簡易檢索 / 詳目顯示

研究生: 呂冠彥
Lu, Kuan-Yen
論文名稱: 國中生在不同媽寶行為覺知類型對升學壓力及補習投入相關之研究
The Correlates among Perceived Helicopter Parenting, Academic Stress, and Tutoring Engagement on Junior High School Student
指導教授: 洪榮昭
Hong, Jon-Chao
學位類別: 碩士
Master
系所名稱: 創造力發展碩士在職專班
Continuing Education Master's Program of Creativity Development
論文出版年: 2020
畢業學年度: 108
語文別: 中文
論文頁數: 140
中文關鍵詞: 媽寶行為覺知升學壓力補習補習學習投入
英文關鍵詞: Helicopter, Tutoring engagement
DOI URL: http://doi.org/10.6345/NTNU202000671
論文種類: 學術論文
相關次數: 點閱:169下載:17
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 當學校的競爭程度日益增加,在台灣註冊的補習班數量也越發增高,但對於某些學生而言,補習班所帶來的效能卻是存疑的,那些由雙親陪伴投入補習班課程的學生尤其如此。而隨著直升機父母的猖獗、媽寶數量的增加,上補習班所帶來的效能更可能會有相關。然而,關於媽寶現象在子女升學壓力對補習班學習投入之相關的研究卻較為稀少。為了充實這部分的缺稀,本研究採取問卷調查法,並以控制-價值理論作為支撐,探討生活、課業兩種不同類型的媽寶行為覺知,升學壓力,以及補習行為、情感、認知等三種不同學習投入間的相關性。
    問卷經專家學者們的指導後,透過學校教師發放給學生,最終回收了268份有效問卷。問卷結果經結構方程模型及驗證性因子分析後,研究結果發現:(一)生活媽寶對於升學壓力有負相關。(二)課業媽寶對於升學壓力有負相關。(三)升學壓力對補習行為學習投入有負相關。(四)升學壓力對補習情感學習投入有負相關。(五)升學壓力對補習認知學習投入有負相關。根據這些研究分析結果,進一步為家長、公部門、補教業者、學校等相關教育單位提出建議,藉此提升學生在補習班的學習效果。

    The higher competition the schooling, the more enrollments of cram school in Taiwan. But to some students, the effectiveness of attending cram schools is doubted, especially, those students experienced parents’ accompanying to attend the cram classroom. Along with the helicopter parents are rampant and the number of mommy's babies has increased, the effectiveness of attending cram school may become deteriorate. However, few studied has been done on exploring the effect of the mommy's baby phenomenon on children’s academic stress that reflects to children’s learning engagement while attending cram schools. To address this gap, this study adopted a questionnaire survey and uses the control-value theory as the theoretical framework to explore the correlates among two different types of the mommy's baby behavior: daily-life hovering and academic hovering, academic stress and three types of engagements: behavior, cognition and emotion.
    After face validity of questionnaire by several experts, the questionnaire was established online version and were delivered through cram schools administrators to their students. There were 268 useful data collected and analyzed with confirmatory factor analysis and structural equation modeling. The research results showed that: (1) the mommy's baby behavior of daily life has a negative correlation with the academic stress; (2) the mommy's baby behavior of school has a negative association with the academic stress; (3) the academic stress has a negative association with the behavioral engagement while tutoring in cram schools; (4) the academic stress has a negative association with the emotional engagement while tutoring in cram schools; (5) the academic stress has a negative association with the cognitive engagement while tutoring in cram schools. Based on the analysis results of this study, we will further provide some implications for parents, educational administrators, cram schools, and general schools to enhance the effectiveness of students’ attending cram schools.

    第一章 緒論 1 第1節 研究背景與動機 1 第2節 研究目的與研究問題 5 第3節 研究流程 7 第4節 研究範圍與限制 8 第5節 名詞釋義 9 第二章 文獻探討 12 第1節 媽寶行為覺知 12 第2節 升學壓力 21 第3節 補習學習投入 33 第三章 研究方法 46 第1節 研究架構 46 第2節 研究假設 50 第3節 研究對象 56 第4節 問卷工具 56 第5節 資料處理與分析 60 第四章 研究結果 69 第1節 樣本特徵分析 69 第2節 項目分析 72 第3節 構面信效度分析 82 第4節 描述性統計分析 85 第5節 整體適配度分析 89 第6節 路徑分析 91 第7節 間接效應分析 93 第8節 差異性分析 95 第五章 結論與建議 97 第1節 研究討論 97 第2節 研究貢獻 102 第3節 研究限制與建議 103 參考文獻 106 中文部分 106 外文部分 123 附錄-國中生在不同家人管教態度知覺對覺察升學壓力及補習學習投入相關之問卷 1

    丁時達(2005)。臺北市升大學文理補習班變遷研究(未出版之碩士論文)。國立臺灣師範大學,臺北市。
    王大進(2007)。探討影響學生課業壓力之背景因素(未出版之博士論文)。中華大學,新竹市。
    王文伶(2019)。學術性向資優青少年之情緒智力,班級人際關係與學習投入的關係:一個雙中介因子模型之研究。特殊教育學報,49,1-34。
    王玉麟(2006)。高職科主任工作壓力之探討。學校行政,45,140-153。
    王亦榮(1997)。臺灣省視覺障礙兒童混合教育計畫巡迴輔導問題及其因應之研究--視障教育巡迴輔導員的觀點。特殊教育與復健學報,5,97-124。
    王汝銓(2011)。高中職機械科學生升學壓力與因應策略之相關研究–以中部四縣市為例(未出版之博士論文)。國立彰化師範大學,彰化縣。
    王春展、潘婉瑜(2006)。大學生的生活壓力與其因應策略。嘉南學報--人文類,32,469-483。
    王美緒(2010)。圖解心理學。臺北市:華威國際。
    王雅倩、陳宛庭(2016)父親教育程度、母親教養態度、生活適應與新住民青少年憂鬱相關性之探討。人文社會科學研究,10(1),29-52。
    平子航(2015)。學生課外補習-現象之省思。臺灣教育評論月刊,4(5),82-83。
    朱士炘(1988)。青少年的生活壓力與適應之研究(未出版之博士論文)。國立政治大學,臺北市。
    江坤鋕(2001)。國民小學校長行政管理角色、工作壓力及其因應策略之研究(未出版之碩士論文)。國立中正大學,嘉義縣。
    江承曉(1991)。青少年的生活壓力、因應行為與其身心健康的研究(未出版之碩士論文)。國立臺灣師範大學,臺北市。
    佐藤學(2014)。學習革命的願景:學習共同體的設計與實踐。臺北市:天下雜誌。
    你是媽寶嗎?十大媽寶病徵!(2015年2月7日)。DailyView網路溫度計。取自 http://dailyview.tw/Daily/2015/02/07
    吳志榮(2014)。補習班學生學習成效影響因素探討-國內某國、高中文理補習班之實證研究(未出版之碩士論文)。朝陽科技大學,臺中市。
    吳宗立(1996)。國民中學行政人員工作壓力與因應策略之研究。國教學報,8,99-131。
    吳承珊(2000)。母親與教師的管教方式對幼兒社會行為影響之研究(未出版之碩士論文)。國立台灣師範大學,臺北市。
    吳明隆(2008)。SPSS操作與應用問卷統計分析實務。臺北市:五南圖書出版股份有限公司。
    吳明隆(2009)。結構方程模式:AMOS 的操作與應用(第二版)。臺北市:五南圖書。
    吳明燁(1998)。青少年初期父親與母親管教行為之比較。東吳社會學報,7,39-79。
    吳金香(1979)。父母教養方式與國中學生自我觀念的關係。國立師範大學教育研究所集刊,21,431-439。
    吳英璋(1993)。情緒教育的理論與內涵。學生輔導,75,66-79。
    吳舒靜(2014)。臺灣大專校院學生學習投入對學習發展影響之研究(未出版之博士論文)。國立暨南國際大學,南投縣。
    吳萬益、林清河(2002)。行銷研究。臺北市:華泰書局。
    吳綿(2001)。升學壓力的紓解之道。師友月刊,5,13-14。
    吳靜吉(2002):華人學生創造力的發掘與培育。應用心理研究,15,17-42。
    吳濟輝、李靜、林東榮、張次郎、林清同(2019)。線上音樂教學影響學習者的學習行為與成果之決定性因子。管理與資訊學報,24,35-76。
    呂秀卿(2012)。免試入學方案與國中生升學壓力之相關研究-以基北區為例(未出版之碩士論文)。國立台北師範大學,臺北市。
    巫博瀚、陸偉明、賴英娟(2011)。性別、自我效能及所知覺的學習環境對學習 情緒之影響:線性混合模式在叢集資料之應用。教育與心理研究,34(1), 29-54。
    李君如、張芸愷(2007)。國際航線女性空服員身心健康與工作壓力之研究。 健康管理學刊,5(1),1-23。
    李育忠(2000)。影響青少年兩性關係發展之家庭因素探討--單、雙親家庭之比較。訓育研究,39(1),63-73。
    李佩芬、陳念怡(2010年6月)。你家也有「慣寶寶」嗎?親子天下雜誌,13。取自http://www.parenting.com.tw/article
    李佩芬、陳念怡(2014 年 6 月)。「爹寶」、「媽寶」養成關鍵:爸媽放不了手。親子天下雜誌。取自http://www.cw.com.tw/article/article.action?id=5052851
    李坤崇、歐慧敏(1993)。國中國小學生行為困擾相關因素之調查研究。台南師院學報,26,109-137。
    李坤崇、歐慧敏(1997)。行為困擾量表—指導手冊。臺北市:心理圖書出版股份有限公司。
    李宜玫、孫頌賢(2010)。 大學生選課自主性動機與學習投入之關係。教育科學研究期刊,55(1),155-182。
    李明星(2009)。國三學生課業壓力、社會支持及休閒參與之研究-以彰化縣溪湖區為例(未出版之碩士論文)。私立大葉大學,彰化縣。
    李茂能(2006)。結構方程模式軟體Amos之簡介及其在測驗編製上之應用。臺北市:心理圖書出版股份有限公司。
    李家瑋(2008)。九年一貫課程學生升學壓力與教師角色之探討-以新竹市為例(未出版之碩士論文)。中華大學,新竹市。
    李容蓉、陳富美(2014)。溺愛教養之親子歸因探究。中華輔導與諮商學報,40, 157-177。
    李雪莉(2007年3月)。別當直升機父母。天下雜誌,368。取自http://blog.xuite.net/fish7031/gft/10776557
    李蕙美(1992)。父母教養方式對其子女情緒穩定及行為困擾影響之比較研究(未出版之碩士論文)。中國文化大學,台北市。
    汪惠芬(1998)。高職護校生升學壓力, 因應行為與身心症狀的探討 (未出版之碩士論文)。國立臺灣大學,臺北市。
    周文欽(2010)。壓力與生活。臺北市:心理圖書出版股份有限公司。
    周文菁(2003)。臺灣地區大學升學壓力及其相關因素研究(未出版之博士論文)。國立暨南國際大學,南投縣。
    周意茹(1995)。國小學生行為困擾的相關因素及其因應方式之分析研究(未出版之碩士論文)。國立高雄師範大學,高雄市。
    周麗玉(2001)。多元入學方案不等於基本學力測驗。師友,92 (2),15-19。
    林正文(1981)。父母教養態度與少年犯罪行為困擾之關係。台南師專學報,14,12-59。
    林秀姿(2014年5月25日)。天下的「媽寶」 都是一樣的父母造成。聯合新聞網。取自:http://city.udn.com/344/5101935
    林昱伶(2001)。升學壓力的紓解之道。師友月刊,5,15-16。
    林宴瑛、程炳林(2012)。環境目標結構與控制-價值信念對成就情緒之效果。 教育心理學報,44(1),49-72。
    林淑惠、黃韞臻(2012)。中部大學生學習投入與學習倦怠之分析。輔導與諮商學報,34(1),51-67。
    林智中、余玉珍、李玲(2019)。二十年來香港課程改革的實施與成果。教育學報,47(1),1-29。
    林萃芬(2014年7月)。媽寶來了︰當員工滯留於青春期。能力雜誌,701。取自http://www.fannyeq.com.tw/2014/07/10/1881/
    林意珊(2015)。媽寶行為覺知對技術型高中設計群學生想像力與創造力之相關與差異性分析(未出版之碩士論文)。國立臺灣師範大學,臺北市。
    林榆凡、陳曉薇、莊淯軒(2019)。人才培育採素養導向?升學主義?從中小學談起-以Amartya Sen能力取向理論為視角。臺灣教育評論月刊,8(10),119-124。
    林慧芬(2018)。臺北市母親教養行為、幼兒自主行為及相關因素之探討。臺北市立大學學報:教育類,49,27-49。
    邱皓政(2013)。量化研究與統計分析: SPSS (PASW)資料分析範例解析。臺北市:五南圖書出版股份有限公司。
    邱皓政、林碧芳(2017)。統計學:原理與應用(3版)。台北市:五南圖書。
    侯春如(2005)。夫妻婚姻品質,教養態度與國中子女知覺親子關係之相關研究(未出版之碩士論文)。國立臺灣師範大學,臺北市。
    俞筱鈞(1996)。適應與心理衛生。臺北市:揚智出版社。
    姚大偉(2010)。水上救生員的工作壓力與壓力因應策略之差異研究。休閒與社會研究,2,57-68。
    施雅薇(2003)。國中生生活壓力、負向情緒調適、社會支持與憂鬱情緒之關聯(未出版之碩士論文)。國立成功大學,臺南市。
    施慶芳(2019)。資優在竹園—從優秀邁向卓越的臺南一中。資優教育論壇,17(1),53-65。
    柯俊銘(2017年11月19日)。直升機父母造就彼得潘子女。健康遠見。取自https://health.gvm.com.tw/article.html?id=64379
    洪鐘(1996)。臺北市升學補習教育回顧座談會記錄。臺北直字,115,29。
    胡海國(1981)。心病要用心藥醫:精神疾病的認識。臺北市:正中。
    胡清暉、曹婷婷(2015年10月5日)。媽寶大學生高職底較少。中時電子報。取自http://www.chinatimes.com/newspapers/20151005000335-260114
    胡綺祐(2011)。國中學生主觀控制知覺、自主學習與學習投入之關係研究(未出版之碩士論文)。國立彰化師範大學,彰化市。
    范信賢(2016)。核心素養與十二年國民基本教育課程綱要:導讀《國民核 心素養:十二年國教課程改革的 DNA》。教育脈動電子期刊,5。取自 https://pulse.naer.edu.tw/Home/Content/10ac37e9-5d11-4498-92a1-c7e29812b25c?in sId=73152776-7fd5-440f-a457-e0975ca1382e
    倪浩倫(2016年7月)。依賴父母無法獨立拒工作永恆少女爆增2成。中國時報。取自https://www.chinatimes.com/newspapers/20160721000545- 260114?chdtv.
    徐月娥(2004)。高中學生常見的偏差行為與輔導策略與防範之道。學生輔導,93,66-77。
    翁文彬,陳淑娟(譯)(1992)。戰勝壓力:8至10周自助減壓手冊(Stress by Wallace J. M.)。香港:商務印書館。
    高淑芳與陸洛(2001)。父母管教態度與國中生升學考試壓力感受之關係(未出版之碩士論文)。高雄醫學大學,高雄市。
    張文彤、鄺春偉(2011)。無序分類變數的統計推斷—卡方檢驗 SPSS統計分析基礎教程。台北市:高等教育出版社。
    張芬芬(2019)。十二年國教的統整課程與分科課程:對立?取代?互補?臺灣教育評論月刊,8(1),195-200。
    張芬芬(2019)。素養是師生共構融會貫通的活知識—108 課綱知識論。臺灣教育評論月刊, 8(10),1-5。
    張芳全(2019)。班級脈絡、文化資本、學習動機、課後補習與英語學習成就之多層次分析。臺北市立大學學報:教育類,50(1),1-24。
    張芳全、洪筱仙(2019)。澎湖縣國中生未來時間觀、自律學習與學習成就之研究。臺北市立大學學報:教育類,50(2),1-32。
    張春興(1995)。教育心理學三化取向。臺北市:東華。
    張春興(2001)。教育心理學:三化取向的理論與實踐。臺北市:東華。
    張郁琳(2002年11月12日)。別讓頭皮屑掩蓋您的美。聯合報,36版。
    張振成(2001)。高中多元入學方案的評議。師友,404,19-22。
    張偉豪(2011)。SEM論文寫作不求人。臺北市:鼎茂。
    張偉豪、鄭時宜(2012)。 與結構方程模型共舞:曙光初現。新北市:前程文化事業股份有限公司。
    張瑞璋(2006)。臺北市國中體育班學生課業壓力與學校適應之相關研究(未出版之博士論文)。臺北市立體育學院,臺北市。
    張鈿富(2012)。大學生學習投入理論與評量實務之探討。高教評鑑中文特刊,41-62。
    張德聰(1992)。教師工作生涯壓力的調適,教師天地,57,40-48。
    張錦華(2001)。自主/結構的辯證--從瘦/塑身的女性訪談詮釋自主性。婦女與兩性研究通訊,59,1-3。
    張錫勳(2020)。概念為本的科學探究教學實踐:一位國中教師邁向素養導向教學的第一哩路。教育研究月刊,310,80-102。
    張瀞文(2013年10月)。沒有「寶媽」哪來「媽寶」大學生?商業週刊,1351。取自http://www.businessweekly.com.tw/KWebArticle.aspx?id=52081
    教育部(2014)。十二年國民基本教育課程綱要總綱。臺北市:教育部。
    教育部(2017)。十二年國民基本教育實施計畫。取自 http://12basic.edu.tw/content.php?ParentNo=8&LevelNo=38
    教育部網站(2019)。直轄市與各縣市短期補習班資訊管理系統。取自https://bsb.kh.edu.tw/
    梁淑華、陳淑卿、蕭雅竹、陳敏麗、吳美玲(2004)。出生序、父母管教態度與青少年自我認同之關係-以北部某技術學院為例。長庚護理,15(1),22-32。
    梁榮仁(2019)。新北市國小學生能力檢測現況探討與省思。臺灣教育評論月刊,8(9),92-99。
    莊懿妃、蔡義清、俞洪亮(2018)。商管研究資料分析:SPSS的應用(3版)。台北市:華泰文化。
    許定邦(2002)。高中高職實施多元入學方案後國中生學習困擾及學習態度之研究(未出版之碩士論文)。國立彰化師範大學,彰化市。
    許筑婷、祝年豐(2016)。父母飲食及教養行為與兒童飲食行為和體位之相關性。醫學與健康期刊,5(1),13-23。
    許順旺、王寶惜、黃韶顏、羅明庚、梁郁(2019)。員工之工作投入重要嗎? 組織氣候調節工作投入、工作滿意度與組織承諾關係之研究。全球科技管理與教育期刊,8(3),38-69。
    許緯業(2014)。父母督導行為與媽寶行為覺知對高職生拖延習慣與自我調節學習之相關研究(未出版之碩士論文)。國立臺灣師範大學,臺北市。
    郭靜姿(1986)。壓力調適對國中資優生及其前段班學生心理調適之影響(未出版之博士論文)。國立台北師範學院,臺北市。
    郭靜晃(2002)。心理學概論。臺北市:楊智文化公司。
    陳正昌、程炳林、陳新豐、劉子鍵(2003)。多變量分析方法:統計軟體應用。臺北市:五南圖書出版股份有限公司。
    陳芳智譯(2003)。輕鬆擺脫壓力:揭開腎上腺皮質醇的奧秘。臺北市:原水文化。
    陳昭蓉(2007)。嘉義縣國中生升學壓力預測其親子關係及其調節變項之探討(未出版之博士論文)。國立嘉義大學,嘉義市。
    陳柏齡(2000)。國中生生活壓力、失敗容忍力與憂鬱傾向之關係研究(未出版之碩士論文)。國立高雄師範大學,高雄市。
    陳婉真(2008)。考試焦慮與考試成績表現失常之關係─由考試歷程分析。教育 心理學報,40,597-617。
    陳淑美(1996)。後南陽街時代來臨!—補習文化再探。光華雜誌,20(10),28。
    陳淑美(1996)。當繁華落盡—補習班名師列傳。光華雜誌,21(10),36。
    陳惠文、吳和堂(2007),國中生對快樂學習認知之研究,中等教育,58(1),60-74。
    陳惠珍(2010)。國中生對任課教師自主支持知覺、自主動機與學習投入之關係研究--以數學科為例(未出版之碩士論文)。國立彰化師範大學,彰化市。
    陳詠絜、方德隆(2019)。以學習投入觀點探究不同數學程度國中生之分組合作學習經驗。高雄師大學報:教育與社會科學類,47,31-62。
    陳筵靜、古明峰(2014)。國中學生對十二年國教適性入學方式的認知、態度與升學壓力之調查研究。臺灣教育評論月刊,3(8),78-82。
    陳燕儒(2014)。彰化縣國中學生學業自我概念、學習投入與幸福感之研究(未出版之碩士論文)。國立彰化師範大學,彰化縣。
    彭羽琪(2016)。北區技職校院學生在不同媽寶行為覺知類型下其人際互動、情緒管理、成就動機對網路沉迷之研究(未出版之碩士論文)。國立台灣師範大學,臺北市。
    彭菊仙(2016)。管教的勇氣:該管就要管,你要幫孩子變得更好。臺北市:時報出版。
    程炳林、林清山(2002):學習歷程前決策與後決策階段中行動控制的中介角色。教育心理學報,34(1),43-60。
    舒靈(譯)(2017)。簡單教養經(原作者:Kim John Payne)。臺北市:小樹文化。(原著出版年:2015)
    黃小清(2016年1月)。爸媽必看:寫完這 25 題親子測驗就知道你自己有沒有教出「媽寶」。商業周刊。取自http://www.businessweekly.com.tw/KBlogArticle.aspx?id=15370
    黃芳銘(2007)。結構方程模式理論與應用。臺北市:五南圖書出版股份有限公司。
    黃敏雄(2010)。如何因應補習教育的存在與擴張?臺灣社會學刊,45,249-260。
    黃淑馨(1993)。台北市參加「國中畢業生自願就學方案」學生升學壓力、因應行為、身心健康與班級氣氛之研究(未出版之博士論文)。國立政治大學,臺北市。
    黃惠惠(2003)。情緒與壓力管理。臺北市:張老師。
    黃毅志、陳怡靖(2005)。台灣的升學問題:教育社會學理論與研究之檢討。台灣教育社會學研究,5(1),77-118。
    楊坤堂(1986)。過動與自我傷害行為兒童之輔導與教育策略。特殊教育會刊,9,41-45。
    楊秋月、陳耀茂(2017)。醫護研究與資料分析:SPSS的應用。五南圖書出版股份有限公司。
    楊福誠(2008)。國民小學教師人格特質、工作壓力對創造力影響之研究-創造力工作環境節制效果之驗證(未出版之碩士論文)。長榮大學,台南市。
    楊銀興(2003)。落實學生行為教育--中小學學生價值觀的分析與導正。國教輔導,43(2),2-7。
    楊慧美(2002)。分析國三學生對補習班與學校教學的看法及其與基本學測自然科之表現關係(未出版之碩士論文)。國立台灣師範大學,臺北市。
    葉匡時(2007年12月)。補習教育的印記。天下雜誌,387,74-75。
    葉建宏、宋修德、范靜媛(2019)。媽寶行為覺知、變異性思維與設計表現之相關分析。紡織綜合研究期刊,29(2),67-74。
    葉建宏、宋修德、范靜媛(2019)。媽寶行為覺知對時尚設計系學生動手做態度與實作課程興趣之相關研究。紡織綜合研究期刊,29(1),34-43。
    詹志禹(2004)。臺灣發明家的內在動機、思考取向及環境機會:演化論的觀點。教育與心理研究,27(4),775-806。
    詹志禹(2013年11月)。錯愛孩子的4種方法。親子天下雜誌,51。取自http://www.parenting.com.tw/
    賈寶玲(2014)。探索兒童美語補習班對學習成效之影響(未出版之碩士論文)。國立雲林科技大學,雲林縣。
    趙子揚、宋曜廷(2019)。中學生考試壓力與個人特性:潛在類別分析,教育科學研究期刊,64(3),203-235。
    趙惠鈴(2011)。「以子女為中心」和擔心子女輸在起跑點的父母教養心態與親子處境之探究。家庭教育與諮商學刊,10,31-62。
    趙慧芬(2004)。學生課外補習對教師教學影響之個案研究(未出版之博士論文)。國立台北師範學院,臺北市。
    趙蕙鈴(2011)。「以子女為中心」和擔心子女輸在起跑點的父母教養心態與親子處境之探究。家庭教育與諮商學刊,10,31-62。
    劉正(2006)。補習在臺灣的變遷、效能與階層化。教育研究集刊,52(4),1-33。
    劉玉玲(2015年10 月)。文化脈絡中的數學:成就情緒、學習策略與學業成就 之研究。「臺灣心理學會年會暨『學習、教學、與評量』 國際研討會」發表之論文,臺北。
    劉怡妡(2011年10月28日)。「媽寶」養成,女生們避之唯恐不及。yam 蕃薯藤新聞。取自http://history.n.yam.com/yam/life/201110/20111028881134.html
    劉泳倫(2003)。基層消防人員休閒參與、工作壓力與工作滿意之相關研究(未出版之碩士論文)。雲林科技大學,雲林縣。
    劉俊良、張弘遠、陳意文(2019)。父母管教方式與青少年偏差行為之相關研究。致理學報,39,419-458。
    劉政宏(2002)。考試壓力、回饋方式對國小學生學習表現、自我價值及學習動機之影響(未出版之碩士論文)。國立台北師範學院,臺北市。
    歐慧敏(2002)。國中生因應策略與行為困擾之調查與訪談研究。初等教育學報,15,295 -340。
    蔡玉瑟、張妤婷、謝孟岑(2006)。資優兒童的父母教養方式與情緒智力之相關研究。臺中教育大學學報:教育類,20,63-87。
    蔡順良(2011)。家庭社經地位、父母管教態度與學校環境對國中學生自我肯定及生活適應之影響研究。教育心理學報,18,239-264。
    蔡嘉慧(1998)。國中生的社會支持、生活壓力與憂鬱傾向之相關研究(未出版之博士論文)。國立高雄師範大學,高雄市。
    蔡碩倉、吳聰能(2019)。大學生學習投入對學習成就之影響:以閱讀投入為調節效果。教育政策論壇,22(1),1-24。
    鄭雅婷(2007)。跨文化家庭中主要照顧者之教養方式對幼兒社會行為表現之探 究-以台南市為例(未出版之碩士論文)。私立朝陽科技大學,台中縣。
    鄭雅薇(2001)。智障者之正常青少年手足壓力及因應方式之研究(未出版之碩士論文)。國立高雄師範大學,高雄市。
    鄭麗珍(2001)。家庭結構與青少年的生活適應之研究--以臺北市為例。臺大社會工作學刊,5,197-270。
    盧宥廷(2017)。大學生覺知教師班級經營類型、大學生學習投入與其學業應得權益感關係之研究(未出版之碩士論文)。國立臺南大學,台南市。
    蕭仁釗、林耀盛、鄭逸如譯(1997)。健康心理學,臺北市:桂冠圖書。
    謝吉隆(2012)。臺灣學齡前兒童父母之資訊需求類型與資訊焦慮。台師大圖書館學與資訊科學,38(2),39-51。
    鍾昌宏(2019)。以教師專業發展縮小十二年國教新課綱課程轉化落差。臺灣教育評論月刊,8(8),13-21。
    簡成熙(1999)。我國升學競爭的機制與變革:以近年來高中入學制度為例。教育研究資訊,7(6),61-84。
    簡瑋成(2012)。學習自我效能、學習投入與學習成就之後設分析(未出版之碩士論文)。暨南大學,南投縣。
    藍采風(2000)。壓力與適應。臺北市:幼獅文化。
    羅國英(1998)。青少年前期的同儕關係:與親子關係的延續、競爭或彌補。東吳社會工作學報,4,35-78。
    蘇岱崙(2013 年 11 月)。親子天下大調查:缺乏自信的孩子,4 成是「媽寶」。親子天下雜誌,51。取自 http://www.parenting.com.tw/article
    蘇建文(1981)。兒童及青少年情緒穩定性發展之研究。家政教育,8(4),1- 8。
    蘇建文(1991)。發展心理學。臺北市:心理圖書出版股份有限公司。
    Ahn, M.H., & Shin, H.S. (2012). Maternal psychological control and child depression: A mediation model. Korean Journal of Youth Studies, 19 (2), pp. 227-253.
    Albrecht, A.K., Galambos, N.L., & Janson, S.M. (2007).Adolescents’ internalizing and aggressive behaviors and perceptions of parents’ psychological control: A panel study examining direction of effects. Journal of Youth and Adolescence, 36 (5), pp. 673-684.
    Angell, L. R. (2009). Construct validity of the community college survey of student engagement (CCSSE). Community College Journal of Research and Practice, 33, 564-570.
    Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369-386.
    Ashford, J. B., & LeCroy, W. (1990). Juvenile recidivism: A comparison of three prediction instruments. Adolescence, 25(98), 441.
    Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior.Psychological Review, 64(6), 359-372.
    Ausubel, D. P. (1996). Ego:Development and psychopathology. Transaction Publishers.
    Bagozzi, R. P., & Yi, Y. (1990). Assessing method variance in multitrait-multimethod matrices: The case of self-reported affect and perceptions at work. Journal of Applied Psychology, 75(5), 547.
    Bagozzi, R., & Yi, Y. (1988) . On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16(1), 74-94.
    Bandelos, D. L., Yates. K., & Thorndike-Christ, T. (1995). Effects of math self-concept, perceived self-efficacy, and attributions for failure and success on test anxiety. Journal of Educational Psychology, 87(4), 611-623.
    Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
    Bandura, A. (2001a). Social cognitive theory of mass communication. Media Psychology, 3(3), 265-299.
    Bandura, A. (2001b). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
    Barber, B.K., Bean, R.L.,& Erickson, L.D. (2002).Expanding the study and understanding of psychological control. B.K. Barber (Ed.), Parental psychological control of children and adolescents (pp. 263–289). APA Press, Washington, DC.
    Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588.
    Bond, L. (1989). The effects of special preparation on measures of scholastic ability. In R L. Linn (Ed.), Educational measurement (3 rd ed.). New York: Macmillan.
    Bray, M. (2009). Confronting the shadow education system: What government policies for what private tutoring?. Orbis scholae, 4(3), 132-134.
    Bray, M., & Lykins, C. (2012). Shadow education: Private supplementary tutoring and its implications for policy makers in Asia (No. 9). Mandaluyong: Asian Development Bank.
    Brophy, J. (2004). Motivating students to learn (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
    Brosnan, T., Kolubinski, D. C., & Spada, M. M. (2020). Parenting styles and metacognitions as predictors of cannabis use. Addictive Behaviors Reports.
    Brussoni, M., & Olsen, L. L. (2013). The perils of overprotective parenting: Fathers' perspectives explored. Child: Care, Health and Development, 39(2), 237-245.
    Buchmann, C., Condron, D. J., & Roscigno, V. J. (2010). Shadow education, American style: Test preparation, the SAT and college enrollment. Social Forces, 89(2), 435-461.
    Caltabiano, M. L., & Sarafino, E. P. (2002). Health psychology: biopsychosocial interactions. An Australian perspective. John Wiley & Sons.
    Carini, R. M., Kuh, G. D., & Klein, S. P. (2006). Student engagement and student learning: Testing the linkages. Research in Higher Education, 47(1), 1-32.
    Carroll, J. B. (1963). A model of school learning. Teachers College Record, 64, 723-733.
    Chapman, E. (2003). Assessing student engagement rates. Retrieved from ERIC database. (ED482269)
    Choi, J.I. (2016).The relationship between parental psychological control and adolescent’s problem behavior: Focusing on the moderating effect of emotional regulation (Unpublished master’s thesis). Sungkyunkwan University, Seoul, South Korea.
    Chorpita, B. F., Albano, A. M., & Barlow, D. H. (1996). Cognitive processing in children: Relation to anxiety and family influences. Journal of Clinical Child Psychology, 25, 170-176.
    Chung, I. F. (2013). Crammed to learn english: What are learners’ motivation and approach?. The Asia-Pacific Education Researcher, 22(4), 585-592.
    Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
    Colavecchio-Van Sickler, S. (2006). Mommy, tell my professor he’s not nice!(Over) involved baby boomer parents—and cell phones—redefine adulthood. St. Petersburg Times. Retrieved from http://www.sptimes.com/2006/06/19/State/Mommy__tell_my_profes.shtm l
    Compton, M. T., Carrera, J., & Frank, E. (2008). Stress and depressive symptoms/dysphoria among US medical students: results from a large, nationally representative survey. The Journal of Nervous and Mental Disease, 196(12), 891-897.
    Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. The Minnesota Symposia on Child Psychology, 23, 43–77.
    Connell, J. P., Spencer, M. B., & Aber, J. L. (1994). Educational risk and resilience in African-American youth: Context, self, action, and outcomes in school. Child Development, 65(2), 493-506.
    Côté, S., Bouffard, T., & Vezeau, C. (2014). The mediating effect of self-evaluation bias of competence on the relationship between parental emotional support and children’s academic functioning. British Journal of Educational Psychology, 84(3), 415-434. http://dx.doi.org/10.1111/bjep.12045
    Damon,W., &Lerner,R. M. (2006). Handbook of child psychology. Hoboken, N.J. : John Wiley & Sons.
    de Castro, B. V., & de Guzman, A. B. (2014). From scratch to notch: Understanding private tutoring metamorphosis in the Philippines from the perspectives of cram school and formal school administrators. Education and Urban Society, 46(3), 287-311.
    Decuir-Gunby, J. T., Aultman, L. P., & Schutz, P. A. (2009). Investigating transactions among motives, emotional regulation related to testing, and test emotions. Journal of Experimental Education, 77(4), 409-438.
    DeVellis R. F. (1998). Scale development: Theory and applications. CA: Sage.
    Ding, L., Kim, C., & Orey, M. (2017). Studies of student engagement in gamified online discussions. Computers & Education, 115, 126-142.
    Dmitrieva, J., Chen, C., & Greenberger, E. (2008). Whither the ‘‘Whiz Kids’’went: Asian American students’ transition to college. In G. Li & L. Wang (Eds.), Model minority myths revisited: An interdisciplinary approach to demystifying Asian American education experiences. Charlotte, NC: Information Age.
    Doll, W. J., Xia, W., & Torkzadeh, G. (1994). A confirmatory factor analysis of the end-user computing satisfaction instrument. MIS Quarterly, 12(2), 259-274.
    Downer, J. T., Rimm-Kaufman, S. E., & Pianta, R. C. (2007). How do classroom conditions and children’s risk for school problems contribute to children’s behavioral engagement in learning? School Psychology Review, 36(3), 413-432.
    Eccles, J. S., & Wigfield, A. (2002). Motivation beliefs, values and goals. Annual Review of Psychology, 53, 109-132.
    Eccles, J. S., & Wigfield, A.(1995). In the mind of the actor: The structure of adolescents’ achievement task values and expectance-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215-225.
    Erikson, E. H. (1963). Childhood and society(2nd ed.). New York: Norton.
    Finn JD., Cox D.(1992).Participation and withdrawal among fourth grade pupils. American Educational Rsearch Journal, 29, 141-162.
    Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117-142.
    Finn, J. D. (1993). School engagement & students at risk. Washington DC: National Center for Education Statistics.
    Fornell, C. & Larcker, D. F. (1981).Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18, pp. 39-50.
    Foster, S., Villanueva, K., Wood, L., Christian, H., & Giles-Corti, B. (2014). The impact of parents' fear of strangers and perceptions of informal social control on children's independent mobility. Health & Place, 26, 60-68.
    Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
    Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, 218-226.
    Fredrickson, B. L. (2003). The value of positive emotions. American Scientist, 91, 330-335.
    Fredrickson, B. L. (2004). Gratitude, like other positive emotions, broadens and builds. In R. A. Emmons & M. E. McCullough (Eds.), The psychology of gratitude (pp. 145-166). New York, NY: Oxford University Press.
    Fredrickson, B. L. (2006). The broaden-and-build theory of positive emotions. In M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), A life worth living: Contributions to positive psychology (pp. 85-103). New York, NY: Oxford University Press.
    Frenzel, A. C., Pekrun, R., & Goetz, T. (2007b). Girls and mathematics-A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, 22(4), 497-514.
    Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95(1), 148.
    Goetz, T., Frenzel, A. C., Pekrun, R., & Hall, N. C. (2006). The domain specificity of academic emotional experiences. The Journal of Experimental Education, 75(1), 5-29.
    Goetz, T., Frenzel, A. C., Stoeger, H., & Hall, N. C. (2010). Antecedents of everyday positive emotions: An experience sampling analysis. Motivation & Emotion, 34(1), 49-62.
    Goetz, T., Pekrun, R., Hall, N., & Haag, L. (2006). Academic emotions from a social ‐cognitive perspective: Antecedents and domain specificity of students’ effect in the context of Latin instruction. British Journal of Educational Psychology, 76(2), 289-308.
    Green, C. P., Navarro-Paniagua, M., Ximénez-de-Embún, D. P., & Mancebón, M. J. (2014). School choice and student wellbeing. Economics of Education Review, 38, 139-150.
    Green, S. B., & Salkind, N. J. (2016). Using SPSS for windows and macintosh, books a la carte. London: Pearson.
    Greene, T. G., Marti, C. N., & McClenney, K. (2008). The effort-outcome gap: Differences for African American and Hispanic community college students in student engagement and achievement. Journal of Higher Education, 79, 513-539.
    Ha, J.H. (2017). The mediating effect on emotion suppression between adolescent’s perceived parents’ psychological control and perfectionistic self-presentation. Korean Journal of Youth Studies, 24 (11) , pp. 183-208.
    Hair Jr, J. F., Hult, G. T. M., Ringle, C., & Sarstedt, M. (2016). A primer on partial least squares structural equation modeling (PLS-SEM). Sage publications.
    Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis (5th ed.). New York: Macmillan.
    Hair, J. F., Gabriel, M., & Patel, V. (2014). AMOS covariance-based structural equation modeling (CB-SEM): guidelines on its application as a marketing research tool. Brazilian Journal of Marketing, 13(2), 44-55.
    Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2014). A primer on partial least squares structural equation modeling (PLS-SEM). California: Thousand Oaks.
    Halliday, S. E., Calkins, S. D., & Leerkes, E. M. (2018). Measuring preschool learning engagement in the laboratory. Journal of Experimental Child Psychology, 167, 93-116.
    Hancock, G. R. (2006). Power analysis in covariance structure modeling. Structural Equation Modeling: A Second Course, 69-115.
    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.
    Heflin, H., Shewmaker, J., & Nguyen, J. (2017). Impact of mobile technology on student attitudes, engagement, and learning. Computers & Education, 107, 91-99.
    Henderson, A., & Mapp, K. L. (2002 ). A new wave of evidence. The impact of school, family and community connections on student achievement. Austin, TX: Southwest educational development laboratory annual synthesis.
    Hines, A. M. (1997). Divorce-related transitions, adolescent development, and the role of the parent-child relationship: A review of the literature. Journal of Marriage and the Family, 375-388.
    Hong, J. C., Hwang, M. Y., Kuo Y. C., & Hsu, W. Y. (2015). Parental monitoring and helicopter parenting relevant to vocational student's procrastination and self-regulated learning. Learning and Individual Differences, 42, 139-146.
    Hudd, S. S., Dumlao, J., Erdmann-Sager, D., Murray, D., Phan, E., Soukas, N., & Yokozuka, N. (2000). Stress at college: Effects on health habits, health status and self-esteem. College Student Journal, 34(2).
    Jex, S. M. (1998). Stress and job performance: Theory, research, and implications for managerial practice. Sage Publications Ltd.
    Kearsley, G., & Shneiderman, B. (1998). Engagement theory: A framework for technology-based teaching and learning. Educational technology, 38(5), 20-23.
    Kim, E.J., & Yang, M.H. (2011).An exploratory study on academic emotions of Korean students. Korean Journal of Educational Psychology, 25(3), 501-521.
    Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262-273.
    Kogan, L. R., McConnell, S. L., & Schoenfeld-Tacher, R. (2005). Veterinary students and non-academic stressors. Journal of Veterinary Medical Education, 32(2), 193-200.
    Kohn, P. M., Lafreniere, K., & Gurevich, M. (1990). The inventory of college students' recent life experiences: A decontaminated hassles scale for a special population. Journal of Behavioral Medicine, 13(6), 619-630.
    Kozar, O. (2015). Discursive practices of private online tutoring websites in Russia. Discourse: Studies in the Cultural Politics of Education, 36(3), 354-368.
    Kuh, G. D. (2003). What we're learning about student engagement from NSSE: Benchmarks for effective educational practices. Change: The Magazine of Higher Learning, 35(2), 24-32.
    Kuh, G. D. (2009). The national survey of student engagement: Conceptual and empirical foundations. New Directions for Institutional Research, 141(1), 5-20.
    Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2005). Assessing conditions to enhance educational effectiveness: The inventory for student engagement and success. San Francisco: Jossey-Bass.
    Kwak, J.E. (2012). Effects of on high school student’s consciousness parental achievement pressure and test anxiety: Socially prescribed and academic stress as mediated (Unpublished master’s thesis). Gyeongsang National University, Jinju, South Korea.
    Lazarus, R. S. (1991). Cognition and motivation in emotion. American Psychologist, 46(4), 352.
    Lazarus, R. S. (1991). Emotion and adaptation. Oxford University Press
    LeMoyne, T., & Buchanan, T. (2011). Does “hovering” matter? Helicopter parenting and its effect on well-being. Sociological Spectrum, 31(4), 399-418.
    Liu, C., Lim, R., Taylor, S., & Calvo, R. A. (2019). Students' behavioural engagement in reviewing their tele-consultation feedback within an online clinical communication skills platform. Computers in Human Behavior, 94, 35-44.
    Lomax, R. G., & Schumacker, R. E. (2004). A beginner's guide to structural equation modeling. London, UK: Psychology press.
    Lovallo, W. R. (1997). Stress & health: Biological and psychological interactions. London, UK: Sage.
    Love, H. (2016). A new approach to measuring helicopter parenting: The multidimensional helicopter parenting scale (Unpublished master's thesis). Illinois, IL: Illinois State University.
    MacCallum, R. C., & Hong, S. (1997). Power analysis in covariance structure modeling using GFI and AGFI. Multivariate Behavioral Research, 32, 193-210.
    Maccoby, E. E. (1984). Socialization and developmental change. Child Development, 317-328.
    Maccoby, E.E., & Martin, J.A. (1983). Socialization in the context of the family: Parent-child interaction. In P. H. Mussen (Ed.), Handbook of child psychology (4th ed., pp.1-101). New York, NY: John Wiley & Sons.
    MacKinnon, D. P. (2008). Introduction to statistical mediation analysis. New York, NY: Lawrence Erlbaum Associates.
    Marks, H.M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 7(1), 153-184.
    McDonald, R. P., & Ho, M. R. (2002). Principles and practice in reporting structural equation analysis. Psychological Methods, 7, 64-82.
    McElhaney, K. B., & Allen, J. P. (2012). Sociocultural perspectives on adolescent autonomy. Adolescence and Beyond: Family Processes and Development, 161-176.
    Mirehie, M., & Gibson, H. (2018). Destination attribute preferences of active snow sport tourists: Insights on female participants. Retrieved from https://scholarworks.umass.edu/ttra/2018/Academic_Papers_Oral/11
    Moreira, P. A., Dias, A., Matias, C., Castro, J., Gaspar, T., & Oliveira, J. (2018). School effects on students' engagement with school: Academic performance moderates the effect of school support for learning on students' engagement. Learning and Individual Differences, 67, 67-77.
    Mulaik, S. A., James, L. R., Altine, J. V., Bennett, N., Lind, S., & Stilwell, C. D. (1989). Evaluation of goodness-of-fit indices for structural equation models. Psychological Bulletin,105(3),430-445.
    Nam, J.M., Sung, H.R., & Gwon, S.Y. (2014). Effects of psychological control and affective parenting on internalized and externalized behaviors in junior middle schoolers. The Korean Journal of Developmental Psychology, 27 (3), pp. 147-167.
    Newman, B.(1991). Development through life a psychosocial approach . New York:Wordsworth .
    Newmann, F. M., Wehlage, G. G., & Lamborn, S. D. (1992). The significance and sources of student engagement. In F. M. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp. 11-39). New York, NY: Teachers College Press.
    Oken, B. S., Chamine, I., & Wakeland, W. (2015). A systems approach to stress, stressors and resilience in humans. Behavioural Brain Research, 282, 144-154.
    Ouweneel, E., Le Blanc, P. M., & Schaufeli, W. B. (2011). Flourishing students: A longitudinal study on positive emotions, personal resources, and study engagement. The Journal of Positive Psychology, 6(2), 142-153.
    Padilla-Walker, L. M., & Nelson, L. J. (2012). Black hawk down?: Establishing helicopter parenting as a distinct construct from other forms of parental control during emerging adulthood. Journal of Adolescence, 35(5), 1177-1190.
    Pan, Y., Gauvain, M., & Schwartz, S. J. (2013). Do parents' collectivistic tendency and attitudes toward filial piety facilitate autonomous motivation among young Chinese adolescents? Motivation and Emotion, 37(4), 701-711.
    Pearce, S., Power, S., & Taylor, C. (2018). Private tutoring in Wales: patterns of private investment and public provision. Research Papers in Education, 33(1), 113-126.
    Pearlin, L. I., & Schooler, C. (1978). The structure of coping. Journal of Health and Social Behavior, 2-21.
    Pekrun, R. (1992). The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators. Applied Psychology: An International Review, 41(4), 361.
    Pekrun, R. (2000). A social-cognitive, control-value theory of achievement emotions. In J. Heckhausen (Ed.), Motivational psychology of human development (p. 146). Oxford, England: Elsevier Science.
    Pekrun, R. (2005). Progress and open problems in educational emotion research. Learning and Instruction, 15(5), 497-506.
    Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341.
    Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 259–282). New York, NY: Springer.
    Pekrun, R., & Perry, R. (2014). Control-value theory of achievement emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 12-141). New York, NY: Taylor & Francis.
    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(3), 583-597.
    Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531.
    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), 91-106.
    Pike, G. R., & Kuh, G. D. (2004). A typology of student engagement for American colleges and universities. Research in Higher Education, 46(2), 185-209.
    Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory research, and applications (2nd ed.). Englewood Cliffs. NJ: Prentice Hall Merrill.
    Pozzi, M., Becciu, M., & Colasanti, A. R. (2019). Two-Faced Janus: The role of peers in adolescence. In Adolescent health and wellbeing (pp. 243-269). Cham, Springer.
    Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students' engagement by increasing teachers' autonomy support. Motivation & Emotion, 28(2), 147-169.
    Robinson, C.C., Mandleco, B., Olsen, S.F., & Hart, C.H. (1995). Authoritative, authoritarian, and permissive parenting practices: Development of a new measure. Psychological Reports, 77, 819-830.
    Russell, J. A. (1980). A circumplex model of affect. Journal of Personality and Social Psychology, 39(6), 1161.
    Sapolsky, R. M. (2004). Why zebras don't get ulcers: The acclaimed guide to stress, stress-related diseases, and coping-now revised and updated. Holt Paperbacks.
    Schlechty, P. C. (2011). Engaging students: The next level of working on the work. San Francisco, CA: Jossey-Bass.
    Schutz, P. A., & Lanehart, S. L. (2002). Introduction: Emotions in education. Educational Psychologist, 37(2), 67-68.
    Selye, H. (1956). The stress of life. New York: McGraw-Hill.
    Selye, H. (1983). Seley’s guide to stress research (3rd ed.). New York: Van Nostrand Reinhold.
    Shweder, R. A., & Sullivan, M. A. (1993). Cultural psychology: Who needs it?. Annual Review of Psychology, 44(1), 497-523.
    Silova, I. (2010). Private tutoring in Eastern Europe and Central Asia: Policy choices and implications. Compare, 40(3), 327-344.
    Siqueira Drake, A. A., Hafen Jr, M., Rush, B. R., & Reisbig, A. M. (2012). Predictors of anxiety and depression in veterinary medicine students: a four-year cohort examination. Journal of Veterinary Medical Education, 39(4), 322-330.
    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., Kindermann, T.A., Connell, J.P., & Wellborn, J. G. (2009). Engagement and disaffection as organizational constructs in the dynamics of motivational development. In K. Wentzel & A. Wigfield( Eds.), Handbook of motivation at school(pp. 223-245). Malwah, NJ: Erlbaum
    Somers, P., & Settle, J. (2010). The helicopter parent. College and University: The Journal of the American Association of Collegiate Registrars, 86(2), 2-9.
    Sriprakash, A., Proctor, H., & Hu, B. (2016). Visible pedagogic work: Parenting, private tutoring and educational advantage in Australia. Discourse: Studies in the Cultural Politics of Education, 37(3), 426-441.
    Šťastný, V. (2017). Private tutoring lessons supply: Insights from online advertising in the Czech Republic. Compare: A Journal of Comparative and International Education, 47(4), 561-579.
    Stevenson, D. L., & Baker, D. P. (1992). Shadow education and allocation in formal schooling: Transition to university in Japan. American Journal of Sociology, 97(6), 1639-1657.
    Stolz, H.E., Barber, B.K., & Olsen, J.A. (2005).Toward disentangling fathering and mothering: An asesment of relative importance. Journal of Mariage and Family, 67(4) , 1076-1092.
    Sullivan, P., Mornane, A., Prain, V., Campbell, C., Deed, C., Drane, S., Faulkner, M., McDonough, A., & Smith, C. (2009). Junior secondary students’ perceptions of influences on their engagement with schooling. Australian Journal of Education, 53(2), 176-191.
    The University of Tennessee of Chattanooga(2005). UTC working to enhance learning engagement. Retrieved from http://www.utc.edu/university- relations/news-center/archive/2005/qep.php
    Thiessen, V., & Blasius, J. (2008). Mathematics achievement and mathematics learning strategies: Cognitive competencies and construct differentiation. International Journal of Educational Research, 47, 362-371.
    Uekawa, K, Borman, K., & Lee, R. (2007). Student engagement in U.S. urban high school mathematics and science classrooms: Findings on social organization, race and ethnicity. The Urban Review, 39(1), 1-43.
    Walker, C. O., & Greene, B. A. (2009). The relations between student motivational beliefs and cognitive engagement in high school. Journal of Educational Research, 102(6), 463-472.
    Watson, D., & Tellegen, A. (1985). Toward a consensual structure of mood. Psychological Bulletin, 98(2), 219
    Whyte, D. (1996). The heart aroused: Poetry and the preservation of the soul in corporate America. Crown Business.
    Wigfield, A. & Eccles, J. S. (2002). The development of competence beliefs, expectancies for success: An achievement values from childhood through adolescence.In A. Wigfield & J. S. Eccles.(Eds.). The development of achievement (pp. 99-120). San Diego, CA: Academic Press.
    Williams, T., Williams, K., Kastberg, D., & Jocelyn, L. (2005). Achievement and affect in OECD nations. Oxford Review of Education, 31, 517-545.
    Yang, T., Yang, X. Y., Yu, L., Cottrell, R. R., & Jiang, S. (2017). Individual and regional association between socioeconomic status and uncertainty stress, and life stress: a representative nationwide study of China. International Journal for Equity in Health, 16(1), 118.
    Yazzie-Mintz, E. (2010). Charting the path form engagement to achievement: A report on the 2009 high school survey of student engagement. Bloomington, IN: Center for Evaluation & Education Policy.
    Yin, H., & Ke, Z. (2017). Students’ course experience and engagement: an attempt to bridge two lines of research on the quality of undergraduate education. Assessment & Evaluation in Higher Education, 42(7), 1145- 1158.
    Yung, K. W. H. (2019). Exploring the L2 selves of senior secondary students in English private tutoring in Hong Kong. System, 80, 120-133.
    Yung, K. W. H., & Bray, M. (2017). Shadow education: Features, expansion and implications. Making Sense of Education in Post-handover Hong Kong: Achievements and Challenges (pp. 95-111). London, England: Routledge.
    Yung, K. W. H., & Yuan, R. (2020). ‘The most popular star-tutor of English’: Discursive construction of tutor identities in shadow education. Discourse: Studies in the Cultural Politics of Education,41(1), 153-168.
    Zhang, X., Meng, Y., de Pablos, P. O., & Sun, Y. (2019). Learning analytics in collaborative learning supported by Slack: From the perspective of engagement. Computers in Human Behavior, 92, 625-633.
    Zusho, A. (2017). Toward an integrated model of student learning in the college classroom. Educational Psychology Review, 29(2), 301-324.

    下載圖示
    QR CODE