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Dissertation/ Thesis

Authors: 彭月茵

Contributors: 葉玉珠 博士

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Relation: 一、中文部分; 王明傑、陳玉玲(譯)(2002)。R. E. Slavin著。教育心理學理論與實務。台北:學富。; 江文慈(1998)。情緒調整的發展軌跡與模式建構之研究。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,台北市。; 余民寧(2006)。潛在變項模式:SIMPLIS的應用。台北:高等教育。; 何明恕(2003)。師徒功能認知對大學研究生學習成效影響之研究。私立中原大學企業管理學系碩士論文,未出版,中壢。; 吳美蓮、劉筱寧(2001)。徒弟個人特質與師徒關係類型對師徒功能影響之研究。中原學報。29(4),361-371。; 李素卿(譯)(1999)。T. L. Good & J. Brophy著。當代教育心理學。台北:五南。; 李碧芬(譯)(1998)。W. Floyd著。成功,有師為伴。台北:麥格羅希爾。; 林俊宏(2003)。師徒的概念及影響互動歷程之因素-由本土組織觀點探討。私立輔仁大學心理研究所碩士論文,未出版,台北。; 張育誠(2004)。師徒關係中知識分享歷程及其結果。國立中正大學勞工研究所碩士論文,未出版,嘉義。; 張春興(2001)。現代心理學。台北:東華。; 陳金定(1998)。依附行為與情緒調適能力之因果模式探討暨情緒調適團體對不安全依附者依附相關變項之實驗研究。國立台灣師範大學教育心理與輔導研究所博士論文,未出版:台北。; 游恆山(1990)(編譯)。P. G. Zimbardo著。心理學。台北:五南。; 程炳林、林清山(2000)。中學生自我調整學習之研究(1/2)。國科會專題研究計畫成果報告(NSC89-2413-H-035-001)台中市:逢甲大學教育學程中心。; 葉玉珠(2003)。動機與學習。載於葉玉珠、高源令、曾慧敏、王佩玲、陳惠萍(合著),教育心理學(頁309-344)。台北:心理。; 二、英文部分; Ainley, M., Corrigan, M. & Richardson, N. (2005). Students, task, and emotions: identifying the contribution of emotions to students’ reading of popular culture and popular science text. 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