研究生: |
唐婉玲 Janell Roshea Dawson |
---|---|
論文名稱: |
Analyzing the Motivation on International Students' Academic Performance in Universities in Taiwan Analyzing the Motivation on International Students' Academic Performance in Universities in Taiwan |
指導教授: |
施正屏
Shih, Cheng-Ping |
學位類別: |
碩士 Master |
系所名稱: |
國際人力資源發展研究所 Graduate Institute of International Human Resource Developmemt |
論文出版年: | 2015 |
畢業學年度: | 103 |
語文別: | 英文 |
論文頁數: | 92 |
中文關鍵詞: | Academic Performance 、Motivation 、Academic Motivation Scale 、Test of Chinese as a Foreign Language |
英文關鍵詞: | Academic Performance, Motivation, Academic Motivation Scale, Test of Chinese as a Foreign Language |
論文種類: | 學術論文 |
相關次數: | 點閱:107 下載:11 |
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 |
Motivation is one of the most commonly used instruments in predicting performance. The majority of the studies based on motivation tackle the issue of predicting job performance, while some of the studies are involved on more specific situations, such as academic performance or training performance. This study examined the relationship between motivation and academic performance of international students enrolled in universities throughout Taiwan who have take the Test of Chinese as a Second Language to determine whether motivation played a significant role in student achievement in this examination. Secondly to add information, insight, and close research gaps where Taiwan is concern and to offer both academic and practitioners additional insight in educational issues such as admissions to college or graduate programs. Motivation was assessed using the Academic Motivation Scale Questionnaire (AMS) comprised of the following seven motivation subscales: intrinsic motivation- to know, intrinsic motivation-towards accomplishment, intrinsic motivation- to experience stimulus, extrinsic motivation- identified regulation, extrinsic motivation-introjected regulation, extrinsic motivation-external regulation and Amotivation. Shih and Dawson developed two models. The MAP model, developed by Shih and Dawson tested motivation and academic performance with a sample of 200. Results show that there is a moderate correlation among the independent variable of Motivation and the dependent variable of academic performance as seen from the SEM pathway.
Motivation is one of the most commonly used instruments in predicting performance. The majority of the studies based on motivation tackle the issue of predicting job performance, while some of the studies are involved on more specific situations, such as academic performance or training performance. This study examined the relationship between motivation and academic performance of international students enrolled in universities throughout Taiwan who have take the Test of Chinese as a Second Language to determine whether motivation played a significant role in student achievement in this examination. Secondly to add information, insight, and close research gaps where Taiwan is concern and to offer both academic and practitioners additional insight in educational issues such as admissions to college or graduate programs. Motivation was assessed using the Academic Motivation Scale Questionnaire (AMS) comprised of the following seven motivation subscales: intrinsic motivation- to know, intrinsic motivation-towards accomplishment, intrinsic motivation- to experience stimulus, extrinsic motivation- identified regulation, extrinsic motivation-introjected regulation, extrinsic motivation-external regulation and Amotivation. Shih and Dawson developed two models. The MAP model, developed by Shih and Dawson tested motivation and academic performance with a sample of 200. Results show that there is a moderate correlation among the independent variable of Motivation and the dependent variable of academic performance as seen from the SEM pathway.
References
Adelman, I., & Taylor, J. E. (1990). Is structural adjustment with a human face possible? The case of Mexico. The Journal of Development Studies, 26(3), 387-407. doi: 10.1080/00220389008422161
Adelman, H. S., MacDonald, V. M., Nelson, P., Smith, D. C., & Taylor, L. (1990). Motivational readiness and the participation of children with learning and behavior problems in psychoeducational decision making. Journal of learning disabilities, 23(3), 171-176. doi: 10.1177/002221949002300307
Ashton, M. C., & Lee, K. (2005). Honesty-humility, the big five, and the five-factor model. Journal of Personality, (73), 1322–1354. doi:10.1111/j.1467-6494.2005.00351.x
Ashton, M. C., Lee, K., Perugini, M., Szarota, P., De Vries, R. E., Di Blas, L., Boies, K., & De Raad, B. (2004). A six-factor structure of personality-descriptive adjectives: solutions from psycholexical studies in seven languages. Journal of Personality and Social Psychology, 86(2), 356-366. doi: 10.1037/0022-3514.86.2.356
Ashton, M. C., Lee, K., Vernon, P. A., & Jang, K. L. (2000). Fluid intelligence, crystallized intelligence, and the openness/intellect factor. Journal of Research in Personality, 34(2), 198-207. doi:10.1006/jrpe.1999.2276
Ball, S. (1984). Student motivation: Some reflections and projections. In R. Ames & C. Ames (Eds.), Research on motivation in education: Student motivation (pp. 313-327). Orlando: Academic Press.
Bates, J. A. (1979). Extrinsic reward and intrinsic motivation: A review with implications for the classroom. Review of Educational Research, 49(4), 557-576. doi: 10.3102/00346543049004557
Beck, R. C. (1978). Motivation: Theories and principles. Englewood Cliffs, NJ: Prentice-Hall.
Bomia, L., Beluzo, L., Demeester, D., Elander, K., Johnson, M., & Sheldon, B. (1997). The Impact of Teaching Strategies on Intrinsic Motivation. Retrieved from ERIC database. (ED418925)
Boggiano, A. K., & Barrett, M. (1992). Gender differences in depression in children as a function of motivational orientation. Sex Roles, 26(1-2), 11-17.
Brophy, J. (1983). Conceptualizing student motivation. Educational Psychologist, 18(3), 200-215. doi:10.1080/00461528309529274
Brophy, J. (1986). On motivating students. Retrieved from ERIC database. (ED276724)
Brophy, J. (1987). Synthesis of research on strategies for motivating students to learn. Educational Leadership, 45(2), 40-48.
Benninga, J. S. (1991). Moral, character, and civic education in the elementary school. Retrieved from ERIC database. (ED396970)
Blais, M. R., Sabourin, S., Boucher, C., & Vallerand, R. J. (1990). Toward a motivational model of couple happiness. Journal of Personality and Social Psychology, 59(5), 1021-1031.
Blickle, G. (1996). Personality traits, learning strategies, and performance. European Journal of Personality, 10(5), 337–352. doi:10.1002/(SICI)10990984(199612)10
Block, J. (1995). A contrarian view of the five-factor approach to personality description. Psychological Bulletin, 117(2), 187-215. doi:10.1037/0033-2909.117.2.187
Boggiano, A. K., & Barrett, M. (1992). Gender differences in depression in children as a function of motivational orientation. Sex Roles, 26(1-2), 11-17.
Brand, C. (1994). Open to experience–closed to intelligence: Why the ‘big five’ are really the ‘comprehensive six.’ European Journal of Personality, 8(4), 299–310. doi:10.1002/per.2410080407
Busato, V. V., Prins, F. J., Elshout, J. J., & Hamaker, C. (2000). Intellectual ability, learning style, achievement motivation and academic success of psychology students in higher education. Personality and Individual Differences, 29(6), 1057–1068. doi:10.1016/S0191-8869(99)00253-6
Butler, M.G. (1989). Hypopigmentation: A common feature of prader-labhart-willi syndrome. American Journal of Human Genetics, 45(1), 140-146.
Byrne, M. (2001). Sampling for qualitative research. AORN Journal, 73(2), 494-498.
Chamorro-Premuzic, T., & Furnham, A. (2003a). Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of Research in Personality, 37(4), 319-338. doi:10.1016/S0092-6566(02)00578-0
Chamorro‐Premuzic, T., & Furnham, A. (2003b). Personality traits and academic examination performance. European Journal of Personality, 17(3), 237-250. doi:10.1002/per.473
Child, D. (1964). The relationships between introversion–extraversion, neuroticism and performance in school examinations. British Journal of Educational Psychology, 34(2), 187-196. doi:10.1111/j.2044-8279.1964.tb00623.x
Chinese Proficiency Test: TOP. (n.d.). Retrieved June 16, 2015, from http://www.tw.org/tocfl/
Clark, M. H., & Schroth, C. A. (2010). Examining relationships between academic motivation and personality among college students. Learning and Individual Differences, 20(1), 19-24. doi:10.1016/j.lindif.2009.10.002
Cohen, J., Cohen P., West, S.G., & Aiken, L.S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum Associates.
Conard, M. A. (2006). Aptitude is not enough: How personality and behavior predict academic performance. Journal of Research in Personality, 40(3), 339-346. doi:10.1016/j.jrp.2004.10.003
Costa, P. T., & McCrae, R. R. (1992). Neo Personality Inventory-Revised (NEO PI-R). Odessa, Florida: Psychological Assessment Resources.
Costa Jr., P. T., McCrae, R. R., & Dye, D. A. (1991). Facet scales for agreeableness and conscientiousness: A revision of the NEO Personality Inventory. Personality and Individual Differences, 12(9), 887-898. doi:10.1016/0191-8869(91)90177-D
Church, A. T. (1994). Relating the Tellegen and five-factor models of personality structure. Journal of Personality and Social Psychology, 67(5), 898–909. doi:10.1037/0022-3514.67.5.898
Church, A. T., & Burke, P. J. (1994). Exploratory and confirmatory tests of the big five and tellegen’s three- and four-dimensional models. Journal of Personality and Social Psychology, 66(1), 93-114. doi:10.1037/0022-3514.66.1.93
Deci, E. L. (1975). Intrinsic motivation. New York: Plenum Press.
Deci, E. L. (1976). Notes on the theory and metatheory of intrinsic motivation. Organizational Behavior and Human Performance, 15(1), 130-145. doi:10.1016/0030-5073(76)90033-7
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational psychologist, 26(3-4), 325-346. doi:10.1080/00461520.1991.9653137
Deci, E. L., & Ryan, R. M. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. doi:10.1006/ceps.1999.1020
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.Retrieved from https://books.google.com.tw/books?hl=en&lr=&id=p96Wmn-ER4QC&oi=fnd&pg=PA1&dq=Deci,+E.+L.,+%26+Ryan,+R.+M.+(1985).+Intrinsic+motivation+and+self-determination+in+human+behavior.+New+York:+&ots=3dIMr4t5b2&sig=9h9eSTo9GT3M34-KL3YHUSO1J_U&redir_esc=y#v=onepage&q=Deci%2C%20E.%20L.%2C%20%26%20Ryan%2C%20R.%20M.%20(1985).%20Intrinsic%20motivation%20and%20self-determination%20in%20human%20behavior.%20New%20York%3A&f=false
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self- determination of behavior. Psychological Inquiry, (11), 227–268. doi:10.1207/S15327965PLI1104_01
De Fruyt, F., & Mervielde, I. (1996). Personality and interests as predictors of streaming and achievement. European Journal of Personality, 10(5), 405–425. doi: 10.1002/(SICI)1099-0984(199612)10
De Raad, B., & Schouwenburg, H. (1996). Personality in learning and education: A review. European Journal of Personality, 10(5), 303-336. doi:10.1002/(SICI)1099-0984(199612)10
Depue, R. A., & Collins, P. F. (1999). Neurobiology of the structure of personality: Dopamine, facilitation of incentive motivation, and extraversion. Behavioral and Brain Sciences, 22(3), 491-517.
DeYoung, C. G. (2006). Higher-order factors of the Big Five in a multi-informant sample. Journal of Personality and Social Psychology, 91(6), 1138-1151. doi: 10.1037/0022-3514.91.6.1138
DeYoung, C. G., Peterson, J. B., & Higgins, D. M. (2002). Higher-order factors of the big five predict conformity: Are there neuroses of health?. Personality and Individual Differences, 33(4), 533–552. doi:10.1016/S0191-8869(01)00171-4
DeYoung, C. G., Quilty, L. C., & Peterson, J. B. (2007). Between facets and domains: 10 aspects of the big five. Journal of Personality and Social Psychology, 93(5), 880-896
Digman, J. M. (1997). Higher-order factors of the big five. Journal of Personality and Social Psychology, 73(6), 1246-1256. doi:10.1037/0022-3514.73.6.1246
Entwistle, N., & Entwistle, D. (1970). The relationships between personality, study methods and academic performance. British Journal of Educational Psychology, 40(2), 132–143. doi: 10.1111/j.2044-8279.1970.tb02113.x
Eysenck, H. J. (1967). The Biological Basis of Personality. Springfield: Transaction publishers.
Fox, J., & Weisberg, S. (2010). An R companion to applied regression. Sage.
Furnham, A., Chamorro-Premuzic, T., & McDougall, F. (2002). Personality, cognitive ability, and beliefs about intelligence as predictors of academic performance. Learning and Individual Differences, 14(1), 47-64. doi:10.1016/j.lindif.2003.08.002
Furnham, A., & Medhurst, S. (1995). Personality correlates of academic seminar behaviour: A study of four instruments. Personality and Individual Differences, 19(2), 197-208. doi:10.1016/0191-8869(95)00026-3
Givvin, K. B., Stipek, D. J., Salmon, J. M., & MacGyvers, V. L. (2001). In the eyes of the beholder: Students’ and teachers’ judgments of students’ motivation. Teaching and Teacher Education, 17(3), 321-331.
Goff, M., & Ackerman, P. (1992). Personality–intelligence relations: Assessment of typical intellectual engagement. Journal of Educational Psychology, 84(4), 537-552.
Goldberg, L. R. (1992). The development of markers for the big-five factor structure. Psychological Assessment, 4(1), 26-42. doi: 10.1037/1040-3590.4.1.26
Goldberg, L. R. (1994). Resolving a scientific embarrassment: A comment on the articles in this special issue. European Journal of Personality, 8(4), 351–356. doi:10.1002/per.2410080411
Goldberg, L. R. (1999). A broad-bandwidth, public domain, personality inventory measuring the lower-level facets of several five-factor models. In I. Mervielde, I. Deary, F. De Fruyt, & F. Ostendorf (Eds.), Personality Psychology in Europe (pp. 7-28). Tilburg, the Netherlands: Tilburg University Press.
Goodman, L.A. (1961). Snowball sampling. Annals of Mathematical Statistics 32(1), 148-170. doi:10.1214/aoms/1177705148
Goudas, M., Biddle, S., & Fox, K. (1994). Perceived locus of causality, goal orientations, and perceived competence in school physical education classes. British Journal of Educational Psychology, 64(3), 453-463. doi: 10.1111/j.2044-8279.1994.tb01116.x
Gottfried, A. E. (1983). Intrinsic motivation in young children. Young Children, 39(1), 64-73.
Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1994). Role of parental motivational practices in children's academic intrinsic motivation and achievement. Journal of Educational Psychology, 86(1), 104-113.
Gray, J.A. (1970). The psychophysiological basis of introversion-extraversion. Behaviour Research and Therapy, 8(3), 249-266. doi:10.1016/0005-7967(70)90069-0
Grolnick, W. S., & Ryan, R. M. (1990). Self-perceptions, motivation, and adjustment in children with learning disabilities: a multiple group comparison study. Journal of Learning Disabilities, 23(3), 177-184. doi:10.1177/002221949002300308
Halamandaris, K. F., & Power, K. G. (1999). Individual differences, social support and coping with examination stress: A study of the psychosocial and academic adjustment of first year home students. Personality and Individual Differences, 26(4), 665-685. doi:10.1016/S0191-8869(98)00172-X
Hirschberg, N., & Itkin, S. (1978). Graduate student success in psychology. American Psychologist, 33(12), 1083-1093. doi:10.1037/0003-066X.33.12.1083
Hogan, R., & Hogan, J. (1992). Hogan personality inventory manual. Tulsa, OK: Hogan Assessment Systems.
Hough, L.M., Eaton, N.K., Dunnette, M.D., Kamp, J.D. & McCloy, R.A. (1990). Criterion-related validities of personality constructs and the effect of response distortion on those validities. Journal of Applied Psychology, 75(5), 581-595. doi: 10.1037/0021-9010.75.5.581
Howard, G. (1994). Why do people say nasty things about self-reports? Journal of Organizational Behavior, 15(5), 399-404. doi: 10.1002/job.4030150505
Hulland, J. (1999). Use of partial least squares (PLS) in strategic management research: A review of four recent studies. Strategic Management Journal, 20(2), 195-248.
Jackson, D. N., Paunonen, S. V., Fraboni, M., & Goffin, R. G. (1996). A five-factor versus a six-factor model of personality structure. Personality and Individual Differences, 20(1), 33-45. doi:10.1016/0191-8869(95)00143-T
Jang, K. L., Livesley, W. J., Ando, J., Yamagata, S., Suzuki, A., Angleitner, A., & Spinath, F. (2006). Behavioral genetics of the higher-order factors of the big five. Personality and Individual Differences, 41(2), 261-272. doi:10.1016/j.paid.2005.11.033
Johnson, J. A. (1994). Clarification of factor five with the help of the AB5C model. European Journal of Personality, 8(4), 311–314. doi:10.1002/per.2410080408
John, O. P., & Srivastava, S. (1999). The big five trait taxonomy: History, measurement, and theoretical perspectives. Handbook of Personality: Theory and Research, 2(1999), 102-138.
Jolijn Hendriks, A. A., Perugini, M., Angleitner, A., Ostendorf, F., Johnson, J. A., De Fruyt, F., & Ruisel, I. (2003). The five‐factor personality inventory: Cross-cultural generalizability across 13 countries. European Journal of Personality, 17(5), 347-373. doi: 10.1002/per.491
Jonassaint, C. R., Boyle, S. H., Kuhn, C. M., Siegler, I. C., Copeland, W. E., & Williams, R. (2010). Personality and inflammation: The protective effect of openness to experience. Ethnicity & Disease, 20(1), 11-14.
Judge, T. A., Higgins, C. A., Thoresen, C. J., & Barrick, M. R. (1999). The big five personality traits, general mental ability, and career success across the life span. Personnel Psychology, 52(3), 621-652. doi:10.1111/j.1744-6570.1999.tb00174.x
Judge, T. A., & Ilies, R. (2002). Relationship of personality to performance motivation: A meta-analytic review. Journal of Applied Psychology, 87(4), 797-807. doi: 10.1037/0021-9010.87.4.797
Kamauru, R. J. (2000). Intrinsic and Extrinsic Motivation Predict Academic Performance of College Students. Atlanta, Georgia: Morehouse College.
Kendler, K. S., Kuhn, J. & Prescott, C. A. (2004). The interrelationship of neuroticism, sex, and stressful life events in the prediction of episodes of major depression. American Journal of Psychiatry, 161(4), 631-636. doi: 10.1176/appi.ajp.161.4.631
Komarraju, M., Karau, S. J., & Schmeck, R. R. (2009). Role of the big five personality traits in predicting college students' academic motivation and achievement. Learning and Individual Differences, 19(1), 47-52. doi:10.1016/j.lindif.2008.07.001
Komarraju, M., & Karau, S. J. (2005). The relationship between the big five personality traits and academic motivation. Personality and Individual Differences, 39(3), 557-567. doi:10.1016/j.paid.2005.02.013
Koyuncu, N., & Kadilar, C. (2009). Ratio and product estimators in stratified random sampling. Journal of Statistical Planning and Inference, 139(8), 2552-2558. doi:10.1016/j.jspi.2008.11.009
Lounsbury, J. W., Sundstrom, E., Loveland, J. M., & Gibson, L. W. (2003). Intelligence, “big five” personality traits, and work drive as predictors of course grade. Personality and Individual Differences, 35(6), 1231-1239. doi:10.1016/S0191-8869(02)00330-6
Lounsbury, J. W., Welsh, D. P., Gibson, L. W., & Sundstrom, E. (2005). Broad and narrow personality traits in relation to cognitive ability in adolescents. Personality and Individual Differences, 38(5), 1009-1019. doi:10.1016/j.paid.2004.06.022
Lumsden, L. S. (1994). Student Motivation To Learn. Retrieved from ERIC database. (ED370200)
Mann, P. S. (1995). Introductory Statistics. New York: John Wiley & Sons.
Markon, K. E., Krueger, R. F., & Watson, D. (2005). Delineating the structure of normal and abnormal personality: An integrative hierarchical approach. Journal of Personality and Social Psychology, 88(1), 139-57. doi:10.1037/0022-3514.88.1.139
McCrae, R. R., Costa, P. T., Del Pilar, G. H., Rolland, J. P., & Parker, W. D. (1998). Cross-cultural assessment of the five-factor model the revised NEO personality inventory. Journal of Cross-Cultural Psychology, 29(1), 171-188. doi:10.1177/0022022198291009
McCrae, R., & Costa P. T. (1997). Conceptions and correlates of openness to experience. In Hogan, R., & Johnson, J. A., & S.R Briggs. (Eds.), Handbook of personality psychology (pp. 825–847). Orlando, FL: Academic Press.
McCrae, R. R., & John, O. P. (1992). An introduction to the five‐factor model and its applications. Journal of Personality, 60(2), 175-215. doi: 10.1111/j.1467-6494.1992.tb00970.x
McCullers, J. C., Fabes, R. A., & Moran, J. D. (1987). Does intrinsic motivation theory explain the adverse effects of rewards on immediate task performance? Journal of Personality and Social Psychology, 52(5), 1027-1033.
A messy bedroom? Do not worry. It's just a sign of openness. (2014). Retrieved from (http://www.awinningpersonality.com/psychology/the-big-5-personality-traits/a-messy-bedroom-do-not-worry-its-just-a-sign-of-openness/)
Millon, T. & Davis, R. O. (1996). Disorders of personality: DSM-IV and beyond. Oxford, England: John Wiley & Sons.
Mills, R. C. (1991). A new understanding of self: The role of affect, state of mind, self-understanding, and intrinsic motivation. Journal of Experimental Education, 60(1), 67- 91. doi:10.1080/00220973.1991.10806580
Murray, H. (1938). Explorations in personality: A clinical and experimental study of fifty men of college age. London: Oxford: University Press.
Neill, J. (2007). Qualitative versus quantitative research: Key Points in a classic debate. Retrieved from www.wilderdom.com/research/QualitativeVersusQuantitativeResearch.
Noftle, E. E., & Robins, R. W. (2007). Personality predictors of academic outcomes: Big five correlates of GPA and SAT scores. Journal of Personality and Social Psychology, 93(1), 116-130. doi:1037/0022-3514.93.1.116
Neuman, W. L. (2011). Social research methods: Qualitative and quantitative approaches. Boston, Massachusetts: Ally &Bacon.
Nunnally, J. C. (1978). Psychometric theory. (2nd Ed.) New York: McGraw Hill.
O’Connor, M. C., & Paunonen, S. V. (2007). Big five personality predictors of post-secondary academic performance. Personality and Individual Differences, 43(5), 971-990. doi:10.1016/j.paid.2007.03.017
Park, C. L., & Folkman, S. (1997). Meaning in the context of stress and coping. Review of General Psychology, 1(2), 115.
Paunonen, S. V., & Ashton, M. C. (2001). Big five predictors of academic achievement. Journal of Research in Personality, 35(1), 78-90. doi:10.1006/jrpe.2000.2309
Raffini, J. P. (1993). Winners without losers: Structures and strategies for increasing student motivation to learn. Boston, Massachusetts: Allyn and Bacon.
Roberts, B. W., Chernyshenko, O. S., Stark, S., & Goldberg, L. R. (2005). The structure of conscientiousness: An empirical investigation based on seven major personality questionnaires. Personnel Psychology, 58(1), 103-139. doi:10.1111/j.1744-6570.2005.00301.x
Roccas, S., Sagiv, L., Schwartz, S. H., & Knafo, A. (2002). The big five personality factors and personal values. Personality and Social Psychology Bulletin, 28(6), 789-801. doi: 10.1177/0146167202289008
Rokeach, M. (1960). The open and closed mind; Investigations into the nature of belief systems and personality systems. New York: Basic Books.
Sanchez-Marin, M., Rejano-Infante, E., & Rodriguez-Troyano, Y. (2001). Personality and academic productivity in the university student. Social Behavior and Personality:An International Journal, 29(3), 299-305.
Saucier, G. (1994). Trapnell versus the lexical factor: More ado about nothing? European Journal of Personality, 8(4), 291-298. doi: 10.1002/per.2410080406
Schuerger, J. M., & Kuma, D. L. (1987). Adolescent personality and school and college performance: A follow up study. Psychology in the Schools, 24(3), 281–285. doi: 10.1002/1520-6807(198707)24:3
Schunk, D. H. (1990). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207-231doi: 10.1080/00461520.1991.9653133
Staples, D.S., & Webster, J. (2008). Exploring the effects of trust, task independence and virtualness on knowledge sharing in teams. Information Systems Journal, 18(6), 617-640. doi:10.1111/j.1365-2575.2007.00244.x
Study in Taiwan. (n.d.). Retrieved from http://www.topuniversities.com/where-to-study/asia/taiwan/guide
Study In Taiwan. (2014). Retrieved from http://scholarship-positions.com/blog/study-in-taiwan/201408/
Trapmann, S., Hell, B., Hirn, J. O. W., & Schuler, H. (2007). Meta-analysis of the relationship between the big five and academic success at university. Zeitschrift für Psychologie/Journal of Psychology, 215(2), 132-151.
Wentzel, K., & Wigfield, A. (1998). Academic and social motivational influences on students' academic performance. Educational Psychology Review, 10(2), 155-175. doi: 10.1023/A:1022137619834
Wolfe, R., & Johnson, S. (1995). Personality as a predictor of college performance. Educational and Psychological Measurement, 55(2), 77–185. doi: 10.1177/0013164495055002002
Yu, S. H., Kim, Y. G., & Kim, M. Y. (2007). Do we know what really drives km performance?. Journal of Knowledge Management, 11(6), 39-53. doi: 10.1108/13673270710832154
Zeidner, M., & Matthews, G. (2000). Intelligence and personality. In R. Sternberg (Ed.), Handbook of intelligence (pp. 581-610). New York: Cambridge University Press.
Zuckerman, M. (1971). Dimensions of sensation seeking. Journal of Consulting and Clinical Psychology, 36(1), 45-52. doi: 10.1037/h0030478
Soto, L. D. (1988). The motivational orientation of higher and lower achieving puerto rican children. Journal of Psychoeducational Assessment, 6(3), 199-206. doi:10.1177/073428298800600302
Smith, C. Roth. (1983). Learning disabilities: the interaction of learner, task, and setting. Boston, Massachusetts: Little, Brown.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207-231. Doi:10.1080/00461520.1991.9653133
Wiersma, U. J. (1992). The effects of extrinsic rewards in intrinsic motivation: A meta‐analysis. Journal of Occupational and Organizational Psychology, 65(2), 101-114. doi: 10.1111/j.2044-8325.1992.tb00488.x
Woolfolk, A. E. (1990). Educational psychology (4th ed.) Boston, Massachusetts: Allyn & Bacon.
Vallerand, R., Pelletier; L., Blais, M., Briere, N., Senecal, C., Vallieres, E. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003-1017. doi: 10.1177/0013164492052004025
Villacorta, M., Koestner, R., & Lekes, N. (2003). Further validation of the motivation toward the environment scale. Environment and Behavior, 35(4), 486-505. doi:10.1177/0013916503035004003