博碩士論文 103421012 詳細資訊




以作者查詢圖書館館藏 以作者查詢臺灣博碩士 以作者查詢全國書目 勘誤回報 、線上人數:38 、訪客IP:3.236.82.241
姓名 陳季苹(Ji-Ping Chen)  查詢紙本館藏   畢業系所 企業管理學系
論文名稱 使用LINE輔助學習能讓使用者用心嗎? 從心理層面探討行動社群對學習之影響
相關論文
★ 工作滿足、領導行為、工作特性與人格特質對離職傾向之探討-以超大型會計師事務所審計人員為例★ 以組織診斷模型診斷企業組織層級架構-以某公司為例
★ 科技產業組織診斷與分析之研究-以Q公司為例★ 製造業推行六標準差的成功關鍵因素探討
★ 高職辦理輪調式建教班對學校經營績效之評估-以北區私立高職為例★ 本國商業銀行經營績效之探討-資料包絡分析法之應用
★ 台灣中小企業 創業動機與創業績效關係之研究★ 員工當責與真誠領導之關聯性-以心理賦權與團隊凝聚力為中介變數
★ 以個人與環境適配為關鍵中介探討特定品牌領導對員工品牌權益之影響★ 道德感讓你買更多綠色產品?從消費者產品知覺價格及品質角度來探討—以綠色程度做調節
★ 線上品牌社群該如何提升與粉絲的價值共創?以線上品牌社群活動與線下實體活動為中介變數探討★ 農業創新服務模式之商業模式研究-以蜂巢數據科技有限公司為例
★ 高科技產業人力資源發展與組織績效之研究-以新竹科學園區為例★ 台灣中小企業產業e化現況對員工資訊素養之影響
★ 以內容構面探討政府部門數位學習資源整合之研究★ 以管理面觀點進行跨部門數位學習資源整合之研究─以政府機關為例
檔案 [Endnote RIS 格式]    [Bibtex 格式]    [相關文章]   [文章引用]   [完整記錄]   [館藏目錄]   至系統瀏覽論文 ( 永不開放)
摘要(中) 本研究從心理層面探討高等教育學生在行動社群網絡LINE輔助的學習環境中,用心程度透過自我決定對學習成效的影響,以用心理論(mindfulness)、自我決定(self-determination)的三個心理需求構面自主(autonomy)、能力(competence)、關聯(relatedness)進行探討。 此外,本研究更進一步的比較行動社群網絡輔助學習與一般傳統式學習之間的差異,藉以了解行動社群網絡在學生學習過程中的效果。
本研究之對象為國立交通大學所開設的管理學課程之學生,採用實驗設計之「靜態組比較設計」,輔以行動社群網絡(LINE)與行動學習平台(iNCTU)學習為實驗組,而一般傳統式學習則為控制組。 研究回收219份有效樣本,透過SPSS 20與AMOS 20進行個人資料與信效度分析,並利用路徑分析(Path Analysis)與多群組分析(Multiple-Group Analysis)探討本研究之路徑因果關係及兩組間的路徑差異,研究結果說明如下:
(一) 控制組之用心程度只會正向影響能力;實驗組之用心程度會正向影響自主、能力、關聯。
(二) 兩組之自主及能力皆會正向影響學習滿意度及學習投入程度。
(三) 兩組之關聯皆不會影響學習滿意度及學習投入程度。
(四) 控制組之學習滿意度不會影響學習成績;實驗組學習滿意度會反向影響學習成績。
(五) 兩組之學習投入程度皆會正向影響學習成績。
(六) 用心程度→自主、用心程度→關聯、自主→學習投入程度、學習滿意度→學習成績此四條路徑有顯著差異。
本研究之研究貢獻,說明如下:
(一) 了解學生是否能夠用心在使用行動社群網絡進行學習。
(二) 了解學生的自我決定透過行動社群網絡輔助學習會對其學習成效產生何種效果。
(三) 了解用心透過自我決定影響行動社群網絡輔助學習的學習成效。
(四) 深入探討行動社群網絡LINE之應用。
摘要(英) This research explored mobile social network among students with higher education from a psychological perspective, focusing on whether mindfulness and self-determination impacted on learning through LINE. The factors were composed of mindfulness, autonomy, competence, and relatedness. To get a better understanding of the effects in the process, this research further compared the differences between mobile learning throughout social networks and traditional learning.
The subjects were 219 students who took a course in management from National Chiao Tung University. Static group comparison design was adopted. There are a control group (traditional learning) and an experimental group (mobile social network application LINE and m-learning system iNCTU). The Path Analysis was conducted to analyze the data and investigate the causalities among all parameters constructed in the research. In addition the Multiple-group analysis was conducted to explore the difference of the two groups. The results were as follows:
i. Mindfulness had a positive effect on competence in the control group; mindfulness had a positive effect on autonomy, competence and relatedness in the experimental group.
ii. Autonomy and competence had positive effects on student satisfaction and student engagement in the two groups.
iii. Relatedness didn’t affect student satisfaction and student engagement in the two groups.
iv. Student satisfaction didn’t affect learning achievement in the control group; student satisfaction had a negative effect on learning achievement in the experimental group.
v. Student engagement had a positive effect on learning achievement in the two groups.
vi. The path of mindfulness→autonomy, mindfulness→relatedness, autonomy→student engagement, student satisfaction→learning achievement. The four paths had significantly differences in two groups.
The contributions of the study are as follows:
i. The study helps understand whether students in mobile social networking learning environments can learn with mindfulness.
ii. Student’s self-determination influences learning via mobile social networking learning. How does it affect learning?
iii. Students’ mindfulness influences learning outcomes via self-determination in mobile social networking learning environments.
iv. The study explores applications of LINE.
關鍵字(中) ★ 行動社群網絡
★ LINE
★ 用心
★ 自我決定
★ 自主
★ 能力
★ 關聯
★ 路徑分析
★ 多群組分析
關鍵字(英) ★ Mobile social network
★ LINE
★ Mindfulness
★ Self-determination
★ Autonomy
★ Competence
★ Relatedness
★ Path analysis
★ Multi-group analysis
論文目次 摘要 i
Abstract iii
圖目錄 vii
表目錄 viii
一、 緒論 1
1-1 研究背景與目的 1
1-2 研究貢獻 4
1-3 研究模型 6
二、 文獻探討與假設 7
2-1 文獻探討 7
2-1-1 影響學習成效之因素 7
2-1-2 用心 8
2-1-3 行動社群網絡 10
2-1-4 自我決定理論 11
2-1-5 學習成效 13
2-2 研究假設 14
2-2-1 用心與自我決定 14
2-2-2 自我決定與學習成效 16
2-2-3 學習滿意度、學習投入程度與學習成績 17
三、 研究方法 19
3-1 實驗設計 19
3-1-1 實驗對象 19
3-1-2 實驗內容 19
3-1-3 實驗流程 21
3-2 問卷設計 24
3-2-1 用心程度 24
3-2-2 自我決定程度 25
3-2-3 學習滿意度 26
3-2-4 學習投入程度 27
3-2-5 學習成績 28
3-3 資料分析工具與分析方法 29
3-3-1 敘述性統計分析 29
3-3-2 變異數分析 29
3-3-3 信度分析 29
3-3-4 效度分析 29
3-3-5 路徑分析 30
3-3-6 多群組分析 30
3-3-7 實驗設計之內外在效度 30
四、 資料分析 32
4-1 樣本之敘述性統計 32
4-2 變數之敘述性統計 38
4-3 信度分析 41
4-4 建構效度分析 42
4-4-1 收斂效度 42
4-4-2 區別效度 45
4-5 路徑分析 46
4-5-1 實驗組路徑分析 46
4-5-2 控制組路徑分析 49
4-6 多群組分析 52
五、 結論與建議 56
5-1 研究發現 56
5-2 研究結論 64
5-3 實務管理意涵 65
5-4 後續研究限制與建議 67
參考文獻 68
附錄 用心程度、自我決定、滿意度、投入程度問卷 77
參考文獻 Akbari, E., Pilot, A., & Simons, P. R. J. (2015). Autonomy, competence, and relatedness in foreign language learning through Facebook. Computers in Human Behavior, 48, 126-134.
Alavi, M. (1994). Computer-mediated collaborative learning: An empirical evaluation. MIS quarterly, 159-174.
Al-Emran, M., Elsherif, H. M., & Shaalan, K. (2016). Investigating attitudes towards the use of mobile learning in higher education. Computers in Human Behavior, 56, 93-102.
Alrasheedi, M., Capretz, L. F., & Raza, A. (2015). A systematic review of the critical factors for success of mobile learning in higher education (University Students′ Perspective). Journal of Educational Computing Research, 52(2), 257-276.
Alrasheedi, M., Capretz, L. F., & Raza, A. (2015). Management’s Perspective on Critical Success Factors Affecting Mobile Learning in Higher Education Institutions—An Empirical Study. Journal of Educational Computing Research, 0735633115620387.
Amutio-Kareaga, A., Franco Justo, C., Gázquez Linares, J. J., & Mañas Mañas, I. (2015). Learning Mindfulness for Enhancing Relaxation and Self-Efficacy on Academic Performance in High School Students. Universitas Psychologica, 14(2), 433-443.
Beachboard, M. R., Beachboard, J. C., Li, W., & Adkison, S. R. (2011). Cohorts and relatedness: Self-determination theory as an explanation of how learning communities affect educational outcomes. Research in Higher Education, 52(8), 853-874.
Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., ... & Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical psychology: Science and practice, 11(3), 230-241.
Blanz, M. (2014). How do study satisfaction and academic performance interrelate? An investigation with students of Social Work programs. European Journal of Social Work, 17(2), 281-292.
Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., & Sese, F. J. (2013). Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance. Computers & Education, 62, 102-110.
Blin, F. (2004). CALL and the development of learner autonomy: Towards an activity-theoretical perspective. ReCALL, 16(02), 377-395.
Boe, O., & Hagen, K. (2015). Using Mindfulness to Reduce the Perception of Stress During an Acute Stressful Situation. Procedia-Social and Behavioral Sciences, 197, 858-868.
Brophy, J. (2004). Motivating students to learn (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
Bryan Goodwin (2015). Mobile Devices: Driving Us to Distraction? Educational Leadership: Teaching with Mobile Tech, 72(8), 75-76.
Chambers, R., Lo, B. C. Y., & Allen, N. B. (2008). The impact of intensive mindfulness training on attentional control, cognitive style, and affect.Cognitive therapy and research, 32(3), 303-322.
Chang, C. C., Liang, C., Yan, C. F., & Tseng, J. S. (2013). The impact of college students’ intrinsic and extrinsic motivation on continuance intention to use English Mobile Learning Systems. The Asia-Pacific Education Researcher,22(2), 181-192.
Chang, J. H., Huang, C. L., & Lin, Y. C. (2015). Mindfulness, basic psychological needs fulfillment, and well-being. Journal of Happiness Studies,16(5), 1149-1162.
Chang, K. Y. (2013). Factors Affecting Student Satisfaction In Different Learning Deliveries.
Chapman, E. (2003). Assessing Student Engagement Rates. ERIC Digest.
Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741-752.
Chen, Q., & Yan, Z. (2016). Does multitasking with mobile phones affect learning? A review. Computers in Human Behavior, 54, 34-42.
Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior.Computers & Education, 59(3), 1054-1064.
Chiang, T. H., Yang, S. J., & Hwang, G. J. (2014). An Augmented Reality-based Mobile Learning System to Improve Students′ Learning Achievements and Motivations in Natural Science Inquiry Activities. Educational Technology & Society, 17(4), 352-365.
Ching, H. H., Koo, M., Tsai, T. H., & Chen, C. Y. (2015). Effects of a mindfulness meditation course on learning and cognitive performance among university students in Taiwan. Evidence-Based Complementary and Alternative Medicine, 2015.
Churchill, D., & Churchill, N. (2008). Educational affordances of PDAs: A study of a teacher’s exploration of this technology. Computers & Education, 50(4), 1439-1450.
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety: Experiencing flow in work and play. San Francisco, CA: Jossey-Bass.
Czajkowski, A. M. L., & Greasley, A. E. (2015). Mindfulness for singers: The effects of a targeted mindfulness course on learning vocal technique. British Journal of Music Education, 32(02), 211-233.
Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and higher education, 15(1), 3-8.
David, P., Kim, J. H., Brickman, J. S., Ran, W., & Curtis, C. M. (2015). Mobile phone distraction while studying. new media & society, 17(10), 1661-1679.
de Bilde, J., Vansteenkiste, M., & Lens, W. (2011). Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory. Learning and Instruction, 21(3), 332-344.
Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of research in personality, 19(2), 109-134.
Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Publishing.
Deci, E.L., & Ryan, R.M. (1994). Promoting self determined education. Scandinavian Journal of Educational Research, 38, 3-41.
Deci, E.L., & Ryan, R.M. (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.
Deci, E.L., Vallerand, R.J., Pelletier, L.G., Ryan, R.M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325–346.
Denk, M., Weber, M., & Belfin, R. (2007). Mobile learning–challenges and potentials. International Journal of Mobile Learning and Organisation, 1(2), 122-139.
Erickson, L. C., Thiessen, E. D., Godwin, K. E., Dickerson, J. P., & Fisher, A. V. (2015). Endogenously and exogenously driven selective sustained attention: Contributions to learning in kindergarten children. Journal of experimental child psychology, 138, 126-134.
Evans, P. (2015). Self-determination theory: An approach to motivation in music education. Musicae Scientiae, 19(1), 65-83.
Feldman, G., Hayes, A., Kumar, S., Greeson, J., & Laurenceau, J. P. (2007). Mindfulness and emotion regulation: The development and initial validation of the Cognitive and Affective Mindfulness Scale-Revised (CAMS-R). Journal of Psychopathology and Behavioral Assessment, 29(3), 177-190.
Garrison, K. A., Pal, P., Rojiani, R., Dallery, J., O’Malley, S. S., & Brewer, J. A. (2015). A randomized controlled trial of smartphone-based mindfulness training for smoking cessation: a study protocol. BMC psychiatry, 15(1), 1.
Giesbers, B., Rienties, B., Tempelaar, D., & Gijselaers, W. (2013). Investigating the relations between motivation, tool use, participation, and performance in an e-learning course using web-videoconferencing. Computers in Human Behavior, 29(1), 285-292.
Grangeia, T. D. A. G., de Jorge, B., Franci, D., Santos, T. M., Setubal, M. S. V., Schweller, M., & de Carvalho-Filho, M. A. (2016). Cognitive Load and Self-Determination Theories Applied to E-Learning: Impact on Students′ Participation and Academic Performance. PloS one, 11(3), e0152462.
Gunaratana, H. (1993). Sati: Mindfulness in Plain English. California Buddhist Vihara Society.
Guthrie, J. T., & Anderson, E. (1999). Engagement in reading: Processes of motivated, strategic, knowledgeable, social readers. Engaged reading: Processes, practices, and policy implications, 17-45.
Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A measure of college student course engagement. The Journal of Educational Research, 98(3), 184-192.
Hanh, T. N. (1976). TheMiracle ofMindfulness! A Manual on Meditation.
Harmon, C., & Rossiter, R. (2012, October). Learning to be therapeutically present-Weaving mindfulness practice into an undergraduate nursing program. In INTERNATIONAL JOURNAL OF MENTAL HEALTH NURSING (Vol. 21, pp. 10-10). 111 RIVER ST, HOBOKEN 07030-5774, NJ USA: WILEY-BLACKWELL.
Helliwell, J. F., & Putnam, R. D. (2004). The social context of well-being.Philosophical transactions-royal society of London series B biological sciences, 1435-1446.
Hijzen, D., Boekaerts, M., & Vedder, P. (2007). Exploring the links between students′ engagement in cooperative learning, their goal preferences and appraisals of instructional conditions in the classroom. Learning and Instruction, 17(6), 673-687.
Holton, E. F. (1996). The flawed four‐level evaluation model. Human resource development quarterly, 7(1), 5-21.
Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review,17, 63-84.
Hsieh, S. W., & Wu, M. P. (2013). Exploring Learning Performance toward Cognitive Approaches of a Virtual Companion System in LINE app for m-learning. Eurasia Journal of Mathematics, Science & Technology Education,9(4), 337-346.
Huan, Y., Li, X., Aydeniz, M., & Wyatt, T. (2015). Mobile Learning Adoption: An Empirical Investigation for Engineering Education. INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION, 31(4), 1081-1091.
Huang, J. J., Yang, S. J., Huang, Y. M., & Hsiao, I. Y. (2010). Social Learning Networks: Build Mobile Learning Networks Based on Collaborative Services.Educational Technology & Society, 13(3), 78-92.
Hwang, G. J., & Chang, H. F. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers & Education, 56(4), 1023-1031.
Hwang, G. J., Wu, P. H., Zhuang, Y. Y., & Huang, Y. M. (2013). Effects of the inquiry-based mobile learning model on the cognitive load and learning achievement of students. Interactive Learning Environments, 21(4), 338-354.
Hwang, Y. (2010). Investigating the role of identity and gender in technology mediated learning. Behaviour & Information Technology, 29(3), 305-319.
Hyland, T. (2011). Mindfulness and learning: Celebrating the affective dimension of education (Vol. 17). Springer Science & Business Media.
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. Educational Studies, 40(3), 277-291.
Kabat, Z. J., Massion, A. O., & Kristeller, J. (1992). Effectiveness of ameditation-based stress reduction program in the treatmentof anxiety disorders. Am J Psychiatry, 149, 936-943.
Kabat‐Zinn, J. (2003). Mindfulness‐based interventions in context: past, present, and future. Clinical psychology: Science and practice, 10(2), 144-156.
Kabat-Zinn, J. Wherever you go, there you are: Mindfulness meditation in everyday life. 1994. London: Piatkus Google Scholar.
Kaufman, R., & Keller, J. M. (1994). Levels of evaluation: beyond Kirkpatrick.Human Resource Development Quarterly, 5(4), 371-380.
Kee, Y. H., & Wang, C. J. (2008). Relationships between mindfulness, flow dispositions and mental skills adoption: A cluster analytic approach.Psychology of Sport and Exercise, 9(4), 393-411.
Kim, J., Kwon, Y., & Cho, D. (2011). Investigating factors that influence social presence and learning outcomes in distance higher education. Computers & Education, 57(2), 1512-1520.
Kissinger, J. S. (2013). The Social & Mobile Learning Experiences of Students Using Mobile E-Books. Journal of Asynchronous Learning Networks, 17(1), 155-170.
Klopfer, E., Squire, K., & Jenkins, H. (2002). Environmental detectives: PDAs as a window into a virtual simulated world. In Wireless and Mobile Technologies in Education, 2002. Proceedings. IEEE International Workshop on (pp. 95-98). IEEE.
Klopfer, E., Squire, K., & Jenkins, H. (2002). Environmental detectives: PDAs as a window into a virtual simulated world. Paper presented at the Wireless and Mobile Technologies in Education, 2002. Proceedings. IEEE International Workshop on.
Ko, W. H., & Chung, F. M. (2014). Teaching quality, learning satisfaction, and academic performance among hospitality students in Taiwan. World Journal of Education, 4(5), 11.
Kormos, J., & Csizér, K. (2014). The Interaction of Motivation, Self‐Regulatory Strategies, and Autonomous Learning Behavior in Different Learner Groups.Tesol quarterly, 48(2), 275-299.
Laakso, M. J., Myller, N., & Korhonen, A. (2009). Comparing Learning Performance of Students Using Algorithm Visualizations Collaboratively on Different Engagement Levels. Educational Technology & Society, 12(2), 267-282.
Langer, E.J. (1997). The power of mindful learning. Reading, MA: Addison Wesley.
Lavigne, G. L., Vallerand, R. J., & Miquelon, P. (2007). A motivational model of persistence in science education: A self-determination theory approach.European Journal of Psychology of Education, 22(3), 351-369.
Leidner, D. E., & Fuller, M. (1997). Improving student learning of conceptual information: GSS supported collaborative learning vs. individual constructive learning. Decision Support Systems, 20(2), 149-163.
Leidner, D. E., & Jarvenpaa, S. L. (1993). The information age confronts education: Case studies on electronic classrooms. Information Systems Research, 4(1), 24-54.
Lin, Q., Lin, L., & Ye, D. (2015). Factors influencing knowledge-sharing behaviors and learning effect: A multilevel investigation. Social Behavior and Personality: an international journal, 43(10), 1683-1698.
Linnenbrink, E. A., & Pintrich, P. R. (2002). The role of motivational beliefs in conceptual change. In Reconsidering conceptual change: Issues in theory and practice (pp. 115-135). Springer Netherlands.
Liu, Y. (2008, July). An adoption model for mobile learning. In Proceeding for the IADIS International Conference e-Commerce.
Lykins, E. L., Baer, R. A., & Gottlob, L. R. (2012). Performance-based tests of attention and memory in long-term mindfulness meditators and demographically matched nonmeditators. Cognitive therapy and research, 36(1), 103-114.
McCloskey, L. E. (2015). Mindfulness as an intervention for improving academic success among students with executive functioning disorders.Procedia-Social and Behavioral Sciences, 174, 221-226.
Mihaela, P. L. (2015). Psychological factors of academic success. Procedia - Social and Behavioral Sciences, 180, 1632-1637.
Miller, J. J., Fletcher, K., & Kabat-Zinn, J. (1995). Three-year follow-up and clinical implications of a mindfulness meditation-based stress reduction intervention in the treatment of anxiety disorders. General hospital psychiatry,17(3), 192-200.
Mustafa, S. M. S., Elias, H., Noah, S. M., & Roslan, S. (2010). A proposed model of motivational influences on academic achievement with flow as the mediator. Procedia-Social and Behavioral Sciences, 7, 2-9.
Naismith, L., Sharples, M., Vavoula, G., & Lonsdale, P. (2004). Literature review in mobile technologies and learning.
Nardi, B. A. (1996). Context and consciousness: activity theory and human-computer interaction. mit Press.
Ning, H. K., & Downing, K. (2010). The reciprocal relationship between motivation and self-regulation: A longitudinal study on academic performance.Learning and Individual Differences, 20(6), 682-686.
Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self‐determination theory. Language learning, 50(1), 57-85.
Paas, F. G., & Van Merriënboer, J. J. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of educational psychology, 86(1), 122.
Pachler, N., Bachmair, B., & Cook, J. (2009). Mobile learning: structures, agency, practices. Springer Science & Business Media.
Pachler, N., Ranieri, M., Manca, S., & Cook, J. (2012). Editorial: Social networking and mobile learning. British Journal of Educational Technology,43(5), 707-710.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33.
Rasul, S., & Bukhsh, Q. (2011). A study of factors affecting students’ performance in examination at university level. Procedia-Social and Behavioral Sciences, 15, 2042-2047.
Reeve, J., & Jang, H. (2006). What teachers say and do to support students′ autonomy during a learning activity. Journal of educational psychology, 98(1), 209.
Réka, J., Kármen, D., Susana, F., Kinga, K. J., Edit, M., & Kinga, S. (2015). Implications of Motivational Factors Regarding the Academic Success of Full-time and Distance Learning Undergraduate Students: A Self-determination Theory Perspective. Procedia-Social and Behavioral Sciences, 187, 50-55.
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students′ academic performance: a systematic review and meta-analysis. Psychological bulletin, 138(2), 353.
Roca, J. C., & Gagné, M. (2008). Understanding e-learning continuance intention in the workplace: A self-determination theory perspective. Computers in Human Behavior, 24(4), 1585-1604.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
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.
Ryan, R. M., Huta, V., & Deci, E. L. (2013). Living well: A self-determination theory perspective on eudaimonia. In The Exploration of Happiness (pp. 117-139). Springer Netherlands.
Schoeberlein, D. R., & Sheth, S. (2009). Mindful teaching and teaching mindfulness: A guide for anyone who teaches anything. Simon and Schuster.
Schreiner, L. A., & Louis, M. (2006). Measuring engaged learning in college students: Beyond the borders of NSSE. In annual meeting of the Association for the Study of Higher Education, Anaheim, CA.
Scrimin, S., Altoè, G., Moscardino, U., Pastore, M., & Mason, L. (2016). Individual Differences in Emotional Reactivity and Academic Achievement: A Psychophysiological Study. Mind, Brain, and Education, 10(1), 34-46.
Sheldon, K. M., & Krieger, L. S. (2007). Understanding the negative effects of legal education on law students: A longitudinal test of self-determination theory.Personality and Social Psychology Bulletin, 33(6), 883-897.
Shih, R. C., Lee, C., & Cheng, T. F. (2015). Effects of English spelling learning experience through a mobile LINE App for college students. Procedia-Social and Behavioral Sciences, 174, 2634-2638.
Siegel, D. J. (2007). The Mindful Brain: Reflection and Attunement in the Cultivation of Well-Being (Norton Series on Interpersonal Neurobiology). WW Norton & Company.
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), 571.
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.
So, H.-J., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51(1), 318-336.
Sørebø, Ø., Halvari, H., Gulli, V. F., & Kristiansen, R. (2009). The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology. Computers & Education, 53(4), 1177-1187.
Standage, M., Duda, J. L., & Ntoumanis, N. (2006). Students′ motivational processes and their relationship to teacher ratings in school physical education: A self-determination theory approach. Research quarterly for exercise and sport, 77(1), 100-110.
Stanley, E. A., Schaldach, J. M., Kiyonaga, A., & Jha, A. P. (2011). Mindfulness-based mind fitness training: A case study of a high-stress predeployment military cohort. Cognitive and Behavioral Practice, 18(4), 566-576.
Stone, T. (2010): Enterprise Mobile Learning and Development. A Guide for CLOs and Training Managers
Thienot, E., Jackson, B., Dimmock, J., Grove, J. R., Bernier, M., & Fournier, J. F. (2014). Development and preliminary validation of the mindfulness inventory for sport. Psychology of Sport and Exercise, 15(1), 72-80.
Tough, A. (1982). Some major reasons for learning. Eric Document Reproduction Service No. ED, 33, 251.
Valås, H., & Søvik, N. (1994). Variables affecting students′ intrinsic motivation for school mathematics: Two empirical studies based on Deci and Ryan′s theory on motivation. Learning and Instruction, 3(4), 281-298.
Van De Bogart, W., & Wichadee, S. (2015). Exploring students’ intention to use LINE for academic purposes based on technology acceptance model. The International Review of Research in Open and Distributed Learning, 16(3).
van der Riet, P., Rossiter, R., Kirby, D., Dluzewska, T., & Harmon, C. (2015). Piloting a stress management and mindfulness program for undergraduate nursing students: Student feedback and lessons learned. Nurse education today, 35(1), 44-49.
Wang, Y. S. (2003). Assessment of learner satisfaction with asynchronous electronic learning systems. Information & Management, 41(1), 75-86.
Williams, G. C., Saizow, R. B., & Ryan, R. M. (1999). The importance of self-determination theory for medical education. Academic Medicine, 74(9), 992-5.
Wong, C. H., Tan, G. W. H., Loke, S. P., & Ooi, K. B. (2015). Adoption of mobile social networking sites for learning?. Online Information Review, 39(6), 762-778.
Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers & Education, 55(1), 155-164.
Wu, T. T. (2014). Using smart mobile devices in social-network-based health education practice: A learning behavior analysis. Nurse education today, 34(6), 958-963.
Yang, H. J. (2004). Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical–vocational colleges. International Journal of Educational Development, 24(3), 283-301.
Yang, X., Li, X., & Lu, T. (2015). Using mobile phones in college classroom settings: Effects of presentation mode and interest on concentration and achievement. Computers & Education, 88, 292-302.
Zhu, C. (2012). Student Satisfaction, Performance, and Knowledge Construction in Online Collaborative Learning. Educational Technology & Society, 15(1), 127-136.
Zimmerman, B. J., & Kitsantas, A. (2014). Comparing students’ self-discipline and self-regulation measures and their prediction of academic achievement.Contemporary Educational Psychology, 39(2), 145-155.
指導教授 李憶萱 審核日期 2016-7-26
推文 facebook   plurk   twitter   funp   google   live   udn   HD   myshare   reddit   netvibes   friend   youpush   delicious   baidu   
網路書籤 Google bookmarks   del.icio.us   hemidemi   myshare   

若有論文相關問題,請聯絡國立中央大學圖書館推廣服務組 TEL:(03)422-7151轉57407,或E-mail聯絡  - 隱私權政策聲明