參考文獻 |
一、中文部分
尤仁聰(2010)。遊戲式電腦化加減估算自我調整評量之研發。國立臺中教育大學數學教育學系在職進修教學碩士學位論文,未出版,台中。
王金國(2003)。國小六年級教師實施國語科合作學習之研究。國立高雄師範大學教育學系博士論文,未出版,高雄。
王郁惠(2008)。IRS應用在班級經營之行動研究。臺北市立教育大學數學資訊教育學係數學資訊教育教學碩士學位論文,未出版,台北。
白明靜(2007)。「自我調整策略方案」對國中生英語科自我調整輔導成效之研究。國立東華大學教育研究所碩士論文,未出版,花蓮。
江惜美、王緒溢、吳權威(2001)。高互動作文教學。GCCCE2001第五屆全球華人學習科技研討會,中壢:中央大學。
江素女(2007)。國中生數學的學習態度與策略之研究。國立臺灣師範大學工業教育學系在職進修碩士班論文,未出版,台北。
朱江文(2003)。問題導向學習教學策略改善學童數學態度與教師成長之行動研究。臺中師範學院數學教育學系在職進修教學碩士論文,未出版,台中。
朱綺鴻(2002)。後設認知理論及其在數學教育上的應用。建中學報,8,61-74。李勝德(2005)。硬筆書法及其教學研究。台北市立師範學院應用語言文學研究
所碩士論文,未出版,台北。
李麗琴(2006)。自我調整學習模是對國小五年級學童的營養知識、態度及飲食行為之研究。國立屏東教育大學教育科技研究所碩士論文,未出版,屏東。
李泠華(2008)。國小學童知識信念、自我調整學習策略與學業成就之相關研究。高雄師範大學教育學系碩士論文,未出版,高雄。
吳明隆(2011)。SPSS統計應用學習實務:問卷分析與應用統計(第三版)。台北:易習圖書。
吳明隆、葛建志(2006)。國民小學學生數學歸因信念、數學態度、數學焦慮與數學成就之相關研究。高雄師大學報,21,頁1-18。
吳清山、林天佑(2007)。即時回饋系統。教育研究,161,頁152。
吳青蓉(2002)。英語學習歷程模式之驗證暨「主題建構式語言學習策略」對國中生英語學習表現影響之研究。國立臺灣師範大學教育心理與輔導研究所博士論文,未出版,台北。
吳國彰(2006)。建立教室內具適性化之教學支援與學習輔助的師生即時互動系統。國立中山大學資訊工程研究所碩士論文,未出版,高雄。
林清文(2001)。自我調整課業學習模是在課業學習諮商的應用。彰化師大輔導學報,23,220-275。
林清文(2002)。校園中學生課業學習的目標導向與動力探析。輔導通訊,71,29-35。
林文正(2002)。國小學生自我調整學習能力、對教師自我調整教學之知覺、動機信念與數學課業表現之相關研究。屏東師學院教育心理與輔導研究所碩士論文,未出版,屏東。
林武賢(2006)。以資訊科技融入學習對國小教師數學教學信念與實務影響之研究。國立台北教育大學數學教育研究所碩士論文,未出版,台北。
林姿岑(2009)。IRS即時反饋系統應用於國小數學教學支行動研究。銘傳大學教育研究所碩士論文,未出版,台北。
林秋斌、蘇怡慈、李美萱(2012)。電腦輔助合作學習於分數概念教學之研究。數位學習科技期刊,第4卷第1期,頁1-15。
邱愉容(2008)。國小高年級學生父母期望知覺與自我調整學習之相關研究。國立花蓮教育大學國民教育研究所碩士論文,未出版,花蓮。
胡麗芳(2008)。運用即時反饋系統(IRS)於學童營養教育之認知成效探討。國立中正大學資訊管理研究所碩士論文,未出版,嘉義。
紀雅芳、溫媺純(2008)。5E學習環境融入數學探究教學對國中生學習動機之影響。台灣數學教師(電子)期刊,13,1-12。
徐光國(1996)。社會心理學。台北市:五南圖書。
高石城(1999)。數學新課程對學生數學解題能力與數學態度影響之研究。臺南師範學院國民教育研究所碩士論文,未出版,台南。
張春興(2006)。教育心理學。台北市:東華書局。
張財發(2008)。IRS即時反饋系統應用於國中數學教學之成效研究。屏東科技大學資訊管理系所碩士論文,未出版,屏東。
許廷祥(2009)。數位學習回饋訊息對於學習動機之影響─以策略賽局為例。國立嘉義大學數位學習設計與管理學系研究所,未出版,嘉義。
陸怡琮、黃智淵(2006)。閱讀自我調整策略教學對不同能力的國小學童之影響。屏東師院學報,24,81-106。
張景媛(1992):自我調整、動機信念、選題策略與作業表現關係的研究暨自我調整訓練課程效果之評估。教育心理學報,25期,201-243。
陳志恆(2009)。國中學生自我調整學習策略量表之編製及效度研究。國立彰化師範大學輔導與諮商學系所碩士論文,未出版,彰化。
陳品華(2000)。二專生自我調整學習之理論建構與實證研究。國立政治大學教育學系碩士論文,未出版,台北。
陳品華(2004)。融入式介入方案對技職大學生自我調整學習之影響研究。教育與心理研究,27(1),159-180。
陳品華(2006)。技職大學生自我調整學習的動機困境與調整策略之研究。教育心理學報,38(1),37-50。
陳英仁(2007)。大學生英文閱讀自我調整學習策略量表之發展。慈濟大學教育研究所碩士論文,未出版,花蓮。
陳家慧(2005)。數位化評量系統融入低年級數學科教學之行動研究-以按按按為例。國立台北師範學院數學教育研究所碩士論文,未出版,台北。
陳德懷、王緒溢、梁仁楷、劉子鍵、柯華葳、黃智偉(2000)。應用於教室內之高互動教學環境設計--無限測驗系統與網路教學資訊管理系統之整合應用。教育部專案計畫:學習科技--主動社會學習及其應用,從台灣到全世界。編號89-H-FA07-1-4。
陳嘉皇、郭順利、黃俊傑、蔡玉慧、吳雅玲、侯天麗譯(2003)。自我調整學習-教學理論與實務(原編者:D. H. Schunk & B. J. Zimmerman)。台北市:心理。(原著出版年:1998)
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:教育類,46(1),67-92。
程炳林(2005)。自我調整學習的模試驗證及其教學效果之研究。國立臺灣師範大學教育心理與輔導研究所博士論文,未出版,台北。
曾安如(2005)。國小二年級學童數學寫作活動、數學成就與數學態度之相關研究。臺中師範學院教育測驗統計研究所碩士論文,未出版,台中。
曾孟慧(2005)。「問題本位學習」教學模式對五年級學童數學學習的數學態度和後設認知之影響。中原大學教育研究所碩士論文,未出版,桃園。
黃展鵬(2008)。學童應用多人即時互動系統中的同儕回饋機制之學習行為分析。國立臺南大學數位學習科技學系碩士班碩士論文,未出版,台南。
葛建志(2004)。國民小學五年級學生數學歸因信念、數學態度、數學焦慮與數學成就之相關研究。國立臺南大學數學教育學系,未出版,台南。
楊坤原、張賴妙理、陳銘偉、許彩玲(2006)。問題本位學習在高一自然科學概論課程的實施成效。論文發表於中華民國第二十二屆科學教育學術研討會。台北市:國立台灣師範大學。
廖唐徹(2007)。互動式教學系統於國小高年級數學學習成效之研究。雲林科技大學資訊管理系碩士班碩士論文,未出版,雲林。
廖世傑、吳錫金、黃崑巖、陳偉德(2007)。藉由互動性教學系統提昇醫學院課堂講授教學成效。醫學教育,11:2,頁168-173。
劉佩雲(2000)。自我調整學習模式之驗證。教育與心理研究,23,173-206。
潘新燕(2004)。資訊科技融入國小視覺藝術教學與評量:以「按按按」互動系統為例。臺北市立師範學院視覺藝術研究所碩士論文,未出版,台北。
潘慧萍(2007)。資訊融入國小一年級加減法文字題教學之研究。國立臺北教育大學數學教育研究所碩士論文,未出版,台北。
賴麗桂(2007)。資訊融入國小三年級學童分數診斷教學之研究。國立臺北教育大學數學教育研究所碩士論文,未出版,台北。
蔡小玲(2008)。整合式即時回饋系統融入國小六年級數學教學成效實驗研究。國立臺中教育大學數學教育學系碩士班論文,未出版,台中。
謝幸玲(2005)。網路同儕評量回饋功能及自我調制歷程之研究。國立中央大學學習與教學研究所碩士論文,未出版,台北。
謝美璇(2009)。應用IRS提升原住民國小學生數學學習興趣成就之行動研究。國立台東大學教育系研究所論文,未出版,台東。
魏麗敏(1996)。影響國小兒童數學成就之自我調節學習與情感因素分析及其策略訓練效果之研究。國立臺灣師範大學教育心理與輔導研究所博士論文,未出版,台北。
顏錦雀(2006)。資訊融入資源班數學科教學支行動研究—以因數單元為例。國立屏東教育大學數理教育研究所碩士班論文,未出版,屏東。
譚寧君、黃琡懿(2009)。TAIRS教學策略融入國小四年級面積教學之研究。科學教育研究與發展季刊2009,第五十三期,43-69 頁。
二、英文部分
Aiken, Lewis R, Jr. (1974). Affective variables and sex differences in mathematical Abilities. Retrieved from
http://search.proquest.com/docview/64111376?accountid=14237
Andre, T., Whigham, M., Hendrickson, A., & Chambers, S. (1997). Science and mathematics versus other school subject areas: Pupil attitudes versus parent attitudes. Retrieved from http://search.proquest.com/docview/62497531?accountid=14237
Bernstin, A. l. 1964).Motivations in mathematics. School Science and Mathematics,64, 749-754.
Beatty, I. (2004).Transforming Student Learning with Classroom Communication Systems. Educause Center for Applied Research Bulletin. Retrieved September 08, 2008, from http://www.educause.edu/ir/library/pdf/ERB0403.pdf
Boekaerts, M.(1997). Self-regulated learning: a new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction,7(2), 161-186.
Bartsch, R. A., & Murphy, W. (2011). Examining the effects of an electronic classroom response system on student engagement and performance. Journal of Educational Computing Research, 44(1), 25-25-33.
Bose, J., & Rengel, Z. (2009). A model formative assessment strategy to promote student-centered self-regulated learning in higher education. Online Submission; US-China Education Review v6 n12 p29-35 Dec 2009, 6(12), 29-29-35.
Butler, D. L., & Winne, P. H. (1995). Feedback and Self-Regulated Learning: A Theoretical Synthesis. Review of Educational Research, 65(3), 245-81.Retrieved from EBSCOhost.
Butchart, S., Forster, D., Gold, I., Bigelow, J., Korb, K., Oppy, G., & Serrenti, A. (2009). Improving critical thinking using web based argument mapping exercises with automated feedback. Australasian Journal of Educational Technology, 25(2), 268-268-291.
Butler, A. C., Karpicke, J. D., & Roediger, H. L., I. (2008).Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(4), 918-918-928.
Burnett, P. C., & Mandel, V. (2010). Praise and feedback in the primary classroom: Teachers' and students' perspectives. Australian Journal of Educational & Developmental Psychology, 10, 145-145-154.
Chang, N. (2011). Pre-Service Teachers' Views: How Did E-Feedback through Assessment Facilitate Their Learning?.Journal of the Scholarship of Teaching and Learning, 11(2), 16-33. Retrieved from EBSCOhost.
Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and learn examples in learning to solve problems. Cognitive Science, 13, 145-182.
Davis, S. (2003). Observations in classrooms using a network of handheld devices. Journal of Computer Assisted learning, 19, 298-307.
Dreger, R. M. & Aiken, L. R., Jr. (1957).Identification of number anxiety. Journal of Educational Psychology, 47, 344-351.
DiBattista, D., Gosse, L., Sinnige-Egger, J., Candale, B., & Sargeson, K. (2009). Grading scheme, test difficulty, and the immediate feedback assessment technique. The Journal of Experimental Education, 77(4), 311-311-336.
Edens, K. M. (2008). The Interaction of Pedagogical Approach, Gender, Self-Regulation, and Goal Orientation Using Student Response System Technology. Journal of Research on Technology in Education, 41(2), 161-177.
Farooq, M. S. (2008). Students' attitude towards mathematics. Online Submission; Pakistan Economic and Social Review v46 n1 p75-83 Sum 2008, 46(1), 75-75-83.
Flevell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychology, 34, 906-911.
Fennema, E., & Sherman, J. (1976).Sex-related differences in mathematics learning: Myths, realities and related factors. Retrieved from http://search.proquest.com/docview/63909256?accountid=14237
Fies, C., & Marshall, J. (2006). Classroom Response Systems: A Review of the Literature. Journal of Science Education and Technology, 15(1), 101-109.
Forsyth, D. R., & Archer, C. R. (1997).Technologically assisted instruction and student mastery, motivation, and matriculation. Teaching of Psychology, 24, 207-212.
Garfield, J. (1995). How students learn statistic. International Statistical Review, 63, 1, 25-34.
Graesser, A.C., & Person, N.K. (1994) “Question asking during tutoring”. American Educational Research Journal, 31, 104-107.
Hanna, G., & Kuendiger, E. (1986). Differences in mathematical achievement levels and in attitudes for girls and boys in twenty countries Retrieved from http://search.proquest.com/docview/63318688?accountid=14237
Hattie, J., & Timperley, H. (2007).The power of feedback. Review of Educational Research, 77(1), 81-81-112.
Herrnstein, R. J., Loewenstein, G. F., Prelec, D., & Vaughan, W., Jr. (1993). Utility maximization and melioration: internalities in individual choice. Journal of Behavioral Decision Making, 6, 149–185.
Judson, Eugene & Daiyo Sawada. (2002). “Learning from Past and Present: Electronic Response Systems in College Lecture Halls.” Journal of Computers in Mathematics and Science Teaching, 21(2): 167-81. Retrieved 19 February 2005 from: http://www.aace.org/dl/files/JCMST/JCMST212167.pdf
Kilpatrick, J. (1985). Reflection and recursion. Educational Studies in Mathematics, 16(1), 1-1-26.
Kaleta, R., & Joosten, T. (2007). Student Response Systems: A University of Wisconsin System Study of Clickers. Educause Center for Applied Research Bulletin. A public version of the information, in the form of a PowerPoint presentation about the findings, is available at: http://www.educause.edu/ir/library/pdf/EDU06283.pdf.
Kesici, S., & Erdogan, A. (2009). Predicting college students' mathematics anxiety by motivational beliefs and self-regulated learning strategies. College Student Journal, 43(2), 631-631-642.
Knapp, F. A., & Desrochers, M. N. (2009). An experimental evaluation of the instructional effectiveness of a student response system: A comparison with constructed overt responding. International Journal of Teaching and Learning in Higher Education, 21(1), 36-36-46. Retrieved from http://search.proquest.com/docview/757172608?accountid=14237
Kolikant, Y. B., Drane, D., & Calkins, S. (2010). "Clickers" as catalysts for transformation of teachers. College Teaching, 58(4), 127-127-135.
Leeden, R. R. (2010). Inducing Mind Sets in Self-Regulated Learning with Motivational Information. Educational Studies, 36(3), 311-327.
Lemley, D. C. (2005).Delayed versus immediate feedback in an independent study high school setting. Unpublished dissertation, Brigham Young University, Provo, Utah, USA.
Leder, G. C., & Forgasz, H. J. (2010). I liked it till pythagoras: The public's views of mathematics. Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Retrieved from http://search.proquest.com/docview/881462795?accountid=14237f
Moos, D. C. (2011). Self-regulated learning and externally generated feedback with hypermedia. Journal of Educational Computing Research, 44(3), 265-265-297.
Morey, E. H. (1992). The use of informational feedback in instruction - Implications for future research. Educational Technology Research and Development, 40(3), 5-20.
Mahood, R. M., & Orr, D. R. (2002).Boys and girls apart Retrieved from http://search.proquest.com/docview/62194423?accountid=14237
Metallidou, P., & Vlachou, A. (2010). Children's Self-Regulated Learning Profile in Language and Mathematics: The Role of Task Value Beliefs. Psychology in the Schools, 47(8), 776-788.
Morgan, C. T., King, R. A. & Robinson, N. M. (1979). Introduction to Psychology, (6th ed.), New York: McGraw-Hill Book Company.
Nelson, M. L., & Hauck, R. V. (2008). Clicking to learn: A case study of embedding radio-frequency based clickers in an introductory management information systems course. Journal of Information Systems Education, 19(1), 55-64.
Nicol, D. J. & Macfarlane-Dick, D. (2006) Formative assessment and self-regulated learning: a model and seven principles of good feedback practice, Studies in Higher Education, 31(2), 198–218.
Ovando, M. N. (1992). Constructive Feedback: A Key to Successful Teaching and Learning. Retrieved from EBSCOhost.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M.
Boekaerts, P. R. Pintrich, & M. Zeidner (Eds), Handbook of self-regulation (pp.451-502). CA: Academic Press.
Pintrich, P. R. (2004). A conceptual framework for assessing morivation and self-regulated learning learning in college students. Educational Psychology Review, 16(4), 358-407.
Prensky, M (2001). “Do they really think differently?”. In On the Horizon, December 2001, 9(6). Lincoln: NCB University Press.
Paris, S. G. & Winograd, P.(1990). How metacognition can promote academic learning and instruction. In B. F. Jones & Idol, L. (Eds.), Dimensions of thinking and cognitive instruction (pp.15-52). Hillsdale, NJ: Lawrence Erlbaum.
Pea, R. D., & Maldonado, H. (2006).WILD for learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp.427-441). New York: Cambridge University Press.
Pintrich, P. R., & Schunk, D. H. (1996).Motivation in education. New Jersey: Prentice Hall.
Shute, V. J (2008). Focus on formative feedback. Review of Educational Research, 78(1), 181-189.
Stiggins, R. J. (2001) The assessment/student success equation. In K. M. Davis, Hope Madden & Christina Kalisch (Eds.), Student involved classroom assessment (pp.36-50). Upper Saddle River, NJ: Prentice-Hall Inc.
Sternberg R. J. (2003). Contemporary theory of intelligence. In: Reynolds WM, Miller GE eds. Handbook of Psychology: Vol. 7. Educational Psychology. Hoboken: Wiley, 2003: 23-45.
Sutherland-Smith, W. (2002).Weaving the literacy Web: changes in reading from page to screen. The Reading Teacher, 55, 7, 662–669.
Samuels, S. J., & Wu, Y. C. (2005). The effects of immediate feedback on reading achievement. Manuscript in submission to Reading & Writing Quarterly.
Shaffer, D. M., & Collura, M. J. (2009). Evaluating the effectiveness of a personal response system in the classroom. Teaching of Psychology, 36(4), 273.
Shih, C., & Gamon, J. (2001). Web-based learning: Relationships among student motivation, attitudes, learning styles, and achievement. Journal of Agricultural Education, 42(4), 12-12-20.
Simpson, J. M. (2006). Feedback on writing: Changing EFL students' attitudes. TESL Canada Journal, 24(1), 96-96-112.
Smits, M. B., Boon, J., Sluijsmans, D. A., & van Gog, T. (2008). Content and Timing of Feedback in a Web-Based Learning Environment: Effects on Learning as a Function of Prior Knowledge. Interactive Learning Environments, 16(2), 183-193. Retrieved from EBSCOhost.
Travers, N. L. & Sheckley, B. G. (2000). Changes in students’ self-regulation based on different teaching methodologies. Paper presented at the Annual Meeting of the Association for Institutional Research. (Cincinnati, OH, May 21-24).
Verner, I. M., Waks, S., & Kolberg, E. (1997). Upgrading technology towards the status of a high school matriculation subject: A case study. Journal of Technology Education, 9(1), 64-64-75.
Williams, J. E. (1996). Gender-related worry and emotionality test anxiety for high-achieving students. Psychology in the schools, 33, 159-162.
Williams-Miller, J. E. (1998). The Role of Test Anxiety in the Self-Regulated Learning to Motivation Relationship. Retrieved from EBSCOhost.
Zahorik, J. A. (1987). Reacting. In M. J. Dunkin (Ed.), International encyclopedia of teaching and teacher education (pp. 416-423). Oxford: Pergamon Press.
Zimmerman, B. J., & Risemberg, R (1997). Self-regulatory dimension of academic learning and motivation. In G. D. Phye (Ed.), Handbook of academic learning:
Construction of knowledge (pp. 105-125). San Diego, CA: Academic Press.
Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated Learning and Academic Achievement: Theoretical Perspectives. (pp.1-39). Mahwah, Lawrence Erlbaum Associates.
Zakaria, E., & Nordin, N. M (2008). The effects of mathematics anxiety on matriculation students as related to motivation and achievement. EURASIA Journal of Mathematics, Sci.
|