|
一、中文文獻 王妍(2009)。小學生學業情緒的問卷編制與現狀研究(碩士論文)。取自http://cnki50.csis.com.tw.autorpa.lib.nhcue.edu.tw:81/kns50/detail.aspx?QueryID=11&CurRec=1 王幼萍(2010)。中學生拖延現狀調查及其與挫折承受力相關研究。中小學校長,1,68-71。 尹嘉玄(譯)(2014)。媽媽是最好的心理諮商師:每天10分鐘,療癒孩子受傷的心(原作者:李林淑)。臺北市:商業週刊。(原著出版年:2014) 王化斌、楊傑、李飛、冉小燕、王光旭(2011)。基於調查結果的中學生學業拖延影響因素分析及抑制策略。重慶電子工程職業學院學報,20(5),148-150。 田寶、郭德俊(2004)。考試自我效能感是考試焦慮影響考試成績的中介變數。心理科學,27(2),340-343。 田芊、鄧士昌、郭佳(2012)。自我決定動機對考試焦慮的影響,拖延行為的不同仲介作用。心理科學,35(5),1096-1101。 江民瑜(2013)。寫作自我調整學習策略的發展現象暨寫作自我調整教學效果之研究(博士論文)。取自http://handle.ncl.edu.tw/11296/ndltd/12215764822281062073 朱曉斌、張莉渺(2010)。小學生課堂學業情緒問卷的編製。中國臨床心理學雜誌,5,552-555。 朱曉斌、邢賽春(2011)。小學生課堂學業情緒與寫作成績的關係研究。寧波大學學報:教育科學版,33(3),18-21。 李俊青(2007)。學業情緒歷程模式之分析(碩士論文)。取自http://handle.ncl.edu.tw/11296/ndltd/97587354324180351358 吳玉真(2011)。國中運動代表隊選手心理需求、自我決定動機與自我設限之關係研究(碩士論文)。取自http://handle.ncl.edu.tw/11296/ndltd/44593858861287418461 李介至(2013)。主動/被動拖延者之後設認知信念,期限壓力及在高/低成就回饋後之情緒困擾變化。教育心理學報,45(2)。175-200。 李介至、林益永(2013)。「主動拖延量表」之因素組成及檢測。測驗學刊,60(1),117-149。 林啟超(2011)。課室支持與高職學生學業涉入相關因素徑路模式之檢驗。測驗統計年刊,19,33-55。 林坤燦(2013)。高中生自我設障、拖延行為、時間管理與學業表現關係之研究(博士論文)。取自http://handle.ncl.edu.tw/11296/ndltd/63211562851573494286 林宴瑛、程炳林(2012)。環境目標結構與控制-價值信念對學業情緒之效果。教育心理學報,44(1),49-72。 周紅柳、方明(2012)。青少年學業情緒的發展性研究綜述。池州學院學報,26(3),93-96。 俞國良、董妍(2007)。青少年學業情緒問卷的編製及應用。心理學報,39(5),852-860. 施淑慎、曾瓊慧、蔡雅如(2007)。國小學童之成就目標,動機與情感中介歷程以及學業成就間路徑模式之檢驗。測驗學刊,54(1),31-57。 施淑慎(2008)。學習情境中之自主支持與國中生成就相關歷程間關係之探討。教育與心理研究,31,1-26。 徐綺穗(2012)。大學教學的創新模式-「行動-反思」教學對大學生學習成就,批判思考意向及學業情緒影響之研究。課程與教學,15(1),119-149。 張文嘉(2007)。國小學生自尊、學習策略與拖延行為之相關研究(碩士論文)。取自http://handle.ncl.edu.tw/11296/ndltd/54392856785568345646 許清淵(2013)。國小高年級學童知覺社會自主性支持、閱讀自我決定動機與閱讀行為之關係(碩士論文)。取自http://handle.ncl.edu.tw/11296/ndltd/21833898734874727818 莊帛根(2014)。教師支持、目標取向與自我決定動機之相關-以心理需求為中介變項(碩士論文)。取自http://handle.ncl.edu.tw/11296/ndltd/14016933761412575596 張娜(2013)。自我效能感、學業情緒對小學生學業拖延的影響(碩士論文)。取自http://cnki50.csis.com.tw.autorpa.lib.nhcue.edu.tw:81/kns50/detail.aspx?QueryID=82&CurRec=1 陳奎伯、顏思瑜(譯)(2009)。教育心理學:為行動而反思(原作者:A. M. O’Donnell, J. Reeve, & J. K. Smith)。臺北市:雙葉書廊。(原著出版年:2008) 陳秀惠(2010)。國中生自我決定動機之發展模式及其相關影響因素探討(碩士論文)。取自http://handle.ncl.edu.tw/11296/ndltd/13513781198510892702 常若松、馬錦飛、張娜(2013)。小學生學業情緒與學業拖延的關係研究。教育科學,29(4),82-85。 曾玲娟(2010)。小學生學習拖延現狀調查及對策思考。上海教育科研,9,49-21。 黃豊茜(2010)。學業情緒歷程模式:探析情緒調整策略的效果(碩士論文)。取自http://handle.ncl.edu.tw/11296/ndltd/28341552927474988136 舒玉(2010)。高中生不適應性學習組型之情境與個人因素探究(碩士論文)。取自http://handle.ncl.edu.tw/11296/ndltd/18439242262016388329 詹淑如(2010)。拖延行為在國小學童人格特質與生活適應的中介效果分析(碩士論文)。取自http://handle.ncl.edu.tw/11296/ndltd/01483218577779157163 鄒維興、謝玲平、趙向霞(2013)。中學生學習拖延與學習倦怠的相關研究。中小學心理健康教育,24,11-13。 廖真瑜(2005)。國中學生自我效能、目標導向、課業任務價值與學業延宕之關係研究(碩士論文)。取自http://handle.ncl.edu.tw/11296/ndltd/98830388182413553450 蔡瓊月(2010)。國小高年級學童的學習動機與數學學業情緒關係之研究-以台南市快樂國民小學為例(碩士論文)。取自http://handle.ncl.edu.tw/11296/ndltd/64170985072780971768 蔡逸芬(2012)。國小高年級學童閱讀自主性動機與閱讀行為、閱讀理解之關係(碩士論文)。取自http://handle.ncl.edu.tw/11296/ndltd/10174542575324435932 劉政宏(2009)。對學習行為最有影響力的動機成分?雙核心動機模式之初探。教育心理學報,41(2),361-383。 劉陽、孟慶國(2008)。學業情緒的控制—價值理論。黑龍江教育學院學報,12。72-73。 賴英娟(2013)。國中生學業情緒之認知評估中介歷程:二階調節效果(碩士論文)。取自http://handle.ncl.edu.tw/11296/ndltd/54833620194072910420 韓楊(2014)。初中生學業拖延與人口學變數的關係研究。北京教育學院學報:自然科學版,9(2),7-13。 簡嘉菱(2009)。自我決定動機與學業情緒模式之探討(碩士論文)。取自http://handle.ncl.edu.tw/11296/ndltd/05372224844737390908 簡嘉菱、程炳林(2013)。環境目標結構,自我決定動機與學業情緒之關係。教育心理學報,44(3),713-734。
二、英文文獻 Aitken, M. E. (1982). A personality profile of the college student procrastinator. (Doctoral thesis, University of Pittsburgh). Retrieved from http://www.proquest.com/ Burka, J. B., & Yuen, L. M. (2008). Procrastination: Why you do it, what to do about it now. Boston, Ma: Da Capo Press. Deci, E. L., Ryan, R. M., & Williams, G. C. (1996). Need satisfaction and the self-regulation of learning. Learning and individual differences, 8 (3), 165-183. doi: 10.1016/S1041-6080 (96)90013-8 Donaldson-Pressman, S., Jackson, R., & Pressman, R. (2014). The learning habit: A groundbreaking approach to homework and parenting that helps our children succeed in school and life. New York, NY: Penguin. Guay, F., Chanal, J., Ratelle, C. F., Marsh, H. W., Larose, S., & Boivin, M. (2010). Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, 80(4), 711-735. doi: 10.1348/000709910X499084. Goetz, T., Nett, U. E., Martiny, S. E., Hall, N. C., Pekrun, R., Dettmers, S., & Trautwein, U. (2012). Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes. Learning and Individual Differences, 22 (2), 225-234. doi: 10.1016/j.lindif.2011.04.006 Lay, C. H. (1986). At last, my research article on procrastination. Journal of research in personality, 20 (4), 474-495. doi: 10.1016/0092-6566 (86)90127-3 Lay, C. H. (1990). Working to schedule on personal projects: An assessment of person-project characteristics and trait procrastination. Journal of Social Behavior and Personality, 5 (3), 91-103. Lay, C., & Silverman, S. (1996). Trait procrastination, anxiety, and dilatory behavior. Personality and Individual Differences, 21 (1), 61-67. doi: 10.1016/0191-8869 (96)00038-4 Lay, C. H., Knish, S., & Zanatta, R. (1992). Self-handicappers and procrastinators: A comparison of their practice behavior prior to an evaluation. Journal of Research in Personality, 26 (3), 242-257. doi: 10.1016/0092-6566 (92)90042-3 Lichtenfeld, S., Pekrun, R., Stupnisky, R. H., Reiss, K., & Murayama, K. (2012). Measuring students' emotions in the early years: The achievement emotions questionnaire-elementary school (AEQ-ES). Learning and Individual differences, 22 (2), 190-201. doi: 10.1016/j.lindif.2011.04.009
Mouratidis, A., & Michou, A. (2011). Self‐determined motivation and social achievement goals in children’s emotions. Educational Psychology, 31 (1), 67-86. doi: 10.1080/01443410.2010.518595 Ormrod, J. E. (2013). Educational Psychology: Pearson New International Edition: Developing Learners. London, England: Pearson. O'Donnell, A. M., Reeve, J., & Smith, J. K. (2011). Educational psychology: Reflection for action. Hoboken, NJ: John Wiley & Sons. Pekrun, R., Goetz, T., & Perry, R. (2005). Achievement emotions questionnaire (AEQ) – User’s manual. Department of Psychology, University of Munich, Germany. Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist, 37 (2), 91-105. doi: 10.1207/S15326985EP3702_4 Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36-48. doi: 10.1016/j.cedpsych.2010.10.002 Peixoto, F., Mata, L., Monteiro, V., Sanches, C., & Pekrun, R. (2015). The Achievement Emotions Questionnaire: Validation for Pre-Adolescent Students. European Journal of Developmental Psychology, 12 (4), 1-21. doi: 10.1080/17405629.2015.1040757 Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: examining reasons for acting in two domains. Journal of personality and social psychology, 57 (5), 749-761. doi: 10.1037/0022-3514.57.5.749 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. doi: 10.1037/0003-066X.55.1.68 Rothblum, E. D., Solomon, L. J., & Murakami, J. (1986). Affective, cognitive, and behavioral differences between high and low procrastinators. Journal of counseling psychology, 33 (4), 387-394. doi: 10.1037/0022-0167.33.4.387 Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S., & Senécal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99 (4), 734-746. doi: 10.1037/0022-0663.99.4.734 Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological bulletin, 133 (1), 65-94. Steel, P. (2010). Arousal, avoidant and decisional procrastinators: Do they exist?. Personality and Individual Differences, 48 (8), 926-934. doi: 10.1016/j.paid.2010.02.025
Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of counseling psychology, 31 (4), 503-509. doi: 10.1037/0022-0167.31.4.503 Senécal, C., Koestner, R., & Vallerand, R. J. (1995). Self-regulation and academic procrastination. The Journal of Social Psychology, 135 (5), 607-619. doi: 10.1080/00224545.1995.9712234 Tuckman, B. W. (1991). The development and concurrent validity of the procrastination scale. Educational and psychological measurement, 51 (2), 473-480. doi: 10.1177/0013164491512022 Tuckman, B. W. (2002). Academic procrastinators: Their rationalizations and web-course performance. Paper presented at the Annual Meeting of the American Psychological Association, Chicago, IL. Abstract retrieved from http://eric.ed.gov/?id=ED470567
|