comments, and grades on intrinsic motivation and performance. Journal of Educational Psychology, 78(3), 210-216.
    Bussy, K, & Bandura, A. (1999). Social cognition theory of gender development and differentiation. Psychological Review, 106(4), 676-713.
    *Cairns, E. (1990). The relationship between adolescent perceived self-competence and attendance at aingle-sex secondary school. British Journal of Educational Psychology, 60, 207-211.
    *Calsyn, R.J., & Kenny, D.A. (1977). Self-concept of ability and perceived evaluation of others: Cause or effect of academic achievement? Journal of Educational Psychology, 69(2), 136-145.
    Cameron, J. (2001). Negative effects of reward on intrinsic motivation---a limited phenomenon: Comment on Deci, Koestner, and Ryan(2001). Review of Educational Research, 71(1), 29-42.
    Cameron, J. & Pierce, W.D. (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational Research, 64(3), 363-423.
    Cameron, J., & Pierce, W.D. (1996). The debate about rewards and intrinsic motivation: Protests and accusations do not alter the results. Review of Educational Research, 66(1), 39-51.
    *Cappella, E., & Weinstein, R.S. (2001). Turning around reading achievement: Predictors of high school students` academic resilience. Journal of Educational Psychology, 93(4), 758-771.
    Cartwright, L.K. (1972). Conscious factors entering into decisions of women to study medicine. Journal of Social Issues, 28(2), 201-215.
    *Casey, M.B., Nuttall, R.L., & Pezaris, E. (1997). Mediators of gender differences in mathematicss college entrance test scores: A comparison of special skills with internalized beliefs and anxieties. Developmental Psychology, 33(4), 669-680.
    *Cavallo, A.M.L., & Schafer, L.E. (1994). Relationships between students` meaningful learning orientation and their understanding of genetics topics. Journal of Research in Science Teaching, 31(4), 393-418.
    *Centra, J.A. (1980). Graduate degree aspirations of ethnic student groups. American Educational Research Journal, 17(4), 459-478.
    Chan, J.C. (1988). Meta-analysis: A quantitative method of literature review. Thought and Word: Journal of the Humanities and Social Sciences, 26(4), 311-325, (in Chinese).
    *Chadwick, B.A., Bahr, H.M., & Stauss, J. (1977). Indian education in the city: Correlates of Academic performance. Journal of Educational Research, 70(3), 135-141.
    *Chapman, J.W. (1988). Cognitive-motivational characteristics and academic achievement of learning disabled children: A longitudinal study. Journal of Educational Psychology, 80(3), 357-365.
    *Chapman, J.W., & Tummer, W.E. (1997). A longitudinal study of beginning reading achievement and reading self-concept. British Journal of Educational Psychology, 67, 279-291.
    *Chapman, J.W., Lambourne, R., & Silva, P.A. (1990). Some antecedent`s of academic self-concept: A longitudinal study. British Journal of Educational Psychology, 60, 142-152.
    *Chemers, M.M., Hu, L., & Garcia, B.F. (2001). Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55-64.
    *Chirkov, V.I., & Ryan, R.M. (2001). Parent and teacher autonomy-support in Russian and U.S. adolescents: Common effects on well-being and academic motivation. Journal of Cross-Cultural Psychology, 32(5), 618-635.
    *Chiu, L. (1997). Development and validation of the school achievement motivation rating scale. Educational and Psychological Measurement, 57(2), 292-305.
    *Christophel, D.M., & Gorham, J. (1995). A test-retest analysis of student motivation, teacher immediacy, and perceived sources of motivation and demotivation in college classes. Communication Education, 44, 292-306.
    *Church, M.A., Elliot, A.J., & Gable, S.L. (2001). Perceptions of classsroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93(1), 43-54.
    *Clifford, M.M., & Chou, F. (1991). Effects of payoff and task context on academic risk taking. Journal of Educational Psychology, 83(4), 499-507.
    *Clinkenbeard, P.R. (1989). The motivation to win: Negative aspects of success at competition. Journal for the Education of the Gifted, 12(4), 293-305.
    *Cobb, P., Wood, T., Yackel, E., Nicholls, J., Wheatley, G., Trigatti, B., & Perlwitz, M. (1991). Assessment of a problem-centered second-grade mathematics project. Journal for Research in Mathematics Education, 22(1), 3-29.
    Coleman, J. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94(Issue Supplement), S95-S120.
    Collins, M.A. & Amabile, T.M. (1999). Motivation and creativity. In R.J. Sternberg (Ed.), Handbook of Creativity. (p. 297-312). NY: Cambridge University Press.
    Confrey, J (1995). How compatible are radical constructivism, sociocultural approaches, and social constructivism? In L.P. Steffe & J. Gale (eds.), Constructivism in Education. (p. 185-225). New Jersey: Hillsdale.
    Cool, V.A., & Keith, T.Z. (1991). Testing a model of school learning: Direct and indirect effects on academic achievement. Contemporary Educational Psychology, 16, 28-44.
    *Cordova, D.I., & Lepper, M.R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88(4), 715-730.
    *Cornell, D.G., Pelton, G.M., Bassin, L.E., Laudrum, M., Ramsay, S.G., Cooley, M.R., Lynch, K.A., & Hamrick, E. (1990). Self-concept and peer status among gifted program youth. Journal of Educational Psychology, 82(3), 456-463.
    Covington, M.V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51, 171-200.
    *Cox, K.E., & Guthrie, J.T. (2001). Motivational and cognitive contributions to students` amount of reading. Contemporary Educational Psychology, 26, 116-131.
    *Craske, M.L. (1985). Improving persistence through observational learning and attribution retraining. British Journal of Educational Psychology, 55, 138-147.
    *Craven, R.G., Marsh, H., & Debus, R.L. (1991). Effects of internally focused feedback and attributional feedback on enhancement of academic self-concept. Journal of Educational Psychology, 83(1), 17-27.
    Crosnoe, R. (2001). Academic orientation and parental invilvement in education during high school. Sociology of Education, 74, 210-230.
    *d`Arripe-Longueville, F., Gernigon, C., Huet, M., Cadopi, M., & Winnykamen, F. (2002). Peer tutoring in a physical education setting: Influence of tutor skill level on novice learners` motivation and performance. Journal of Teaching in Physical Education, 22, 105-123.
    DeBacker, T.K., & Nelson, R.M. (2000). Motivation to learn science: Differences related to gender, class type, and ability. The Journal of Educational Research, 93(4), 245-254.
    Deci, E.L., Koestner, R., & Ryan, R.M. (1999). A meat-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627-668.
    Deci, E.L., Vallerand, R.J., Pelletier, L.G., & Ryan, R.M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3&4), 325-346.
    *Dermitzaki, I., & Efklides, A. (2000). Aspects of self-concept and their relationships to language performance and verbal reasoning ability. American Journal of Psychology, 113(4), 621-638.
    Dika, S.L. & Singh, K. (2002). Applications of social capital in educational literature: A critical synthesis. Review of Educational Research, 72(1), 31-60.
    Dweck, C.S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology Press.
    *Eaton, M.J., & Dembo, M.H. (1997). Differences in the motivational beliefs of Asian American and non-Asian students. Journal of Educational Psychology, 89(3), 433-440.
    Eccles, J.S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In W. Damon & N. Eisenberg (eds.), Handbook of Child Development (Vol. 3). (p. 1017-1095). NY: John Wiley & Sons.
    Eisenberger, R., & Cameron, J. (1996). Detrimental effects of reward: Reality or myth? American Psychologist, 51(11), 1153-1166.
    Eisenberger, R., & Cameron, J. (1998). Reward, intrinsic interest, and creativity: New findings. American Psychologist, 53, 676-679.
    *Eisenberger, R., Rhoades, L., & Cameron, J. (1999). Does pay for performance increase or decrease perceived self-determination and intrinsic motivation? Journal of Personality and Social Psychology, 77(5), 1026-1040.
    *Elawar, M.C., & Corno, L. (1985). A factor experiment in teachers` written feedback on student homework: Changing teacher behavior a little rather a lot. Journal of Educational Psychology, 77(2), 162-173.
    *Elliot, A.J., & McGregor, H.A. (2001). A 2*2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519.
    Elliott, E.S., & Dweck, C.S. (1988). Goal: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5-12.
    *Elliott, S.N., Argulewicz, E.N., & Turco, T.L. (1986). Predictive validity of the scales for rating the behavioral characteristics of superior students for gifted children from three sociocultural groups. Journal of Experimental Education, 55(1), 27-32.
    *Entwistle, N., Kozeki, B., & Tait, H. (1989). Pupils perceptions of school and teachers II - Relationships with motivation and approaches to learning. British Journal of Educational Psychology, 59, 340-350.
    *Epstein, A.S., & Radin, N. (1975). Motivational components related to father behavior and cognitive functioning in preschoolers. Child Development, 46, 831-839.
    *Eshel, Y., & Kurman, J. (1991). Academic self-concept, accuracy of perceived ability and academic attainment. British Journal of Educational Psychology, 61, 187-196.
    *Ethington, C.A. (1991). A test of a model of achievement behaviors. American Educational Research Journal, 28(1), 155-172.
    *Fantuzzo, J., & McWayne, C. (2002). The relationship between peer-play interactions in the family context and dimensions of school readiness for low-income preschool children. Journal of Educational Psychology, 94(1), 79-87.
    Farrell, J.N., Lord, R.G., Alexander, R.A., & Gradwohl, W.C. (1994). The measurement of performance valence: An examination of construct-related evidence. Organizational Behavior and Human Decision Processes, 60, 157-178.
    *Felson, R.B., & Bohrnstedt, G.W. (1980). Attributions of ability and motivation in a natural setting. Journal of Personality and Social Psychology, 39(5), 799-805.
    Findley, M.J. & Cooper, H.M. (1983). Locus of control and academic achievement: A literature review. Journal of Personality and Social Psychology, 44(2), 419-427.
    Follett, KJ., & Hess, T.M. (2002). Aging, cognitive complexity, and the fundamental attribution error. Journal of Gerontology: Psychological Science, 57B(4), P312-P323.
    *Fowler, J.W., & Peterson, P.L. (1981). Increasing reading persistence and altering attributional style of learned helpless children. Journal of Educational Psychology, 73(2), 251-260.
    *Frome, P.M., & Eccles, J.S. (1998). Parents` influence on children`s achievement-related perceptions. Journal of Personality and Social Psychology, 74(2), 435-452.
    *Fry, P.S., & Coe, K.J. (1980). Interaction among dimensions of academic motivation and classroom social climate: A study of the perceptions of junior high and high school pupils. British Journal of Educational Psychology, 50, 33-42.
    *Fuchs, L.S., Fuchs, D., Hamlett, C.L., & Karns, K. (1998). High-achieving students` interactions and performance on complex mathematical tasks as a function of homogeneous and heterogeneous pairings. American Educational Research Journal, 35(2), 227-267.
    *Fuchs, L.S., Fuchs, D., Karns, K., Hamlett, C.L., Katzaroff, M., & Dutka, S. (1997). Effects of task-focused goals on low-achieving students with and without learning disability. American Educational Research Journal, 34(3), 513-543.
    *Galejs, I., King, A., & Hegland, S.M. (1987). Antecedents of achievement motivation in preschool children. Journal of Genetic Psychology, 148(3), 333-348.
    *Ganzach, Y. (2000). Parents` education, cognitive ability, educational, expectations and educational attainment: Interactive effects. British Journal of Educational Psychology, 70, 419-441.
    *Gaynor, J., & Millham, J. (1976). Student performance and evaluation under variant teaching and testing methods in a large college course. Journal of Educational Psychology, 68(3), 312-317.
    Gergen, K.J. (1995). Social construction and the education process. In L.P. Steffe & J. Gale (eds.), Constructivism in Education. (p. 17-39). New Jersey: Hillsdale.
    Gershoff, E.T. (2002). Corporal punishment by parents and associated child behaviors and experiences: A meta-analytic and theoretical review. Psychological Bulletin, 128(4), 539-579.
    Gick, M.L., & Holyoak, K.J. (1987). The cognitive base of knowledge transfer. In S.M. Cormer, & D. Hagman (Eds.), Transfer of learning: Contemporary research and application (p.9-46). San Francisco: Academic Press.
    *Gigliotti, R.J., & Buchtel, F.S. (1990). Attributional bias and course evaluations. Journal of Educational Psychology, 82(2), 341-351.
    *Ginsburg, G.S., & Bronstein, P. (1993). Family factors related to children`s instrinsic/extrinsic motivational orientation and academic performance. Child Development, 64, 1461-1474.
    *Goldenberg, C., Gallimore, R., Reese, L., & Garnier, H. (2001). Cause or effect? A longitudinal study of immigrant Latino parents` aspirations and expectations, and their chidlren`s and school performance. American Educational Research Journal, 38(3), 547-582.
    *Gonzalez-Pienda, J. A., Nunez, J.C., Gonzalez-Pumariega, S., Alvarez, L., Roces, C., & Garcia, M. (2002). A structural equation model of parental involvement, motivational and aptitudinal characteristics, and academic achievement. The Journal of Experimental Education, 70(3), 257-287.
    *Goodenow, C., & Grady, K.E. (1994). The Relationship of school belonging and friends` values to academic motivation among urban adolescent students. Journal of Experimental Education, 62(1), 60-71.
    Gottfried, A.E., Fleming, J.S., Gottfried, A.W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A Longitudinal study. Journal of Educational Psychology, 93(1), 3-13.
    *Gottfredson, D.C., Marciniak, E.M., Birdseye, A.T., & Gottfredson, G.D. (1995). Increasing teacher expectations for student achievement. Journal of Educational Research, 88(3), 155-163.
    *Gottfried, A.E., Fleming, J.S., & Gottfried, A.W. (1998). Role of cognitively stimulating home environment in children`s academic intrinsic motivation: A longitudinal study. Child Development, 69(5), 1448-1460.
    *Gottfried, A.E., Fleming, J.S., & Gottfried, A.W. (1994). Role of parental motivational practices in children`s academic intrinsic motivation and achievement. Journal of Educational Psychology, 86(1), 104-113.
    Graham, S. & Barker, G.P. (1990). The down side of help: An attributional -developmental analysis of helping behavior as a low-ability cue. Journal of Educational Psychology, 82(1), 7-14.
    Graham, S. & Weiner, B. (1996). Theories and principles of motivation. In D.C. Berliner & R.C. Calfee (eds.), Handbook of Educational Psychology. (p. 63-84). NY: Macmillan.
    *Griswold, P.A. (1984). Elementary students` attitudes during 2 years of computer`assisted instruction. American Educational Research Journal, 21(4), 737-754.
    *Grolnick, W.S., & Slowiaczek, M.L. (1994). Parents` involvement in children`s schooling: A multidimensional conceptualization and motivational model. Child Development, 65, 237-252.
    *Grolnick, W.S., Ryan, R.M., & Deci, E.L. (1991). Inner resources for school achievement: Motivational mediators of children`s perceptions of their parents. Journal of Educational Psychology, 83(4), 508-517.
    *Groobman, D.E., Forward, J.R., & Peterson, C. (1976). Attitudes, self-esteem, and learning in formal and informal schools. Journal of Educational Psychology, 68(1), 32-35.
    *Guay, F., Boivin, M., & Hodges, E.V.E. (1999). Predicting change in Academic achievement: A model of peer experiences and self-system processes. Journal of Educational Psychology, 91(1), 105-115.
    *Guthrie, J. T., Wigfield, A., & VonSecker, C. (2000). Effects of intergrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92(2), 331-341.
    *Hackett, G. (1985). Role of mathematics self-efficacy in the choice of math-related majors of college women and men: A path analysis. Journal of Counseling Psychology, 32(1), 47-56.
    *Hackett, G., Betz, N.E., Casas, J.M., & Rocha-Singh, I.A. (1992). Gender, ethnicity, and social cognitive factors predicting the academic achievement of students in engineering. Journal of Counseling Psychology, 39(4), 527-538.
    *Haladyna, T., Shaughnessy, J., & Shaughnessy, J.M. (1983). A causal analysis of attitude toward mathematics. Journal for Research in Mathematics Education, 14(1), 19-29.
    *Hall, H.K., Kerr, A.W., & Matthews, J. (1998). Precompetitive anxiety in sport: The contriution of achievement goals and perfectionism. Journal of Sport and Exercise Psychology, 20, 194-217.
    Hallinan, M.T. & Williams, R.A. (1990). Students` characteristics and the peer-influence processes. Sociology of Education, 63, 122-132.
    *Hancock, D.R. (1994). Motivating adults to learn academic course content. Journal of Educational Research, 88(2), 102-107.
    *Hancock, D.R. (2000). Impact of verbal praise on college students` time spent on homework. Journal of Educational Research, 93(6), 384-388.
    *Hancock, D.R. (2001). Effects of test anxiety and evaluative threat on students` ahievement and motivation. The Journal of Educational Research, 94(5), 284-290.
    Hancock, D.R. (2002). Influencing graduate students` classroom achievement, homework habits and motivation to learn with verbal praise. Educational Research, 44(1), 83-95.
    *Hancock, D.R., Bray, M., & Nason, S.A. (2002). Influcing university students` achievement and motivation in a technology course. Journal of Educational Research, 95(6), 365-372.
    Harackiewicz, J.M., Barron, K.E., Pintrich, P.R., Elliot, A.J., & Thrash, T.M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94(3), 638-645.
    Harris, J.R. (1995). Where is the child’s environment? A group socialization theory of development. Psychological Review, 102(3), 458-489.
    Harter, S. (1998). The development of self-representations. In W. Damon & N. Eisenberg (eds.), Handbook of Child Development (Vol. 3). (p.553-617). NY: John Wiley & Sons.
    *Hartley, J., Holt, J., & Hogarth, F.W. (1970). Academic motivation and programmed learning. British Journal of Educational Psychology, 41, 171-183.
    Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learnibg skills interventions on student learning: A meta-analysis. Review of Educational Research, 66(2), 99-136.
    *Hay, I., Ashman, A., & van Kraaynoord, C.E. (1997). Investigating the influence of achievement on self-concept using an intra-class design and a comparison of the PASS and SDQ-1 self concept tests. British Journal of Educational Psychology, 67, 311-321.
    *Haynes, N.M. (1990). A comparison of learning and motivation among high school students. Psychology in the Schools, 27, 163- .
    Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58(1), 47-77.
    Henderlong, J., & Lepper, M.R. (2002). The effects of praise on children`s intrinsic motivation: A review and synthesis. Psychological Bulletin, 128(5), 774-795.
    *Herrenkohl, R.C. (1972). Factor-analytic and criterion study of achievement orientation. Journal of Educational Psychology, 63(4), 314-326.
    Hoffman, L.W. (1972). Early childhood experiences and women`s achievement motives. Journal of Social Issues, 28(2), 129-155.
    Horner, M.S. Toward an understanding of achievement-related conflicts in women. Journal of Social Issues, 28(2), 157-175.
    *Hossler, D., & Stage, F.K. (1992). Family and high school experience influences on the postsecondary educational plans of ninth-grade students. American Educational Research Journal, 29(2), 425-451.
    Hough, S.L. & Hall, B.W. (1994). Comparison of the Glass and Hunter-Schmidt meta-analytic techniques. Journal of Educational Research, 87(5), 292-296.
    *Howell, F.M., & Frese, W. (1981). Educational plans as motivation or attitude? Some additional evidence. Social Psychological Quarterly, 44(3), 218-236.
    *Huebner, E.S., & McCullough, G. (2000). Correlates of school satisfaction among adolescents. Journal of Educational Research, 93(5), 331-336.
    Hunter, J.E. & Schmidt, F.L. (1990). Methods of Meta-Analysis : Correcting Error and Bias in Research Findings. Newbury Park, California: Sage.
    Hyde, J.S. & Kling, K.C. (2001). Women, motivation, and achievement. Psychology of Women Quarterly, 25, 364-378.
    *Iyenger, S.S. & Lepper, M.R. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76(3), 349-366.
    *Jackson, J.W. (2002). Enhancing self-efficacy and learning performance. The Journal of Experimental Education, 70(3), 243-254.
    Jagacinski, C.M., & Nicholls, J.G. (1990). Reducing effort to protect perceived ability: " They`d do it but I wouldn`t". Journal of Educational Psychology, 82(1), 15-21.
    *Jodl, K.M., Michael, A., Malanchuk, O., Eccles, J.S., & Sameroff, A. (2001). Parents’ role in shaping early adolescents’ occupational aspirations. Child Development, 72(4), 1247-1265.
    *Johnson, D.S. (1981). Naturally acquired learned helplessness: The relationship of school failure to achievement behavior, attributions, and self-concept. Journal of Educational Psychology, 73(2), 174-180.
    *Johnson, D.W., Johnson, R.T., Johnson, J., & Anderson, D. (1976). Effects of cooperative versus individualized instruction on student prosocial behavior, attitudes toward learning, and achievement. Journal of Educational Psychology, 68(4), 446-452.
    *Jurgens, J.J., Houlihan, D., & Schwartz, C. (1996). Behavioral manifestations of adolescent school relocation and trauma. Child and Family Behavior Therapy, 18(1), 1-.
    Kandel, D.B. (1979). Homophily, selection, and socialization in adoescents friendships. American Journal of Sociology, 84(2), 427-436.
    *Kaplan, D.S., Peck, B.M., & Kaplan, H.B. (1997). Decomposing the academic failure-dropout relationship: A longitudinal analysis. Journal of Educational Research, 90(6), 331-343.
    *Karabenick, S.A., & Sharma, R. (1994). Perceived teacher support of student questioning in the college classroom: Its relation to student characteristics and role in the classroom questioning process. Journal of Educational Psychology, 86(1), 90-103.
    *Kardash, C.M. (2000). Evaluation of an undergraduate research experience: Perceptions of undergraduate interns and their faculty mentors. Journal of Educational Psychology, 92(1), 191-201.
    *Kardash, C.M., & Wallace, M.L. (2001). The perceptions of science classes survey: What undergraduate science reform efforts really need to address. Journal of Educational Psychology, 93(1), 199-210.
    Karoly, P. (1993). Mechanisms of self-regulation: A systems view. Annual Review of Psychology, 44, 23-52.
    *Keith, T.Z., & Page, E.B. (1985). Do Catholic high schools improve minority student achievement? American Educational Research Journal, 22(3), 337-349.
    *Kifer, E. (1975). Relationships between academic achievement and personality characteristics: A quasi-longitudinal study. American Educational Research Journal, 12(2), 191-210.
    *Kim, A., & Clifford, M.M. (1988). Goal source, goal difficulty, and individual difference variables as predictors of responses to failure. British Journal of Educational Psychology, 58, 28-43.
    Kindermann, T. (1993). Natural peer groups as contexts for individual development: The case of children`s motivation in school. Developmental Psychology, 29(6), 970-977.
    *Kinzie, M.B., Sullivan, H.J., & Berdel, R.L. (1992). Motivational and achievement effects of learner control over content review within CAI. Journal of Educational Computing Research, 8(1), 101-114.
    Klein, H.J., Wesson, M.J., Hollenbeck, J.R., Alge, B.J. (1999). Goal commitment and the goal-setting process: Conceptual clarification and empirical synthesis. Journal of Applied Psychology, 84(6), 885-896.
    *Kniveton, B.H. (1969). An investigation of the attitudes of adolescents to aspects of their schooling. British Journal of Educational Psychology, 39(1), 78-81.
    Kohn, A. (1996). By all available means: Cameron and Pierce’s defense of extrinsic motivators. Review of Educational Research, 66(1), 1-4.
    *Krampen, G. (1987). Differential effects of teacher comments. Journal of Educational Psychology, 79(2), 137-146.
    *Kroll, M.D. (1988). Motivational orientations, views about the purpose of education, and intellectual styles. Psychology in the Schools, 25, 338-343.
    *Larose, S., & Roy, R. (1995). Test of reactions and adaption in college (TRAC): A new measure of learning propensity for college students. Journal of Educational Psychology, 87(2), 293-306.
    *Lau, S., & Leung, K. (1992). Relations with parents and school and Chinese adolescents` self-concept, delinguency, and academic performance. British Journal of Educational Psychology, 62, 193-202.
    *Levine, T., & Donitsa-Schmidt, S. (1997). Commitment to learning: Effects of computer experience, confidence and attitudes. Journal of Educational Computing Research, 16(1), 83-105.
    Lepper, M.P., Keavney, M., & Drake, M. (1996). Intrinsic motivation and extrinsic rewards: A commentary on Cameron and Pierce’s meta-analysis. Review of Educational Research, 66(1), 5-32.
    Lepper, M.R., Herderlong, J., & Gingras, I. (1999). Understanding the effects of extrinsic rewards on intrinsic motivation--uses and abuses of meta-analysis: Comment on Deci, Koestner, & Ryan(1999). Psychological Bulletin, 125(6), 669-676.
    Lin, P. (1987). Meta-analysis and its application in Taiwan. Journal of Education & Psychology, 10, 1-38, (in Chinese).
    *Liu, M., & Rutledge, K. (1997). The effect of a "learner as multimedia designer" environment on at risk high school students` motivation and learning of design knowledge. Journal of Educational Computing Research, 16(2), 145-177.
    *Lloyd, J., & Barenblatt, L. (1984). Intrinsic intellectuality: Its relations to social class, intelligence, and achievement. Journal of Personality and Social Psychology, 46(3), 646-654.
    *Lobel, T.E., & Bempechat, J. (1992). Socialization of achievement: Influence of mother`s need for approval on children`s achievement cognitions and behavior. Journal of Educational Psychology, 84(4), 529-536.
    Loehlin, J.C. (1997). A test of J.R. Harris’s theory of peer influence on personality. Journal of Personality and Social Psychology, 72(5), 1197-1201.
    *Lokan, J.J., & Biggs, J.B. (1982). Student characteristics and motivational and process factors in relation to styles of career development. Journal of Vocational Behavior, 21, 1-16.
    *Lopez, F.G., & Lent, R. (1992). Sources of mathematics self-efficacy in high school students. The Career Development Quarterly, 41(1), 3-12.
    *Lopez, F.G., Lent, R.W., Brown, S.D., & Gore, P.A. (1997). Role of social-cognitive expectations in high school students` mathematics-related interest and performance. Journal of Counseling Psychology, 44(1), 44-52.
    *Luce, S.R., & Hoge, R.D. (1978). Relations among teacher rankings, pupil-teacher interactions, and academic achievement: A test of the teacher expectancy hypothesis. American Educational Research Journal, 15(4), 489-500.
    *Lunn, J.C.B. (1969). The development of scales to measure junior school children`s attitudes. British Journal of Educational Psychology, 39(1), 64-71.
    *Luster, T., & McAdoo, H. (1996). Family and child influences on educational attainment: A secondary analysis of high/scope Perry preschool data. Developmental Psychology, 32(1), 26-39.
    Ma, H. (2002). Introduction to Educational Science. Taipei: Angle publishing Co. (in Chinese).
    Maccoby, E.E. (1992). Trends in the study of socialization: Is there a Lewinian Heritage? Journal of Social Issues, 48(2), 171-185.
    *Madon, S., Jussim, L., Keiper, S., Eccles, J., Smith, A., & Palumbo, P. (1998). The accuracy and power of sex, social class, and ethnic stereotypes: A naturalistic study in person perception. Personality and Social Psychology Bulletin, 24(12), 1304-1318.
    Maehr, M.L. & Midgley, C. (1991). Enhancing student motivation: A schoolwide approach. Educational Psychologist, 26(3 & 4), 399-427.
    *Malouf, D.B. (1987). The effect of instructional computer games on continuing student motivation. Journal of Special Education, 21(4), 27-37.
    *Mantzicopoulos, P.Y., & Neuharth-Pritchett, S. (1998). Transitional first-grade referrals: An analysis of school-related factors and children`s characteristics. Journal of Educational Psychology, 90(1), 122-133.
    *Maqsud, M., & Coleman, M. (1993). The Role of parental interaction in achievement motivation. Journal of Social Psychology, 133(6), 859-861.
    * Marchant, G.J., Paulson, S.E., & Rothlisberg, B.A. (2001). Relations of middle school students` perceptions of family and school contexts with academic achievement. Psychology in the Schools, 38(6), 505- .
    *Marjoribanks, K. (1984). Occupational status, family environments, and adolescents` aspirations: The Laosa model. Journal of Educational Psychology, 76(4), 690-700.
    *Marjoribanks, K. (1996). Ethnicity, family achievement syndrome, and Adolescents` aspiration: Rosen`s framework revisited. Journal of Genetic Psychology, 157(3), 349-359.
    *Marks, E. (1967). Student perceptions of college persistence, and their intellectual, personality and performance correlates. Journal of Educational Psychology, 58(4), 210-221.
    *Marsh, H.W. (1987). The big-fish-little-pond effect on academic self-concept. Journal of Educational Psychology, 79(3), 280-295.
    *Marsh, H.W. (1991). Failure of high-ability high schools to deliver academic benefits commensurate with their students` ability levels. American Educational Research Journal, 28(2), 445-480.
    *Marsh, H.W., Chessor, D., Craven, R., & Roche, L. (1995). The effects of gifted and talented programs on academic self-concpet: The big fish strikes again. American Educational Research Journal, 32(2), 285-319.
    Marsh, H.W., Ellis, L.A., & Craven, R.G. (2002). How do preschool children feel about themselves? Unraveling measurement and multidimensional self-concept structure. Developmental Psychology, 38(3), 376-393.
    *Marsh, H.W., Smith, I.D., & Barnes, J. (1985). Multidimensional self-concepts: Relations with sex and academic achievement. Journal of Educational Psychology, 77(6), 581-596.
    *Marsh, H.W., Walker, R., & Debus, R. (1991). Subject-specific components of academic self-concept and self-efficacy. Contemporary Educational Psychology, 16, 331-345.
    *Martin, A.J., & Debus, R.L. (1998). Self-reports of mathematics self-concept and educational outcomes: The roles of ego-dimensions and self-consciousness. British Journal of Educational Psychology, 68, 517-535.
    Martin, A.J., Marsh, H.W., & Debus, R.L. (2001). Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective. Journal of Educational Psychology, 93(1), 87-102.
    Martinez-Pons, M. (1996). Test of a model of parental inducement of academic self-regulation. The Journal of Experimental Education, 64(3), 213-227.
    *McFadden, C.L. (1978). Academic achievement motivation as a function of classroom responsiveness. Journal of Experimental Education, 46(4), 41-44.
    *McGregor, H.A., & Elliot, A.J. (2002). Achievement goals as predictors of achievement-relevant processes prior to task engagement. Journal of Educational Psychology, 94(2), 381-395.
    *Meece, J.L., & Jones, M.G. (1996). Gender differences in motivation and strategy use in science: Are girls rote learners? Journal of Research in Science Teaching, 33(4), 393-406.
    *Middleton, M.J., & Midgley, C. (2002). Beyond motivation: Middle school students` perceptions of press for understanding in math. Contemporary Educational Psycholofy, 27, 373-391.
    Middleton, M.J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89(4), 710-718.
    *Midgley, C., Anderman, E., & Hicks, L. (1995). Differences between elementary and middle school teachers and students: A goal theory approach. Journal of Early Adolescence, 15(1), 90-113.
    *Midgley, C., Arunkumar, R., & Urdan, T.C. (1996). "If I don`t do well tomorrow, there`s a reason": Predictors of adolescents` use of academic self-handicapping strategies. Journal of Educational Psychology, 88(3), 423-434.
    Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstance, and at what cost? Journal of Educational Psychology, 93(1), 77-86.
    *Miller, S.D., & Meece, J.L. (1997). Enhancing elementary students` motivation to read and write: A classroom intervention study. Journal of Educational Research, 90(5), 286-295.
    *Morrow, L.M., & Young, J. (1997). A family literacy program connecting school and home: Effects on attitude, motivation, and literacy achievement. Journal of Educational Psychology, 89(4), 736-742.
    *Mueller, C.M., & Dweck, C.S. (1998). Praise for intelligence can undermine children`s motivation and performance. Journal of Personality and Social Psychology, 75(1), 33-52.
    *Muijs, D. (1997). Symposium: Self-perception and performance predictors of academic achievement and academic self-concept: A longitudinal perspective. British Journal of Educational Psychology, 67, 263-277.
    Muller, C. (1998). Gender differences in parental involvement and adolescents’ mathematics achievement. Sociology of Education, 71, 336-356.
    Multon, K.D., Brown, S.D., & Lent, R.W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38(1), 30-38.
    *Murdock, T.B. (1999). The social context of risk: Status and motivational predictors of alienation in middle school. Journal of Educational Psychology, 91(1), 62-75.
    *Murdock, T.B., Hale, N.M., & Weber, M.J. (2001). Predictors of cheating among early adolescents: Academic and social motivations. Contemporary Educational Psychology, 26, 96-115.
    *Napier, J.D., & Riley, J.P. (1985). Relationship between affective determinants and achievement in science for seventeenth-year-olds. Journal of Research in Science Teaching, 22(4), 365-383.
    *Nastasi, B.K., & Clements, D.H. (1994). Effectance motivation, perceived scholastic competence, and higher-order thinking in two cooperative computer environments. Journal of Educational Computing Research, 10(3), 249-275.
    *Newman, R.S. (1984). Children`s achievement and self-evaluation in mathematics: A longitudinal study. Journal of Educational Psychology, 76(5), 857-873.
    Nicholls, J. (1979). Quality and equality in intellectual development: The role of motivation in education. American Psychologist, 34(11), 1071-1084.
    Nicholls, J.G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328-346.
    *Nichols, J.D., & Miller, R.B. (1994). Cooperative learning and student motivation. Contemporary Educational Psychology, 19, 167-178.
    *Nichols, J.D., Utesch, W.E. (1998). An alternative learning program: Effects on student motivation and self-esteem. Journal of Educational Research, 91(5), 272-277.
    *Noels, K.A. (2001). Learning Spanish as a second language: Learners` orientations and perceptions of their teachers` communication style. Language Learning, 51(1), 107-144.
    *Norwich, B. (1987). Self-efficacy and mathematics achievement: A study of their relation. Journal of Educational Psychology, 79(4), 384-387.
    *Ntoumanis, N. (2001). A self-determination approach to the understanding of motivation in physical education. British Journal of EducationalPsychology, 71, 225-242.
    *Ntoumanis, N., Biddle, S.J.H., & Haddock, G. (1999). The mediating role of coping strategies on the relationship between achievement motivation and affect in sport. Anxiety, Stress, and Coping, 12, 299-327.
    *Nuttall, E.V., & Nuttall, R.L. (1976). Parent-child relationships and effective academic motivation. The Journal of Psychology, 94, 127-133.
    *Oakland, T., Wechsler, S., Bensusan, E., & Stafford, M. (1994). The construct and measurement of achievement among Brazilian children. School Psychology International, 15, 133-143.
    *O`brien, V., Martinez-Pons, M., & Kopala, M. (1999). Mathematics self-efficacy, ethnic identity, gender, and career interests related to mathematics and science. Journal of Educational Research, 92(4), 231-236.
    *Olomolaiye, F. (1984). The effects of emigration on west Indian children`s attitudes toward school. Journal of Negro Education, 53(1), 59- .
    *Onatsu-Arvilommi, T., & Nurmi, J. (2000). The Role of task-avoidant and task-focused behaviors in the development of reading and mathematical skills during the forst school year: A cross-lagged longitudinal study. Journal of Educational Psychology, 92(3), 478-491.
    Osterman, K.F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323-367.
    *Pajares, F. (1996). Self-efficacy beliefs and mathematical problrm-solving of gifted students. Contemporary Educational Psychology, 21, 325-344.
    Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578.
    *Pajares, F., & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Educational Psychology, 20, 426-443.
    *Pajares, F., & Valiante, G. (1999). Grade level and gender differences in the writing self-beliefs of middle school students. Contemporary Educational Psychology, 24, 390-405.
    *Pajares, F., Britner, S.L., & Valiante, G. (2000). Relation between achievement goals and self-beliefs of middle school students in writing and science. Contemporary Educational Psychology, 25, 406-422.
    *Parker, L.E., & Lepper, M.R. (1992). Effects of fantasy contexts on children`s learning and motivation: Making learning more fun. Journal of Personality and Social Psychology, 62(4), 625-633.
    *Parkerson, J.A., Lomax, R.G., Schiller, D.P., & Walberg, H.J. (1984). Exploring causal models of educational achievement. Journal of Educational Psychology, 76(4), 638-646.
    Pascarella, E.T., Walberg, H.J., Haertel, G.D., & Junker, L.K. (1981). Individual and school-level correlates of the Educational aspirations of older adolescents. Journal of Educational Research, 75(1), 33-38.
    *Pascarella, E.T., Walberg, H.J., Junker, L.K., & Haertel, G.D. (1981). Continuing motivation in science for early and late adolescents. American Educational Research Journal, 18(4), 439-452.
    *Patrick, B.C., Hisley, J., & Kempler, T. (2000). "What`s everybody so excited about ?" : The effects of teacher enthusiasm on student intrinsic motivation and vitality. Journal of Experimental Education, 68(3), 217-236.
    *Patrikakou, E.N. (1996). Investigating the academic achievement of adolescents with learning disability: A structural modeling approach. Journal of Educational Psychology, 88(3), 435-450.
    Pelletier, L.G., Seguin-Levesque, C., & Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers` motivation and teaching behaviors. Journal of Educational Psychology, 94(1), 186-196.
    Peng, S.S., & Fetters, W.B. (1978). Variables involved in withdrawal during the first two years of college: Preliminary findings from the National Longitudinal Study of the High School Class of 1972. American Educational Research Journal, 15(3), 361-372.
    *Peng, S.S., & Jaffe, J. (1979). Women who enter male-dominated fields of study in higher education. American Educational Research Journal, 16(3), 285-293.
    *Perry, R.P., Hladkyj, S., Pekrun, R.H., & Pelletier, S.T. (2001). Academic control and action control in the achievement of college students: A longitudinal study. Journal of Educational Psychology, 93(4), 776-789.
    *Phillips, D.A. (1987). Socialization of perceived academic competence among highly competent children. Child Development, 58, 1308-1320.
    *Pintrich, P.R., & Blumenfeld, P.C. (1985). Classroom experience and children`s self-perceptions of ability effort, and conduct. Journal of Educational Psychology, 77(6), 646-657.
    Pintrich, P., & de Groot, E.V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
    *Pokay, P., & Blumenfeld, P. (1990). Predicting achievement early and late in the semester: The role of motivation and use of learning strategies. Journal of Educational Psychology, 82(1), 41-50.
    *Polczynski, J.J., & Shirland, L.E. (1977). Expectancy theory and contract grading combined as an effective motivational force for college students. Journal of Educational Research, 70(5), 238-241.
    Polit, D.F. & Falbo, T. (1987). Only children and personality development: A quantitative review. Journal of Marriage and the Family, 49, 309-325.
    *Radin, N. (1971). Maternal warmth, achievement motivation, and cognitive functioning in lower-class preschool children. Child Development, 42, 1560-1565.
    Reeve, J., Nix, G., & Hamm, D. (2003). Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95(2), 375-392.
    *Relich, J.D., Debus, R.L., & Walker, R. (1986). The mediating role of attribution and self-efficacy variables for treatment effects on achievement outcomes. Contemporary Educational Psychology, 11, 195-216.
    *Remedios, R., Lieberman, D.A., & Benton, T.G. (2000). The effects of grades on course enjoyment: Did you get the grade you wanted? British Journal of Educational Psychology, 70, 353-368.
    *Reuman, D.A. (1989). How social comparison mediates the relation between ability-grouping practices and students` achievement expectancies in mathematics. Journal of Educational Psychology, 81(2), 178-189.
    *Reynolds, A.J. (1991). Early schooling of children at risk. American Educational Research Journal, 28(2), 392-422.
    Reynolds, A.J., & Walberg, H.J. (1991). A structural model of science achievement. Journal of Educational Psychology, 83(1), 97-107.
    Reynolds, A.J., & Walberg, H.J. (1992a). A structural model of high school mathematics outcomes. Journal of Educational Research, 85(3), 150-157.
    Reynolds, A.J., & Walberg, H.J. (1992b). A structural model of science achievement and attitude: An Extension to high school. Journal of Educational Psychology, 84(3), 371-382.
    *Reynolds, P.L. & Symons, S. (2001). Motivational variables and children’s text search. Journal of Educational Psychology, 93(1), 14-22.
    *Richter, F.D., & Tjosvold, D. (1980). Effects of student participation in classroom decision making on attitudes, peer interaction, motivation, and learning. Journal of Applied Psychology, 65(1), 74-80.
    *Rodriguez, J., Plax, T.G., & Kearney, P. (1996). Clarifying the relationship between teacher nonverbal immediacy and student cognitive learning: Affective learning as the central causal mediator. Communication Education, 45, 293-305.
    *Roeser, R.W., & Eccles, J.S. (1998). Adolescents` perceptions of middle school: Relation to longitudinal changes in academic and psychological adjustment. Journal of Research on Adolescence, 8(1), 123-158.
    *Roeser, R.W., Eccles, J.S., & Sameroff, A.J. (1998). Academic and emotional functioning in early adolescence: Longitudinal relations, patterns, and prediction by experience in middle school. Development and Psychopathology, 10, 321-352.
    *Roeser, R.W., Midgley, C., & Urdan, T.C. (1996). Perceptions of the school psychological environment and early adolescents’ psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88(3), 408-422.
    Rosenthal, R. & DiMatteo, M.R. (2001). Meta-analysis: Recent developments in quantitative methods for literature review. Annual Review of Psychology, 52, 59-82.
    Ryan, A.M. (2001). The peer group as a context for the development of young adolescent motivation and achievement. Child Development, 72(4), 1135-1150.
    *Ryan, A.M., & Patrick, H. (2001). The classroom social environment and changes in adolescents` motivation and engagement during middle school. American Educational Research Journal, 38(2), 437-460.
    Ryan, R.M. & Deci, E.L. (1996). When paradigms clash: Comments on Cameron and Pierce’s claim that rewards do not undermine intrinsic motivation. Review of Educational Research, 66(1), 33-38.
    Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
    *Sanders, M.G. (1998). The effects of school, family and community support on the academic achievement of African American adolescents. Urban Education, 33(3), 385-409.
    *Schultz, C.B., & Pomerantz, M. (1974). Some problems in the application of achievement motivation to education: The assessment of motive to succeed and probability of success. Journal of Educational Psychology, 66(4), 599-608.
    *Schunk, D.H. (1981). Modeling and attributional effects on children`s achievement: A self-efficacy analysis. Journal of Educational Psychology, 72(1), 93-105.
    *Schunk, D.H. (1982). Effects of effort attributional feedback on children`s perceived self-efficacy and achievement. Journal of Educational Psychology, 74(4), 548-556.
    *Schunk, D.H. (1983). Ability versus effort attributional feedback: Differential effects on self-efficacy and achievement. Journal of Educational Psychology, 75(6), 848-856.
    *Schunk, D.H. (1983). Developing children`s self-efficacy and skills: The roles of social comparative information and goal setting. Contemporary Educational Psychology, 8(1), 76-86.
    *Schunk, D.H. (1983). Reward contingencies and the development of children`s skills and self-efficacy. Journal of Educational Psychology, 75(4), 511-518.
    *Schunk, D.H. (1984). Enhancing self-efficacy and achievement through rewards and goals: Motivational and informational effects. Journal of Educational Research, 78(1), 29-34.
    Schunk, D.H. (1990). Introduction to the special section on motivation and efficacy. Journal of Educational Psychology, 82(1), 3-6.
    *Schunk, D.H., & Hanson, A.R. (1985). Peer models: Influence on children`s self-efficacy and achievement. Journal of Educational Psychology, 77(3), 313-322.
    *Schunk, D.H., & Hanson, A.R. (1989). Self-modeling and children`s cognitive skill learning. Journal of Educational Psychology, 81(2), 155-163.
    *Schunk, D.H., & Swartz, C.W. (1993). Goal and progress feedback: Effects on self-efficacy and writing achievement. Contemporary Educational Psychology, 18, 337-354.
    *Schunk, D.H., Hanson, A.R., & Cox, P.D. (1987). Peer-model attributes and children`s achievement behaviors. Journal of Educational Psychology, 79(1), 54-61.
    *Seidman, E., Aber, J.L., Allen, L., & French, S.E. (1996). The impact of the transition to high school on the self-system and perceived social contect of poor urban youth. American Journal of Community Psychology, 24(4), 489-.
    *Seifert, T.L. (1997). Academic goals and emotions: Results of a structural equation model and a cluster analysis. British Journal of Educational Psychology, 67, 323-338.
    Severiens, S., & ten Dam, G. (1998). A multilevel meta-analysis of gender differences in learning orientation. British Journal of Educational Psychology, 68, 595-608.
    *Sewell, T., Farley, F.H., Manni, J., & Hunt, P. (1982). Motivation, social reinforcement, and intelligence as predictors of academic achievement in black adolescents. Adolescence, 17(67), 647- .
    *Shell, D.F., & Husman, J. (2001). The multivariate dimensionality of personal control and future time perspective beliefs in achievement and self-regulation. Contemporary, Educational Psychology, 26, 481-506.
    *Shih, S., & Alexander, J.M. (2000). Interacting effects of goal setting and self- or other-referenced feedback on children`s development of self-efficacy and cognitive skill within the Taiwanese classroom. Journal of Educational Psychology, 92(3), 536-543.
    *Silverberg, S.B., Marczak, M.S., & Gondoli, D.M. (1996). Maternal depressive symptoms and achievement-related outcomes among adolescent daughters: Variations by family structure. Journal of Early Adolescence, 16(1), 90-109.
    Sivan, E. (1986). Motivation in social constructivist theory. Educational Psychologist, 21(3), 209-233.
    *Skaalvik, E.M., & Hagtvet, K.A. (1990). Academic achievement and self-concept: An analysis of causal predominance in a developmental perspective. Journal of Personality and Social Psychology, 58(2), 292-307.
    *Skaalvik, E.M., & Rankin, R. (1995). A test of the internal/external frame of reference model at different levels of math and verbal self-perception. American Educational Research Journal, 32(1), 161-184.
    *Skaalvik, E.M., & Valas, H. (1999). Relations among achievement, self-concept, and motivation in mathematics and language arts: A longitudinal study. Journal of Experimental Education, 67(2), 135-149.
    *Skinner, E.A., & Belmont, M.J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 471-581.
    *Skinner, E.A., Wellborn, J.G., & Connell, J.P. (1990). What it takes to do well in school and whether I`ve got it: A process model of perceived control and children`s engagement and achievement in school. Journal of Educational Psychology, 82(1), 22-32.
    *Smith, R.L., & Troth, W.A. (1975). Achievement motivation: A rational approach to psychological education. Journal of Counseling Psychology, 22(6), 500-504.
    *Solmon, M.A. (1996). Impact of motivational climate on students` behaviors and perceptions in a physical education setting. Journal of Educational Psychology, 88(4), 731-738.
    *Spray, C.M. (2000). Predicting participation in noncompulsory physical education: Do goal perspective matter? Perceptual and Motor Skills, 90, 1207-1215.
    Standage, M., & Treasure, D.C. (2002). Relationship among achievement goal orientations and multidimensional situational motivation in physical education. British Journal of Educational Psychology, 72, 87-103.
    *Steinberg, L., Lamborn, S.D., Dornbusch, S.M., & Darling, D. (1992). Impact of parenting practices on adolescent achievement: Authoritative parenting, school involvement, and encouragement to succeed. Child Development, 63, 1266-1281.
    Steinberg, L. & Morris, A.S. (2001). Adolescent development. Annual Review of Psychology, 52, 83-110.
    *Stevens, R.J., & Slavin, R.E. (1995). The cooperative elementary school: Effects on students` achievement, attitudes, and social relations. American Educational Research Journal, 32(2), 321-351.
    Stipek, D.J. (1996). Motivation and instruction. In D.C. Berliner & R.C. Calfee (eds.), Handbook of Educational Psychology. (p.85-113). NY: Macmillan.
    *Stipek, D.J., & Daniels, D.H. (1988). Declining perceptions of competence: A consequence of changes in the child or in the educational environment? Journal of Educational Psychology, 80(3), 352-356.
    *Stipek, D.J., & Ryan, R.H. (1997). Economically disadvantaged preschoolers: Ready to learn but further to go. Developmental Psychology, 33(4), 711-723.
    *Strage, A., & Brandt, T.S. (1999). Authoritative parenting and college students` academic adjustment. Journal of Educational Psychology, 91(1), 146-156.
    *Strang, L., Smith, M.D. & Rogers, C.M. (1978). Social comparison, multiple reference groups, and the self-concepts of academically handicapped children before and after mainstreaming. Journal of Educational Psychology, 70(4), 487-497.
    Sweet, A.P., Guthrie, J.T., & Ng, M.M. (1998). Teacher perceptions and student reading motivation. Journal of Educational Psychology, 90(2), 210-223.
    Tang, S., & Hall, V.C. (1995). The overjustification effect: A meta-analysis. Applied Cognitive Psychology, 9, 365-404.
    *Thompson, T., & Richardson, A. (2001). Self-handicapping, status, claimed self-handicaps and reduced practice effort following success and fsilure feedback. British Journal of Educational Psychology, 71, 151-170.
    *Thorkildsen, T.A., & Nicholls, J.G. (1998). Fifth graders` achievement orientatons and beliefs: Individual and classroom differences. Journal of Educational Psychology, 90(2), 179-201.
    *Tiedemann, J. (2000). Parenta` gender stereotypes and teachers` beliefs as predictors of children`s concept of their mathematical ability in elementary school. Journal of Educational Psychology, 92(1), 144-151.
    *Townsend, M.A.R., & Hicks, L. (1997). Classroom goal structures, social satisfaction and perceived value of academic tasks. British Journal of Educational Psychology, 67, 1-12.
    Tracz, S.M., Elmore, P.B., & Pohlmann, J.T. (1992). Correlational meta-analysis: Independent and nonindependent cases. Educational and Psychological Measurement, 52, 879-888.
    *Trent, L.M.Y., Cooney, G., Russell, G., & Warton, P.M. (1996). Significant others` contribution to early adolescents` perceptions of their competence. British Journal of Educational Psychology, 66, 95-107.
    *Trigwell, K., & Prosser, M. (1991). Relating approaches to study and quality of learning outcomes at thecourse level. British Journal of Educational Psychology, 61, 265-275.
    Trusty, J. (2000). High educational expectations and low achievement: Stability of Educational goals across adolescence. The Journal of Educational Research, 93(6), 356-365.
    Turner, J.C., Midgley, C., Meyer, D.K., Gheen, M., Anderman, E.M., Kang, Y., Patrick, H. (2002). The classroom environment and students` reports of avoidance strategies in mathematics: A multimethod study. Journal of Educational Psychology, 94(1), 88-106.
    Uguroglu, M.E., & Walberg, H.J. (1979). Motivation and achievement: A quantitative synthesis. American Educational Research Journal, 16(4), 375-389.
    *Ulku-Steiner, B., Kurtz-Costes, B., & Kinlaw, C.R. (2000). Doctoral student experiences in concept-balanced and male-dominated graduate programs. Journal of Educational Psychology, 92(2), 296-307.
    *Urdan, T., Midgley, C., & Anderman, E.R. (1998). The role of classroom goal structure in students` use of self-handicapping strategies. American Educational Research Journal, 35(1), 101-122.
    *Vollmer, F. (1986). The relationship between expectancy and academic achievement -- How can it be explained? British Journal of Educational Psychology, 56, 64-74.
    *Walberg, H.J., Pascarella, E., Haertel, G.D., Junker, L.K., & Boulanger, F.D. (1982). Probing a model of educational productivity in high school science with national assessment samples. Journal of Educational Psychology, 74(3), 295-307.
    *Watkins, D., Hattie, J., & Astilla, E. (1986). Approaches to studying by Filipino students: A longitudinal investigation. British Journal of Educational Psychology, 56, 357-362.
    *Waugh, M.L. (1985). Effects of microcomputer-administered diagnostic testing on immediate and continuing science achievement and attitudes. Journal of Research in Science Teaching, 22(9), 793-805.
    Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548-573.
    *Wentzel, K.R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89(3), 411-419.
    Wentzel, K.R. (1999). Social-motivational processes and interpersonal relationships: Implications for understanding motivation at school. Journal of Educational Psychology, 91(1), 76-97.
    *Wentzel, K.R., & Asher, S.R. (1995). The academic lives of neglected, rejected, popular, and controversial children. Child Development, 66, 754-763.
    Whitley, B.E. & Frieze, I.H. (1985). Children`s causal attributions for success and failure in achievement settings: A meta-analysis. Journal of Educational Psychology, 77(5), 608-616.
    *Wiederanders, M.R., & Harvey, O.J. (1977). Effects of conceptual system and quality of feedback on voluntary task persistence. Journal of Educational Psychology, 69(4), 442-451.
    Wiersma, U.J. (1992). The effects of extrinsic rewards in intrinsic motivation: A meta-analysis. Journal of Occupational and Organizational Psychology, 65, 101-114.
    Wolters, C.A. (1998). Self-regulated learning and college students` regulation of motivation. Journal of Educational Psychology, 90(2), 224-235.
    *Wong, M.M., & Csikszentmihalyi, M. (1991). Motivation and academic achievement: The effects of personality traits and the Quality of experience. Journal of Personality, 59(3), 539-574.
    *Young, D., Reynolds, A.J., & Walberg, H.J. (1996). Science achievement and educational productivity: A hierarchical linear model. Journal of Educational Research, 89(5), 272-278.
    *Youngman, M.B. (1980). Some determinants of early secondary school performance. British Journal of Educational Psychology, 50, 43-52.
    *Zeidner, M., & Schleyer, E.J. (1999). Evaluating the effects of full-time vs. part-time educational programs for the gifted: Affective outcomes and policy considerations. Evaluation and Program Planning, 22, 413-427.
    *Zimmerman, B.J., Bandura, A., & Martinez-Pons, M. (1992). Self-efficacy for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663-676.
    *毛國楠 (民86)。成績回饋方式對不同能力水準國中生數學科的學習動機、學習策略、學習態度、與學業成就之影響。教育心理學報，29，117-136。
    *吳幼妃 (民71)。父母與同儕對國中學生教育抱負影響之研究。教育學刊，4，89-124。
    *林清山與程炳林 (民84)。國中生自我調整學習因素與學習表現之關係暨自我調整的閱讀理解教學策略效果之研究。教育心理學報，28，15-58。
    *唐淑華 (民89)。以讀書治療挑戰低成就學生之知識信念的實驗研究。中華輔導學報，8，21-50。
    *張酒雄 (民71)。國小一年級學童成就動機之研究。教育學刊，4，47-88。
    *張景媛 (民84)。國中生建構幾何概念之研究暨統整式合作學習的幾何教學策略效果之評估。教育心理學報，28，99-144。
    *郭生玉 (民64)。父母期望水準不切實際時對子女成就動機之影響。教育心理學報，8，61-80。
    *郭生玉 (民69)。教師期望與教師行為及學生學習行為關係之分析。教育心理學報，13，133-152。
    *陳李綢 (民69)。教師喜愛學生程度與學生社交地位、成就動機及內外控信念之關係。教育心理學報，13，187-194。
    *陳益祥 (民90)。以徑路分析探討自我效能、目標設定相關變項與直排輪表現的關係。國立台北師範學院學報，14，759-772。
    *陳嘉成 (民90)。中學生之成就目標導向、動機氣候知覺與學習行為組型之關係。教育與心理研究，24(上)，167-190。
    *鄭芬蘭與林清山 (民86)。目標導向因果模式之驗證。教育心理學報，29，215-232。
    *魏麗敏與黃德祥 (民90)。國中與高中學生家庭環境、學習投入狀況、與自我調節學習及成就之研究。中華輔導學報，10，63-118。
    描述: 博士
    國立政治大學
    教育研究所
    88152508
    92
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0088152508
    数据类型: thesis
    显示于类别:[教育學系] 學位論文

    文件中的档案:

    档案 描述 大小格式浏览次数
    15250801.pdf22KbAdobe PDF2929检视/开启
    15250802.pdf25KbAdobe PDF2898检视/开启
    15250803.pdf24KbAdobe PDF2841检视/开启
    15250804.pdf30KbAdobe PDF2943检视/开启
    15250805.pdf31KbAdobe PDF2946检视/开启
    15250806.pdf3595KbAdobe PDF21208检视/开启
    15250807.pdf236KbAdobe PDF21134检视/开启
    15250808.pdf1670KbAdobe PDF21022检视/开启
    15250809.pdf57KbAdobe PDF2841检视/开启
    15250810.pdf105KbAdobe PDF21592检视/开启
    15250811.pdf54KbAdobe PDF21157检视/开启


    在政大典藏中所有的数据项都受到原著作权保护.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回馈