Abramovich, S., Schunn, C., & Higashi, R. M. (2013). Are badges useful in education?: it depends upon the type of badge and expertise of learner. Educational Technology Research and Development, 61(2), 217–232.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students′ learning strategies and motivation processes. Journal of educational psychology, 80(3), 260.
Anderman, E. M., Urdan, T., & Roeser, R. (2005). The patterns of adaptive learning survey. In What Do Children Need to Flourish? (pp. 223-235). Springer, Boston, MA.
Atkinson, J.W. (1958). Motivational determinants of risk-taking behavior. Psychological Review, 64, 359-372.
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248–287.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.
Bandura, A. (1977). Social learning theory. New York: General Learning Press.
Bandura, A. (1997). Self-efficacy. The exercise of control. New York, NY: Freeman.
Baranik, L. E., Stanley, L. J., Bynum, B. H., & Lance, C. E. (2010). Examining the construct validity of mastery-avoidance achievement goals: a meta-analysis. Human Performance, 23(3), 265–282.
Barcroft, J. (2002). Semantic and structural elaboration in L2 lexical acquisition. Language learning, 52(2), 323-363.
Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182. Doi:10.1037/0022-35220.127.116.113.
Bipp, T., & van Dam, K. (2014). Extending hierarchical achievement motivation models: The role of motivational needs for achievement goals and academic performance. Personality and Individual Differences, 64, 157–162. http://dx.doi.org/10.1016/j.paid. 2014.02.039 .
Blunt, A. K., & Pychyl, T. A. (2000). Task aversiveness and procrastination: A multi-dimensional approach to task aversiveness across stages of personal projects. Personality and Individual Differences, 28, 153–167.
Bong, M. (2002). Predictive utility of subject-, task-, and problem-specific self-efficacy judgments for immediate and delayed academic performances. The Journal of Experimental Education, 70, 133–162. http://dx.doi.org/10.1080/00220970209599503.
Bouffard, T., Bouchard, M., Goulet, G., Denoncourt, I., & Couture, N. (2005). Influence of achievement goals and self-efficacy on students’ self-regulation and performance. International Journal of Psychology, 40, 373-384.
Bures, E.M., Abrami, P.C., & Amundsen, C. (2000). Student Motivation to Learn via Computer Conferencing. Research in Higher Education, 41(5), 593-621.
Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E.J. (2013). Mind-sets matter: a meta-analytic review of implicit theories and self-regulation. Psychol. Bull, 139(3), 655–701.
Caroline, P., Ce´line, B., & Fabrizio, B. (2011). Why Grades Engender Performance-Avoidance Goals: The Mediating Role of Autonomous Motivation. Journal of Educational Psychology, 103(3),683-700.
Caraway, K., Tucker, C. M., Reinke, W. M., & Hall, C. (2003). Self-efficacy, goal orientation and fear of failure as predictors of school engagement in high school students. Psychology in the Schools, 40(4), 417-427.
Chen, C. M., Liu, H., & Huang, H. B. (2019). Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners. ReCALL, 31(2), 170-188.
Chen, H. R., & Lin, Y. S. (2016). An examination of digital game-based situated learning applied to Chinese language poetry education. Technology, Pedagogy and Education, 25(2), 171-186.
Church, M.A., Elliot, A.J., & Gable, S.L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93(1), 43-54.
Chou, M. H. (2014). Assessing English vocabulary and enhancing young English as a Foreign Language (EFL) learners’ motivation through games, songs, and stories. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 42(3), 284-297.
Cohen, A. D. (2011). Strategies in learning and using a second language. New York: Routledge.
Conroy, D. E. (2004). The unique psychological meanings of multidimensional fears of failing. Journal of Sport & Exercise Psychology, 26, 484-491.
Conroy, D. E., & Elliot, A. J. (2004). Fear of failure and achievement goals in sport: Addressing the issue of the chicken and the egg. Anxiety, Stress, and Coping, 17(3), 271-285.
Conroy, D. E., Willow, J. P., & Metzler, J. N. (2002). Multidimensional fear of failure measurement: The performance failure appraisal inventory. Journal of Applied Sport Psychology, 14, 76-90.
Covington, M. V., & Omelich, C. L. (1984). Task-oriented versus competitive learning structures: Motivational and performance consequences. Journal of Educational Psychology, 76, 1038–1050.
Cruz, C., Hanus, M. D., & Fox, J. (2015). The need to achieve: Players’ perceptions and uses of extrinsic meta-game reward systems for video game consoles. Computers in Human Behavior, 71, 516–524.
Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33, 584–608.
Darnon, C., Butera, F., Mugny, G., & Hulleman, C. S. (2009) “Too complex for me!” Why do performance-approach and performance-avoidance goals predict exam performance? European Journal of Psychology of Education,24(4), 423-434.
Darnon, C., Harackiewicz, J. M., Butera, F., Mugny, G., & Quiamzade, A. (2007). Performance-approach and performance-avoidance goals: When uncertainty makes a difference. Personality and Social Psychology Bulletin, 33(6), 813–827.
De Castella, K., Byrne, D., & Covington, M. (2013). Unmotivated or motivated to fail? A cross-cultural study of achievement motivation, fear of failure, and student disengagement. Journal of Educational Psychology, 105(3), 861-880. http://dx.doi.org/10.1037/a0032464 .
Diaconu-Gherasim, L. R., & Măirean, C. (2016). Perception of parenting styles and academic achievement: The mediating role of goal orientations. Learning and Individual Differences, 49, 378-385.
Dweck, C. S. (1986). Motivational process affects learning. American Psychologist, 41, 1040 –1048.
Dweck, C., & Leggett, E. (1988). A social –cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273.
Elliot, A. J. (1997). Integrating the “classic” and “contemporary” approaches to achievement motivation: A hierarchical model of approach and avoidance motivation. In M. Maehr & P. Pintrich (Eds.), Advances in motivation and achievement (vol.10, pp. 143-179). Greenwich, CT: JAI.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169 –189.
Elliot, A. J. (2005). A conceptual history of the achievement goals construct. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of Competence and Motivation (pp. 52−72). London: Guildford Press.
Elliot, A. J. (2006). The hierarchical model of approach–avoidance motivation. Motivation and Emotion, 30, 111–116.
Elliot, A.J., & Church, M.A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
Elliott, E., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12.
Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of personality and social psychology, 70(3), 461.
Elliot, A. J., & McGregor, H. A. (2001). A 2x2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519.
Elliot, A. J., & Moller, A. C. (2003). Performance-approach goals: Good or bad forms of regulation? International Journal of Educational Research, 39, 339–356.
Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613-628.
Elliot, A. J., & Pekrun, R. (2007). Emotion in the hierarchical model of approachavoidance achievement motivation. In P. A. Schutz & R. Pekrun (Eds.), Emotion in Education. Burlington, MA: Elsevier.
Elliot, A. J., Shell, M. M., Henry, K. B., & Maier, M. A. (2005). Achievement goals, performance contingencies and performance attainment: An experimental test. Journal of Educational Psychology, 97(4), 630–640.
Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156-167.
Erhel, S., & Jamet, E. (2016). The effects of goal-oriented instructions in digital game-based learning. Interactive Learning Environments, 24(8), 1744-1757.
Erhel, S., & Jamet, E. (2019). Improving Instructions in Educational Computer Games: Exploring the Relations Between Goal Specificity, Flow Experience and Learning Outcomes. Computers in Human Behavior, 91, 106-114. doi: 10.1016/j.chb.2018.09.020.
Franciosi, S. J. (2017). The effect of computer game-based learning on FL vocabulary transferability. Journal of Educational Technology & Society, 20(1), 123-133.
Galli, L., & Fraternali, P. (2014). Achievement systems explained. Y. Baek, R. Ko, & T. Marsh. Trends and Applications of Serious Gaming and Social Media. Gaming Media and Social Effects. Springer Singapore.
Guay, F., Ratelle, C. F., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology/Psychologie canadienne, 49(3), 233.
HaghbinEmail, McCaffrey, & Pychyl. (2012). The Complexity of the Relation between Fear of Failure and Procrastination. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 30(4), 249-263.
Hakulinen, L., & Auvinen, T. (2014) The Effect of Gamification on Students with Different Achievement Goal Orientations. International Conference on Teaching and Learning in Computing and Engineering, 9 – 16.
Harackiewicz, J. M., Barron, K. E., Tauer, J.M., Carter, S.M., & Elliot, A. J. (2000). Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology, 92(2), 316-330.
Hawlitschek, A., & Joeckel, S. (2017). Increasing the effectiveness of digital educational games: The effects of a learning instruction on students’ learning, motivation and cognitive load. Computers in Human Behavior, 72, 79-86. https://doi.org/10.1016/j.chb.2017.01.040.
Huang, C. (2013). Gender differences in academic self-efficacy: A meta-analysis. European Journal of Psychology of Education, 28, 1–35. http://dx.doi.org/10.1007/s10212-011- 0097-y .
Huang, L. L., Lin, C. C. (2014). Three approaches to glossing and their effects on vocabulary learning. System, 44, 127-136.
Huang, W. H., Huang, W. Y., & Tschopp, J. (2010). Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing. Computers & Education, 55, 789–797.
Huang, Y. M., Huang, S. H., & Wu, T. T. (2014). Embedding diagnostic mechanisms in a digital game for learning mathematics. Educational Technology Research and Development, 62(2), 187–207.
Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136(3), 422–449.
Jagacinski, C. M., Kumar, S., Boe, J. L., Lam, H., Miller, S. A. (2010). Changes in achievement goals and competence perceptions across the college semester. Motivation and Emotion, 34(2),191–204.
Kadioglu, C., & Uzuntiryaki-Kondakci, E. (2014). Relationship between learning strategies and goal orientations: A multilevel analysis. Eurasian Journal of Educational Research, 56, 1-22, http://dx.doi.org/10.14689/ejer.2014.56.4 .
Kao, G. Y. M., Chiang, C. H., & Sun, C. T. (2017). Customizing scaffolds for game-based learning in physics: Impacts on knowledge acquisition and game design creativity. Computers & Education, 113, 294-312.
Kaplan, A., & Midgley, C. (1997). The effect of achievement goals: Does level of perceived academic competence make a difference? Contemporary Educational Psychology, 22(4), 415-435.
Kayaoglu, M. N., & Akbas, D. (2011). A small scale experimental study: Using animations to learn vocabulary. Turkish Online Journal of Educational Technology-TOJET, 10(2), 24-30.
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and higher education, 8(1), 13-24.
Laufer, B., & Nation, P. (1999). A vocabulary-size test of controlled productive ability. Language testing, 16(1), 33-51.
Leonard, J., Buss, A., Gamboa, R., Mitchell, M., Fashola, O. S., Hubert, T., & Almughyirah, S. (2016). Using robotics and game design to enhance children′s self‐efficacy, STEM attitudes, and computational thinking skills. Journal of Science Education and Technology, 25, 860–876.
Lieberman, D. A. (2006). What can we learn from playing interactive games? In P. Vorderer, & J. Bryant (Eds.), Playing Video Games: Motives, Responses, and Consequences. Mahwah, NJ: Erlbaum, pp.379-397.
Liem, A. D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33(4), 486–512.
Liu, T. Y., & Chu, Y. L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55(2), 630-643.
Linnenbrink-Garcia, L., Middleton, M. J., Ciani, K. D., Easter, M. A., O’Keefe, P. A., & Zusho, A. (2012). The strength of the relation between performance-approach and performance-avoidance goal orientations: Theoretical, methodological, and instructional implications. Educational Psychologist, 47, 281–301.
Linnenbrink-Garcia, L., Tyson, D. F., & Patall, E. A. (2008). When are achievement goal orientations beneficial for academic achievement? A closer look at main effects and moderating factors. Revue Internationale de Psychologie Sociale, 21(1-2), 19-70.
Luo, W., Paris, S.G., Hogan, D., Luo, Z. (2011). Do performance goals promote learning? A pattern analysis of Singapore students’ achievement goals. Contemporary Educational Psychology, 36, 165-176.
Maehr, M. L. (1989). Thoughts about motivation. In C. Ames & R. Ames (Eds.), Research on motivation in education, 3, 299 –315.
Maehr, M. L., & Nicholls, J. G. (1980). Culture and achievement motivation: A second look. In N. Warren (Ed.), Studies in cross-cultural psychology, 3, 221–267.
Malouff, J., Schutte, N., Bauer, M., Mantelli, D., Pierce, B., Cordova, G., Reed, E. (1990). Development and evaluation of a measure of the tendency to be goal oriented. Personality and Individual Differences, 11, 1191–1200.
Marchand, G. C., & Gutierrez, A. P. (2012). The role of emotion in the learning process: Comparisons between online and face‐to‐face learning settings. Internet and Higher Education, 15(3), 150–160. https://doi.org/10.1016/j.iheduc.2011.10.001 .
Mayer, R. E. (2014). Introduction: Taking an evidence-based approach to games for learning. In R. E. Mayer (Ed.), Computer games for learning: An evidence-based approach (pp. 3-23). Cambridge, MA: MIT Press.
Segler, T. M., Pain, H., & Sorace, A. (2002). Second language vocabulary acquisition and learning strategies in ICALL environment. Computer Assisted Language Learning, 15(4), 409–422.
Sopah, D. (2000). Pengaruh Model Pembelajaran dan Motivasi Berprestasi terhadap Hasil Belajar. Jurnal Pendidikandan Kebudayaan, 5(22).
McCarthy, M. (1990). Vocabulary. Oxford University Press.
McFarlane, A., Sparrowhawk, A., & Heald, Y. (2002). Report on the educational use of games. TEEM (Teachers evaluating educational multimedia), Cambridge.
Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487-503.
Mezynski, K. (1983). Issues concerning the acquisition of knowledge: Effects of vocabulary training on reading comprehension. Review ofEducational Research, 53(2), 253–279.
Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of educational psychology, 89(4), 710.
Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., & Urdan, T. (2000). Manual for the patterns of adaptive learning scales (pp. 12-13). Ann Arbor: University of Michigan.
Mills, N., Pajares, F., & Herron, C. (2006). A reevaluation of the role of anxiety, self-efficacy, anxiety, and their relation to reading and listening proficiency. Foreign Language Annals, 39, 276–295. http://dx.doi.org/10.1111/j.1944-9720.2006. tb02266.x.
Monte, C. F., & Fish, J. M. (1989). The fear of failure personality and academic cheating. In, R. Schwarzer, H. M. Van der Ploeg, & C. D. Spielberger (Eds.), Advances in test anxiety research (Vol.6, pp. 87–103). Amsterdam: Swets & Zeitlinger.
Moos, D. C., & Marroquin, E. (2010). Multimedia, hypermedia, and hypertext: motivation considered and reconsidered. Computers in Human Behavior, 26(3), 265–276. http://dx.doi.org/10.1016/j.chb.2009.11.004.
Moreno, R., & Mayer, R. E. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19, 309-326. http://dx.doi.org/10.1007/s10648-007-9047-2 .
Murayama, K., & Elliot, A. J. (2012). The competition-performance relation: A meta-analysis and a test of the opposing processes model of competition and performance, Psychological Bulletin, 138, 1035–1070.
Murayama, K., Elliot, A. J., & Friedman, R. (2012). Achievement goals. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 191-207). Oxford University Press.
Neff, K. D., Hsieh, Y. P., & Dejitterat, K. (2005). Self-compassion, achievement goals, and coping with academic failure. Self and Identity, 4(3), 263–287.
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328 –346.
Nien, C. L., & Duda, J. L. (2008). Antecedents and consequences of approach and avoidance achievement goals: A test of gender invariance. Psychology of Sport and Exercise, 9(3), 352-372.
Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583-597.
Plass, J. L., O′Keefe, P. A., Homer, B. D., Case, J., Hayward, E. O., Stein, M., & Perlin, K. (2013). The impact of individual, competitive, and collaborative mathematics game play on learning, performance, and motivation. Journal of educational psychology, 105(4), 1050.
Putwain, D., Sander, P., & Larkin, D. (2013). Academic self‐efficacy in study‐related skills and behaviours: Relations with learning‐related emotions and academic success. British Journal of Educational Psychology, 83(4), 633-650. http://dx.doi.org/10.1111/j.2044-8279.2012.02084.x.
Qian, D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessmentperspective. Language Learning, 52(3), 513–536.
Rachel M.K. & Elliot A.J. (2016). The 2× 2 Standpoints Model of Achievement Goals. Educational Psychology, a section of the journal Frontiers in Psychology, 7(742).
Rahemi, J. (2007). Self Efficacy in English and Iranian Senior High School Students Majoring in Humanities. Novitas-Royal, 1(2).
Raufelder, D., & Ringeisen, T. (2016). Self-perceived competence and test anxiety: the role of academic self-concept and self-efficacy. Journal of Individual Differences, 37, 159–167. http://dx.doi.org/10.1027/1614-0001/a000202 .
Rawsthorne, L., & Elliot, A. J. (1999). Achievement goals and intrinsic motivation: A meta-analytic review. Personality and Social Psychology Review, 3, 326-344.
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and metaanalysis. Psychological Bulletin, 138, 353–387. http://dx.doi.org/10.1037/a0026838 .
Roick, J., & Ringeisen, T. (2017). Self-efficacy, test anxiety, and academic success: A longitudinal validation. International Journal of Educational Research, 83, 84-93.
Romanowski, M. H. (2004). Student obsession with grades and achievement. Kappa Delta Pi Record, 40, 149–151.
Schnell, K., Ringeisen, T., Raufelder, D., & Rohrmann, S. (2015). The impact of adolescents′ self‐efficacy and self‐regulated goal attainment processes on school performance—Do gender and test anxiety matter? Learning and Individual Differences, 38, 90–98. https://doi.org/10.1016/j.lindif.2014.12.008 .
Schunk, D. H., & Carbonari, J. P. (1984) Self-efficacy models, Inf. D. Matarazzo, N. E. Miller, S. M. Weiss, J. A. Herd, & S, M. Weiss (Eds.), Behavioral health: A handbook of health enhancement and disease prevention. New York; Wiley.
Schunk, D. H., & Meece, J. L. (2005). Self-efficacy development in adolescence. In F. Pajares, & T. C. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 71–96). Greenwich, CT: Information Age Publishing .
Seegers, G., van Putten C. M., & de Brabander C. J. (2002). Goal orientation, perceived task outcome and task demands in mathematics tasks: Effects on students’ attitude in actual task settings. British Journal of Educational Psychology, 72, 365-384.
Senko, C., & Tropiano, K. L. (2016). Comparing three models of achievement goals: Goal orientations, goal standards, and goal complexes. Journal of Educational Psychology, 108(8), 1178–1192.
Smith, R. L. (2015). A contextual measure of achievement motivation: Significance for research in counseling. VISITAS Online.
Solomon, L. J., & Rothblum, B. D. (1984). Academic procrastination: frequency and cognitive behavioural correlates. Journal of Counselling Psychology, 31, 503–509.
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological bulletin, 133(1), 65.
Steinmayr, R., & Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19, 80 – 90.
Tobias, S., & Fletcher, J. D. (2007). What research has to say about designing computer games for learning. Educational Technology, 47(5), 20–29.
Tobias, S., & Fletcher, J. D. (2008). What do we know about the learning effectiveness of computer games?. In Paper presented at the annual meeting of AERA, New York.
Urdan, T. C., & Mestas, M. (2006). The goals behind performance goals. Journal of Educational Psychology, 98, 354 –365.
Van Yperen, N. W., Blaga, M., & Postmes, T. (2014). A meta-analysis of self-reported achievement goals and nonself-report performance across three achievement domains (work, sports, and education). PLoS ONE, 9(4).
Woodrow, L. (2011). College English writing affect: Self-efficacy and anxiety. System, 39(4), 510-522.
Wu, T. T., & Huang, Y. M. (2017). A mobile game-based English vocabulary practice system based on portfolio analysis. Journal of Educational Technology & Society, 20(2), 265-277.
Yang, J. C., Lin, M. Y. D., & Chen, S. Y. (2018). Effects of anxiety levels on learning performance and gaming performance in digital game‐based learning. Journal of Computer Assisted Learning, 34(3), 324-334.
Yang, J. C., Lin, Y. L., & Liu, Y. C. (2017). Effects of locus of control on behavioral intention and learning performance of energy knowledge in game-based learning. Environmental Education Research, 23(6), 886-899.
Yang, J. C., Quadir, B., & Chen, N. S. (2016). Effects of the Badge Mechanism on Self-Efficacy and Learning Performance in a Game-Based English Learning Environment. Journal of Educational Computing Research, 54(3), 371-394.
Yeh, Y. C., & Lin, C. S. (2017). Achievement goals influence mastery experience via two paths in digital creativity games among elementary school students. Journal of Computer Assisted Learning, 34(3), 223-232.
Zeidner, M. (2007). Test anxiety in educational contexts: Concepts, findings, and future directions. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in Education (pp. 165–184). San Diego, CA: Academic Press
Zimmerman, B. J. (2008). Goal setting: A key proactive source of academic self-regulation. In D. H. Schunk, & B. J. Zimmerman (Eds.), Motivation and selfregulated learning: Theory, research, and applications (pp. 267–295). New York, NY: Lawrence Erlbaum Associates.