Reference: | 中央研究院調查研究專題中心(2009)。台灣教育長期追蹤資料庫。2009年11月21日,取自:http://srda.sinica.edu.tw/teps/ 中華民國自主學習促進會(2010)。Association for the advancement of autonomous learning。2010年1月17日,取自:http://sites.google.com/site/alearn13994229/us 王金國(2001)。成功學習之關鍵~自我調整學習。課程與教學,5(1),145-164。 余民寧(2006)。潛在變項模式:SIMPLIS的應用。台北市:高等教育。 林建平(2005)。自律學習的理論與研究趨勢。國教新知,52(2),8-25。 邱皓政(2003)。結構方程模式-LISREL的理論、技術與應用。台北市:雙葉書廊。 張春興(2009)。現代心理學(重修版)。台北市:東華。 張苙雲(2003)。台灣教育長期追蹤資料庫:第一波(2001)學生【公共使用版電子檔】、家長【公共使用版電子檔】。中央研究院調查研究專題中心。 張苙雲(2005)。台灣教育長期追蹤資料庫:第二波(2003)學生【公共使用版電子檔】。中央研究院調查研究專題中心。 張苙雲(2007)。台灣教育長期追蹤資料庫:第三波(2005)學生【公共使用版電子檔】。中央研究院調查研究專題中心。 張苙雲(2008)。台灣教育長期追蹤資料庫:第四波(2007)學生【公共使用版電子檔】。中央研究院調查研究專題中心。 程炳林(2001)。動機、目標設定、行動控制、學習策略之關係:自我調整學習歷程模式之建構及驗證。師大學報,46(1),67-92。 黃心怡(2003)。自主學習與學生自我賦權-以北市自主學習實驗計畫學生為例之研究。國立政治大學教育研究所碩士論文,未出版,台北市。 黃芳銘(2002)。結構方程模式理論與應用。台北市:五南。 劉佩雲(2000)。自我調整學習模式之驗證。教育與心理研究,23(1),173-205。 謝易霖(2004)。邂逅.敘說.蛻變-一個另類學校教師的行動研究。國立政治大學教育就所碩士論文,未出版,台北市。 Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Academic of Marketing Science, 16, 74-94. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Development Psychology, 25(5), 729-735. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1–26. Bandura, A. (2002). Growing primacy of human agency in adaptation and change in the electronic era. European Psychologist, 7, 1–16. 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, 187–206. Bandura, A., Caprara, G. V., Barbaranelli, C., Gerbino, M., & Pastorelli, C. (2003). Role of affective self-regulatory efficacy in diverse spheres of psychosocial functioning. Child Development, 74(3), 769-782. Bollen, K. A., & Curren, P. J. (2006). Latent curve models: A structural equation perspective. Hoboken, New Jersey: Wiley-Interscience. Bynum, M. S., & Brody, G. H. (2005). Coping behaviors, parenting, and perceptions of children`s internalising and externalising problems in rural African American mothers. Interdisciplinary Journal of Applied Family Studies, 54,58-71. Byrnes, J., Hong, L., & Xing, S. (1997). Gender differences on math subtest of the Scholastic Aptitude Test may be culture specific. Educational Studies in Mathematics, 34, 49-66. Caprara, G. V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G. M., Barbaranelli, C., & Bandura, A. (2008). Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology, 100(3), 525-534. Hong, E., & Aqui, Y. (2004). Cognitive and motivational characteristics of adolescents gifted in mathematics. Gifted Child Quarterly, 48, 191-201. Hong, E., Peng, Y., & Rowell, L. L. (2009). Homework self-regulation: Grade, gender, and achievement-level differences. Learning and Individual Differences, 19(2), 269-276. Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with SIMPLIS command language. Hillsdale, NJ: Lawrence Erlbaum Associates. Kaplan, A., Lichtinger, E., & Gorodetsky, M. (2009). Achievement goal orientations and self-regulation in writing: An integrative perspective. Journal of Educational Psychology, 101(1), 51-69. Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford. Lindner, R. W. & Harris, B. R. (1993, Jan). Teaching self-regulated learning strategies. Paper presented the convention of association for educational communications and technology, New Orleans, Louisiana. Martin, A. J. (2004). School motivation of boys and girls: Differences of degree, differences of kind, or both? Australian Journal of Psychology, 56, 133-146. Martin, J. (2004). Self-regulated learning social cognitive theory and agency. Educational Psychology, 39(2), 135-145. Martinez-Pons, M. (1996). Test of a model of parental inducement of academic self-regulation. The Journal of Experimental Education, 64, 213-227. Martinez-Pons, M. (2002). Parental influences on children’s academic self-regulatory development. Theory into Practice, 41(2), 126-131. Matuga, J. M. (2009). Self-regulation, goal orientation, and academic achievement of secondary students in online university courses. Educational Technology & Society, 12(3), 4-11. Moss, E. (1990). Social interaction and metacognitive development in gifled preschoolers. Gifted Child Quarterly, 34, 16-20. Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 42(3), 173-190. Nader-Grosbois, N., Normandeau, S., & Ricard-Cossette, M. (2008). Mother`s, father`s regulation and child`s self-regulation in a computer-mediated learning situation. European Journal of Psychology of Education, 23(1), 95-115. Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding & S. Rayner (Eds.), Perception (pp. 239–266). London: Ablex. Perels, F., Dignath, C., & Schmitz, B. (2009). Is it possible to improve mathematical achievement by means of self-regulation strategies? Evaluation of an intervention in regular math classes. European Journal of Psychology of Education, 24(1), 17-31. Pintrich, P. R. (1999). The role of motivation in promoting and sustaining SRL. International Journal of Educational Research, 31, 459-470. Puustinen, M., & Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3), 269-286. Schmitz, B. (2001). Change: Methods of studying. In N. J. Smelser & P. B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences (pp. 1640–1643). Oxford: Pergamon. Schmitz, B., & Wiese, B. S. (2006). New perspectives for the evaluation of training sessions in self-regulated leaning: Time-series analyses of diary data. Contemporary Educational Psychology, 31, 64-96. Grolnick, W. S., Kurowski, C. O., & Gurland, S. T. (1999). Family processes and development of children’s self-regulation. Educational Psychologist, 34(1), 3-14. Shell, D. F., & Husman, J. (2001). The multivariate dimensionality of personal control and future time perspective in achievement and studying. Contemporary Educational Psychology, 26, 481-506. Shell, D. F., & Husman, J. (2008). Control, motivation, affect, and strategic self-regulation in the college classroom: A multidimensional phenomenon. Journal of Educational Psychology, 100(2), 443-459. Tang, M., Addison, K. D., LaSure-Bryant, D., Norman, R., O`Connell, W., & Stewart-Sicking, J. A. (2004). Factors that influence self-efficacy of counseling students: An exploratory study. Counselor Education and Supervision, 44(1), 70-80. Tang, M., & Neber, H. (2008). Motivation and self-regulated science learning in high-achieving students: Differences related to nation, gender, and grade-level. High Ability Studies, 19(2), 103-116. Thompson, C. L., & Yawkey, T. D. (1983). Increasing self concepts of young bilingual children in home settings: Discovering the role of parents in project P.I.A.G.E.T-Title VII. technical paper 150.(ED233819) Thoresen, C. E., & Mahoney, M. J. (1974). Behavioral self-control. New York: Holt, Rinehart & Winston. Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Cambridge: Harvard University Press. Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329-339. Zimmerman, B. J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist,33(2/3), 73-86. Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628. |