|
參考文獻 一、中文部分 王保進(1996)。教育指標基本概念。教育研究資訊,3,1-17。 任 俊(2006)。西方积极教育思想探析。外國教育研究,5,4-8。 李 新(2017)。學生的幸福感-來自PISA2015的測評結果及啟示。世界教育信息,15,23-29。 余民寧、陳柏霖、陳玉樺(2017)。量表長度簡化研究: 「簡式中小學教師主觀幸福感量表」修訂。教育研究與發展期刊,13(4),27-56。 余育嫺(2015)。幸福理論對教育的啟示與應用。臺灣教育評論月刊,5(5),138-141。 余民寧、陳柏霖(2014)。幸福感教學對促進大學生正向心理的改變。教育學報,42(1),1-26。 吳清山(2012)。教育幸福的理念與實踐策略。教育研究月刊,220,5-15。 吳清山、黃姿霓、王令宜(2011)。國民教育階段關鍵績效指標之初步建構。教育研究月刊,209,5-16。 吳清山(2005)。學校效能研究的價值。教育研究集刊,51(2),133-139。 李新民(2010)。正向心理學在學校教育的應用。高雄市:麗文文化。 吳有城、陳學志、黃博聖、劉政宏、蘇嘉鈴(2010)。「國中小學習動機量表」之編製及其信、效度研究。測驗學刊,57,371-402。 李琪明(1999)。我國國民中小學學校層次德育課程評鑑指標之建構。公民訓育學報,8,197-230。 吳和堂(2014)。教師生命意義感量表之發展。教育理論與實踐學刊,29,91-122。 吳清山、林天祐(1999)。教育名詞:教育指標。教育資料與研究教育資料與研究,9,67。 吳清基、黃嘉莉、張明文(2011)。我國師資培育政策回顧與展望。 網路國家教育研究院教育資源及出版中心。取自: http://data.naer.edu.tw/public/Data/191518565171 孟建偉(2010)。教育與幸福-關於幸福教育的哲學思考。教育研究,2,32-35。 孟萬金(2008)。論積極心理健康教育。教育研究,5,41-45。 林仁霜(2018)。構建「走心」的心理健康教育課堂-以一節「學習適應」主題心理健康教育課為例。福建教育,39,34-36。 林淑玉(2012)。認知行為運用於青少年憂鬱症之探討。時事評論。取自 https://life.edu.tw/homepage/discuss/t-5-293.php?board_no=B000000169&seri_no=582 周玉秀(2015)。創造師生幸福感的課程。台灣教育評論月刊,4(6),101-106。 林偉文(2006)。樂在其中的創意教師:國民中小學教師教學福樂經驗與創意教學之關係。國立臺北教育大學學報,19(2),111-128。 香港教育局(2016)。表現指標及自評工具。香港特別行政區政府教育局。取自https://www.edb.gov.hk/tc/sch-admin/sch-quality-assurance/performance-indicators/index.html 高 爽、張向葵(2015)。構建生活:幸福感獲得的心理內容及過程。哈爾濱工業大學學報,5,58-62。 孫志麟(2000)。國民教育指標體系建構之研究。國立台北師範學院學報,13,121-148。 陳柏霖、洪兆祥、余民寧(2014)。大學生心理資本與憂鬱之關係:以情緒幸福感為中介變項。教育研究與發展期刊,10(4),23-46。 陳振華(2009)。積極教育論網。華東師範大學學報,3,113-118。 陳文家(2008)。「小小童心、教師愛心」共築正向管教。學生輔導,105,139-149。 張雅玲(2006)。淺談國小學童與青少年憂鬱的輔導。網路社會學通訊期刊。取自https://www.nhu.edu.tw/~society/e-j/52/52-32.htm 張芳全(2006)。教育政策指標研究。台北:五南。 張春興(2006)。張氏心理學辭典。台北市:東華。 郭昭佑(2001)。教育評鑑指標建構方法探索。國教學報,13,257-285。 莊謙本(1999)。教育評鑑指標的建構。技術及職業教育雙月刊,52,7-9。 彭致翎(2018)。快樂學習有可能?促進學生心理健康的途徑。國家研究院電子報。取自https://epaper.naer.edu.tw/ 黃啟菱(2017)。5大方法探索天賦幫孩子找出天生優勢。未來family,30,38-45。 黃韞臻、林淑惠(2013)。大學生人際挫折容忍力量表之發展。中華輔導與諮商學報,35,147 -174。 曾端真(2011)。正向管教與紀律的養成。中等教育,62(1),20-31。 湯國鈞、姚穎詩、邱敏儀(2010)。喜樂工程。香港:突破出版社。 曾文志(2010a)。走過正向心理學的第一個十年。師友月刊,513,62-66。 曾文志(2010b)。讓正向情緒擴展與建構孩子的未來。師友月刊,517,62-67。 曾文志(2007)。大學生對美好生活的常識概念與主觀幸福感之研究。教育心理學報,38(4),417-441。 劉若谷(2016)。幸福成長:教育價值的本體回歸 。教育研究,5,66-71。 鄧鵬(2006)。心流:體驗生命的潛能和樂趣。遠程教育雜誌,6(3),74-78。 楊純青、陳祥(2006)。網路心流經驗研究中之挑戰:從效度觀點進行檢視與回顧。資訊社會研究,11,145-176。 劉次林(2006)。「幸福教育」論的100個觀點(一)。校長閱刊,9,115-117。 樊高珉(1997)。大學生心理健康與發展。北京:清華大學出版社。 衛生福利部國民健康署(2018)。均衡飲食成長加分。健康九九網站。取自http://health99.hpa.gov.tw/media/public/pdf/21991.pdf 盧奐均、黃財尉、李美遠(2013)。青少年身心健康量表。新北市:心理出版社。 謝傳崇(2019)。正向教育:校本幸福課程的領導。教育研究月刊,298,94-108。 蕭佳純(2017)。國小學童正向情緒與創造力關聯之研究:以創造力傾向及創意自我效能為中介變項。教育研究與發展期刊,13(4),57-84。 蘇寧、沈智明(2012)。幸福教育: 人性的復歸。教育探索,4,7-9。 Seligman, M. E. P.(2012)。邁向圓滿(洪蘭譯)。台北:遠流。(原著出版於2011) Frankel, V.(2008)。活出意義來(趙可式、沈錦惠譯)。台北:光啟文化。(原著出版於1962)
二、英文部分 Argyle, M. (1999). Causes and correlates of happiness. In D. Kahneman, E. Diener & N. Schwarz (Eds.), Well-being: The foundations of hedonic psychology (pp.353-373). New York: Russell Sage Foundation. Aufenanger, V. (2010). Gerechtigkeit und verantwortung in der Klima- und Energiepolitik. Münster, Germany: Karren- Verlag . Austin, D. B. (2006). Educational horizons: Building on a foundation of strengths. Strengths-based Education Research and Resources,84(3),176-182. Baker, J. A. (1999). Teacher-student interaction in urban at-risk classrooms: Differential behavior, relationship quality, and student satisfaction with school. The Elementary School Journal,100(1),57-70. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher,18(1),32-42. Burstein, L., & Oakes, J. (1992). Education indicators. In Alkin, M. C. (Eds.), Encyclopedia of ducational research (pp.409-418). NY: Macmillan. Clonan, S, M. (2004). Positive psychology goes to: Are we there yet? Psychology in the Schools, 41(1),101-111. Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy and relatedness: A motivational analysis of self-system processes. Self Processes in Development: Minnesota symposium on child psychology,23,43-77. Csikszentmihalyi, M. (1990). Flow: The psychology of 0ptimal experience. New York: Harper & Rhodes. Csikszentmihalyi, M. (1982). Towards a psychology of optimal experience. In L. Wheeler(Eds.), Annual review of personality and social psychology(pp.13-36). CA: Beverly Hills. Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco, Washington, London, US: Jossey-Bass Publishers Deci, E. L., & Ryan, R. M. (2008). Hedonia, eudaimonia, and well-being: An introduction. Journal of Happiness Studies, 9(1), 1-11. Dewey, J. (1916). Democracy and education: An introduction to educational philosophy. New York: Macmillan. Diener, E., & Lucas, R. E. (1999). Personality and subjective well-being. In D. Kahneman, E. Diener & N. Schwarz (Eds.), Well-being: The foundations of hedonic psychology (pp.213-229). New York: Russell -Sage. Doll, W. J., Xia, W., & Torkzadeh, G. (1994). A confirmatory factor analysis of the end-user computing satisfaction instrument. MIS Quarterly, 12(2), 259-274. Dweck, Carol S. (2016). Mindset: The new psychology of success. Belief and doubt; Success-psychological aspects. New York: Ballantine Books Finn, C. E. (1987). Elementary and secondary education indicators. Washington, DC: Office of Educational Research and Improvement. Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226. Frederickson, B. L. (1998). What good are positive emotions? Review of General Psychology, 2(3), 300-319. Gilman, R., Huebner, E., & Furlong, M. (2009). Handbook of positive psychology in schools. New York: Taylor & Francis. Granvik S., Maria, B. L., Sara, B. L., Ylva B. A., & Bitte, M. (2018). Effective schools, school segregation, and the link with school achievement. School Effectiveness and School Improvement 29(3),464-484. Hedegaard, M. (1990). The zone of proximal development as basis for instruction. In L. C. Moll (Eds.), Vygotsky and education (pp.349-371). Cambridge, New York: Cambridge University Press. Hendren, R., Weisen, R. B., & Orley, J. (1994). Mental health programmes in schools. Retrieved from World health organization, Institute for Division ofmental health web site : http://app.who.int/iris/handle/ Howell, A. J. (2009). Flourishing: Achievement-related correlates of students' well-being. Journal of Positive Psychology, 4(1), 1-13. Hurlock, E. (1925). An evaluation of certain incentives used in school work. Journal of Educational Psychology, 16, 145-159. Johnstone, J. N. (1981). Indicators of education system. London, UK: The Anchor Press. Jonsén, E., FagerstrÖ m, L., Lundman, B., Nygren, B., Vähäkangas, M., & Strandberg, G. (2010). Psychometric properties of the swedish version of the purpose in life scale. Scandinavian Journal of Caring Sciences, 24(1), 41-48. Kerna, M. L., Watersb, L. E., Adlera, A., & White, M. A. (2015). A multidimensional approach to measuring well-being in students: Application of the PERMA framework. The Journal of Positive Psychology,10(3), 262-271. Keyes, C. L. M. (2005a). Chronic physical conditions and aging: Is mental health a potential protective factor? Ageing International, 30(1), 88-104. Keyes, C. L. M. (2002). The mental health continuum: From languishing to flourishing in life. Journal of Health and Social Behavior, 43(2), 207-222. Liu, W., Tian, L., Huebner, E. S., Zheng, X., & Li, Z. (2015). Preliminary development of the elementary school students’ subjective well-being in school scale. Social Indicators Research, 120(3), 917-937. Maccallum, R. C., & Hong, S. (1997). Power analysis in covariance structure modeling using GFI and AGFI. Multivariate Behavioral Research, 32, 193-210. Marcenaro-Gutierrez, O., Luque, M., & Lopez-Agudo, L. (2016). Balancing teachers’ math satisfaction and other indicators of the education system’s performance. Social Indicators Research, 129(3), 1319-1348. Mary-Anne, H. S. (2014). Learning, interaction and relationships as components of student well-being: Differences between classes from student and teacher perspective. Social Indicators Research, 119(3), 1535-1555. Mathew, A., White, G. R. S., & Simon, Murray. (2017). Future directions in well-being. Switzerland: Springer Nature. Mcmahan, E. A., Kevin, J. D., & Lindsey M. K. (2012). Evidence of associations between lay conceptions of well-being, conception-congruent behavior, and experienced well-being. Journal of Happiness Studies, 14(2), 655. Moberg, D. O. (1979). The development of social indicators for quality of life research. Sociological Analysis, 40(1), 11-26. Nolen-Hoeksema, S., & Davis, C. G.(2002). Positive responses to less: Pereiving benefits and growht. In Snyder, C. R. & Lopez, S. J. (Eds.), Handbook of positive psychology(pp.309-330). Oxford, UK: Oxford University Press. Norrish, J. M., Williams, P., O’Connor, M., & Robinson, J. (2013). An applied framework for positive education. International Journal of Wellbeing, 3(2), 147-161. Nuttall, D. L. (1992). The functions and limitations of international education indicators. In OECD (Ed.), The OECD international education indicators: A framework for analysis (pp. 13-21). Paris: OECD. Nutall, D. L. (1990). Educational quality indicators:Annotated bibliography. Boston, US:Alberea Education. Oades, L. G., Robinson, P., Green, S., & Spence, G. B. (2011). Towards a positive university. The Journal of Positive Psychology, 6, 432-439. Ruth, M. (1994). Pressure studies: Future achievements and tasks. Stress Risk and Resilience for Children and Adolescents, Cambridge University Press, 3, 54-77. Salovey, P., Rothman, A. J., Detweiler, J. B., & Seteward, W. T. (2000). Emotional states and physical health. American Psychologist,55,5-14. Schumacker, R. E., & Lomax, R. G. (2004). A beginner’s guide to structural equation modeling (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates. Silverman, M. N., & Deuster, P. A. (2014). Autonomic nervous system; exercise; hypothalamic-pituitary-adrenal (Hpa) axis; infuammation; neuroplasticity; stress. Biological Mechamism Underlying the Role of Physical Fitness in Health and Resilience,4(5),4-14. Seligman, M. E. P., & Adler, A. (2018). Positive education. In J. F. Helliwell, R. Layard, & J. Sachs (Eds.), Global happiness policy report (pp. 52-73). US: Worldwide Happiness committee. Seligman, M. E. P. (2018). Penn. Retrieved form University of Pennsylvania, Institute for Penn Authentic Happiness Web site: https://www.authentichappiness.sas.upenn.edu/ Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education,35(3), 293-311. Sin, N. L., & Lyubomirsky, S. (2009). Enhancing well-being and alleviating depressive symptoms with positive psychology interventions: A practice-friendly meta-analysis. Journal of Clinical Psychology, 65(5), 467-487. Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across year. Journal of Educational Psychology,85(4), 571- 581. Smith, B. J., Tang, K. C., & Nutbeam, D. (2006). WHO health promotion glossary: New terms. Health Promotion International, 21(4), 340-345. Snyder, C. R., & Lopez, S. J. (2007). Positive psychology: The scientific and practical explorations of human strengths. Thousand Oaks, CA: Sage. Snyder, C. R., & Lopez, S. J. (2002). Handbook of positive psychology. New York, NY: Oxford University Press. Steger, M. F., Kashdan, T. B., & Oishi, S. (2008). Being good by doing good: Daily eudaimonic activity and well-being. Journal of Research in Personality, 42, 22-42. Stern, J. D. (1988). The condition of education. Elementary and secondary education. Washington, US: Center for Education Statistics. Ullman, J. B. (2001). Structural equation modeling. Needham Heights, MA: Allyn and Bacon. Wang, M. P., & Stephen, C. (2013). Adolescent educational success and mental health vary across school engagement profiles. Developmental Psychology, 49(7),1266-1276. White, M. A., & Murray, S. (2015). Evidence-based approaches in positive education. Australia, Adelaide: Springer.
|