中文參考文獻:
吳靜吉, & 程炳林. (1993). 國民中小學生學習動機, 學習策略與學業成績之相關研究. 國立政治大學學報,(66), 13-39.
陳淑蕙, 高誌健, 陳一鳴, 簡妙娟, 張雲棻, & 曾慶良. (2020). 縣市政府數位教育特色. 師友雙月刊, (620), 36-40.
張春興. (1996). 教育心理學: 三化取向的理論與實踐. 台北: 東華.
張春興. (1989). 張氏心理學辭典, 台北: 東華書局.
梁紅英. (2007). 應試教育使學生英語應用能力低下―學習動機影響英語學習. 大學英語 (學術版), 4(1), 394-398.
程炳林, & 林清山. (1999). 國中生學習行動控制模式之驗證及行動控制變項與學習適應之關係. 教育心理學報.
程炳林, & 林清山. (2001). 中學生自我調整學習量表之建構及其信效度研究. 測驗年刊, 48(1), 1-41.
 
英文參考文獻:
Alomyan, H. (2004). Individual differences: Implications for Web-based learning design. International Education Journal, 4(4), 188-196.
Atabek-Yigit, E. (2018). Can cognitive structure outcomes reveal cognitive styles? A study on the relationship between cognitive styles and cognitive structure outcomes on the subject of chemical kinetics. Chemistry Education Research and Practice, 19(3), 746-754.
Ayotola, A., & Adedeji, T. (2009). The relationship between mathematics self-efficacy and achievement in mathematics. Procedia-Social and Behavioral Sciences, 1(1), 953-957.
Afzal, H., Ali, I., Aslam Khan, M., & Hamid, K. (2010). A study of university students’ motivation and its relationship with their academic performance. Available at SSRN 2899435.
Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29, 344–370.
Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Greene, J. A. (2005). Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia. Instructional science, 33(5-6), 381-412.
Altun, A., & Cakan, M. (2006). Undergraduate students’ academic achievement, field dependent/independent cognitive styles and attitude toward computers. Educational Technology & Society, 9(1), 289-297.
Azevedo, R., & Hadwin, A. F. (2005). Scaffolding self-regulated learning and metacognition—implications for the design of computer-based scaffolds. Instructional Science, 33(5–6), 367–379.
Alexander, P. A., & Jetton, T. L. (2000). Learning from text: A multidimensional and developmental perspective.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American psychologist, 37(2), 122.
Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ, 1986, 23-28.
Banbura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
Bannert, M. (2006). Effects of reflection prompts when learning with hypermedia. Journal of Educational Computing Research, 35(4), 359–375.
Bouffard, T., Boisvert, J., Vezeau, C., & Larouche, C. (1995). The impact of goal orientation on self‐regulation and performance among college students. British journal of educational psychology, 65(3), 317-329.
Boekaerts, M., & Corno, L. (2005). Self‐regulation in the classroom: A perspective on assessment and intervention. Applied Psychology, 54(2), 199-231.
Baker, R. M. , & Dwyer, F. M. (2005). Effect of instructional strategies and individual differences: A meta-analytic assessment. International Journal of Instructional Media, 32(1), 69–84.
Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, 100322.
Belland, B. R., Kim, C., & Hannafin, M. J. (2013). A framework for designing scaffolds that improve motivation and cognition. Educational psychologist, 48(4), 243-270.
Button, S., Mathieu, J., & Zajac, D. (1996). Goal orientation in organizational behavior research: A conceptual and empirical foundation. Organizational Behavior and Human Decision Processes, 67, 26-48.
Bouffard-Bouchard, T., Parent, S., & Larivee, S. (1991). Influence of self-efficacy on self-regulation and performance among junior and senior high-school age students. International journal of behavioral development, 14(2), 153-164.
Bulu, S., & Pedersen, S. (2010). Scaffolding middle school students’ content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment. Educational Technology Research and Development, 58(5), 507–529.
Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of personality and social psychology, 41(3), 586.
Bull, K. S., Shuler, P., Overton, R., Kimball, S., Boykin, C., & Griffin, J. (1999). Processes for Developing Scaffolding in a Computer Mediated Learning Environment.
Corno, L. (1989). Self-regulated learning: A volitional analysis. In Self-regulated learning and academic achievement (pp. 111-141). Springer, New York, NY.
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of educational research, 77(1), 113-143.
Cubukcu, F. (2008). Enhancing vocabulary development and reading comprehension through metacognitive strategies. Issues in Educational Research, 18(1), 1-11.
Cheng, G., & Chau, J. (2013). Exploring the relationship between students' self-regulated learning ability and their ePortfolio achievement. The Internet and Higher Education, 17, 9-15.
Cameron, B., & Dwyer, F. (2005). The effect of online gaming, cognition and feedback type in facilitating delayed achievement of different learning objectives. Journal of Interactive Learning Research, 16(3), 243-258.
Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary educational psychology, 27(2), 270-295.
Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of educational psychology, 88(4), 715.
Chang, J. J., Lin, W. S., & Chen, H. R. (2019). How attention level and cognitive style affect learning in a MOOC environment? Based on the perspective of brainwave analysis. Computers in Human Behavior, 100, 209-217.
Chyung, S. Y., Moll, A. J., & Berg, S. A. (2010). The role of intrinsic goal orientation, self-efficacy, and e-learning practice in engineering education. Journal of Effective Teaching, 10(1), 22-37.
Chen, S. Y., & Macredie, R. D. (2002). Cognitive styles and hypermedia navigation: Development of a learning model. Journal of the American society for information science and technology, 53(1), 3-15.
Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational psychology review, 3(3), 149-210.
Corno, L., & Rohrkemper, M. (1985). The intrinsic motivation to learn in classrooms. Research on motivation in education, 2, 53-90.
Chrons, O., & Sundell, S. (2011, August). Digitalkoot: Making Old Archives Accessible Using Crowdsourcing. In Human Computation (pp. 20-25).
DeTure, M. (2004). Cognitive style and self-efficacy: Predicting student success in online distance education. American Journal of Distance Education, 18(1), 21-38.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: defining" gamification". In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15).
Dichev, C., & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International journal of educational technology in higher education, 14(1), 9.
Dempsey, J. V., Haynes, L. L., Lucassen, B. A., & Casey, M. S. (2002). Forty simple computer games and what they could mean to educators. Simulation & Gaming, 33(2), 157-168.
Dickstein, L. S., & Kephart, J. L. (1972). Effect of explicit examiner expectancy upon WAIS performance. Psychological Reports, 30(1), 207-212.
Delen, E., Liew, J., & Willson, V. (2014). Effects of interactivity and instructional scaffolding on learning: Self-regulation in online video-based environments. Computers & Education, 78, 312-320.
Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality.
Eccles, J. (1983). Expectancies, values and academic behaviors. Achievement and achievement motives.
Evangelos, T., Andreas, P., & Demetriadis,S. (2003). The design and the formative evaluation of an adaptive educational system based on cognitive styles. Journal of Computers and Education, 41, 87-103.
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of personality and social psychology, 72(1), 218.
Elliot, A. J., & McGregor, H. A. (1999). Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and social Psychology, 76(4), 628.
Flatla, D. R., Gutwin, C., Nacke, L. E., Bateman, S., & Mandryk, R. L. (2011, October). Calibration games: making calibration tasks enjoyable by adding motivating game elements. In Proceedings of the 24th annual ACM symposium on User interface software and technology (pp. 403-412).
Feather, N. T., & Saville, M. R. (1967). Effects of amount of prior success and failure on expectations of success and subsequent task performance. Journal of Personality and Social Psychology, 5(2), 226.
Goodenough, D. R. (1976). The role of individual differences in field dependence as a factor in learning and memory. Psychological Bulletin, 83(4), 675-694.
Griffin, A. R. (2008). Meaningful learning, variability and density: Effects on motivation, academic engagement and context clue learning (Doctoral dissertation, Howard University).
Garner, R., & Alexander, P. A. (1989). Metacognition: answered and unanswered questions. Educational Psychologist, 24, 143–158.
Gueutal, H. G., Johnson, R. D., Gueutal, H., & Falbe, C. M. (2009). Technology, trainees, metacognitive activity and e‐learning effectiveness. Journal of managerial psychology.
Gorges, J., & Kandler, C. (2012). Adults' learning motivation: Expectancy of success, value, and the role of affective memories. Learning and Individual Differences, 22(5), 610-617.
Garcia, T., McCann, E. J., Turner, J. E., & Roska, L. (1998). Modeling the mediating role of volition in the learning process. Contemporary educational psychology, 23(4), 392-418.
Ghaffari, R., Ranjbarzadeh, F. S., Azar, E. F., Hassanzadeh, S., Safaei, N., Golanbar, P., ... & Abbasi, E. (2013). The analysis of learning styles and their relationship to academic achievement in medical students of basic sciences program. Research and Development in Medical Education, 2(2), 73-76.
Hoy, A. W. (2004, April). What do teachers need to know about self-efficacy. In annual meeting of the American Educational Research Association, San Diego, CA.
Hederich-Martínez, C., & Camargo-Uribe, A. (2016). Cognitive style and educational performance. The case of public schools in Bogotá, Colombia. Educational Psychology, 36(4), 719-737.
Huang, Y. M., & Huang, Y. M. (2015). A scaffolding strategy to develop handheld sensor-based vocabulary games for improving students’ learning motivation and performance. Educational technology research and development, 63(5), 691-708.
Hong, J. C., Hwang, M. Y., Tam, K. P., Lai, Y. H., & Liu, L. C. (2012). Effects of cognitive style on digital jigsaw puzzle performance: A GridWare analysis. Computers in Human Behavior, 28(3), 920-928.
Huertas, A., López, O., & Sanabria, L. (2017). Influence of a metacognitive scaffolding for information search in b-learning courses on learning achievement and its relationship with cognitive and learning style. Journal of Educational Computing Research, 55(2), 147-171.
Harrison, A. W., & Rainer, R. K. (1992). The Influence of Individual Differences on Skill in End-User Computing. Journal of Management Information Systems, 9(1), 93–111.
Hodges, C. B., Stackpole-Hodges, C. L., & Cox, K. M. (2008). Self-efficacy, self-regulation, and cognitive style as predictors of achievement with podcast instruction. Journal of Educational Computing Research, 38(2), 139-153.
Kuhl, J. (1994). Action versus state orientation: Psychometric properties of the Action Control Scale (ACS-90). Volition and personality: Action versus state orientation, 47(56).
Kuhl, J. (1985). Volitional mediators of cognition-behavior consistency: Self-regulatory processes and action versus state orientation. In Action control (pp. 101-128). Springer, Berlin, Heidelberg.
Kuhl, J. (1990). A theory of action and state orientation (pp. pp-9). Verlag nicht ermittelbar.
Kafai, Y. (2001). The educational potential of electronic games: From games-to-teach to games-to-learn. Playing By The Rules, Cultural Policy Center, University of Chicago, Chicago, IL, 2001.
Kapp, K. M. (2012). Games, gamification, and the quest for learner engagement. T+ D, 66(6), 64-68.
Ku, K. Y., & Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition and learning, 5(3), 251-267.
Kagan, J., & Kogan, N. (1970). Individual variation in cognitive processes. Carmichael's manual of child psychology, 1, 1273-1365.
Kulik, C. L. C., Kulik, J. A., & Shwalb, B. J. (1983). College programs for high-risk and disadvantaged students: A meta-analysis of findings. Review of educational research, 53(3), 397-414.
Karabenick, S. A., & Knapp, J. R. (1991). Relationship of academic help seeking to the use of learning strategies and other instrumental achievement behavior in college students. Journal of educational psychology, 83(2), 221.
Kirriemuir, J., & McFarlane, A. (2004). Literature review in games and learning.
López-Vargas, O., Duarte-Suárez, L., & Ibáñez-Ibáñez, J. (2017). Teacher’s computer self-efficacy and its relationship with cognitive style and TPACK. Improving Schools, 20(3), 264-277.
Lee, J. J. & Hammer, J. (2011). Gamification in Education: What, How, Why Bother? Academic Exchange Quarterly, 15(2).
López-Vargas, O., Ibáñez-Ibáñez, J., & Racines-Prada, O. (2017). Students’ metacognition and cognitive style and their effect on cognitive load and learning achievement. Journal of Educational Technology & Society, 20(3), 145-157.
Lavasani, M. G., Malahmadi, E., & Amani, J. (2010). The role of self-efficacy, task value, and achievement goals in predicting learning approaches and mathematics achievement. Procedia-Social and Behavioral Sciences, 5, 942-947.
Messick, S. (1984). The nature of cognitive styles: Problems and promise in educational practice. Educational psychologist, 19(2), 59-74.
Muntean, C. I. (2011, October). Raising engagement in e-learning through gamification. In Proc. 6th international conference on virtual learning ICVL (Vol. 1, pp. 323-329).
Miller, R. B., & Brickman, S. A. (2004). A model of future oriented motivation and self-regulation. Educational Psychology Review, 16, 9-33.
McCaffrey, D. F., Hamilton, L. S., Stecher, B. M., Klein, S. P., Bugliari, D., & Robyn, A. (2001). Interactions among instructional practices, curriculum, and student achievement: The case of standards-based high school mathematics. Journal for Research in Mathematics Education, 32，493-517.
Molenaar, I., & Roda, C. (2008). Attention management for dynamic and adaptive scaffolding. Pragmatics & Cognition, 16(2), 224–271.
Nussbaum, M., & de Sousa Beserra, V. (2014, July). Educational videogame design. In 2014 IEEE 14th International Conference on Advanced Learning Technologies (pp. 2-3). IEEE.
Nietfeld, J. L., Shores, L. R., & Hoffmann, K. F. (2014). Self-regulation and gender within a game-based learning environment. Journal of Educational Psychology, 106(4), 961.
Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. Advances in motivation and achievement, 6, 117-160.
Pintrich, P. R. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ).
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In Handbook of self-regulation (pp. 451-502). Academic Press.
Prensky, M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21-21.
Pavlus, J. (2010). The game of life.(Cover story). Scientific American, 303(6), 43-44.
Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of educational psychology, 86(2), 193.
Pintrich, P. R., & Schrauben, B. (1992). Students’ motivational beliefs and their cognitive engagement in classroom academic tasks. Student perceptions in the classroom, 7, 149-183.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Prentice Hall.
Páramo, M. F., & Tinajero, C. (1990). Field dependence/independence and performance in school: an argument against neutrality of cognitive style. Perceptual and Motor Skills, 70(3_suppl), 1079-1087.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford university press.
Riordan, J. E., & Noyce, P. E. (2001). The impact of two standards-based mathematics curricula on student achievement in Massachusetts. Journal for Research in Mathematics Education, 32，368-398.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.
Rachels, J. R., & Rockinson-Szapkiw, A. J. (2018). The effects of a mobile gamification app on elementary students’ Spanish achievement and self-efficacy. Computer Assisted Language Learning, 31(1-2), 72-89.
Rieber, L. P., Smith, L., & Noah, D. (1998). The value of serious play. Educational Technology, 38(6), 29-37.
Raes, A., Schellens, T., Wever, B. D., & Vanderhoven, E. (2012). Scaffolding information problem solving in web-based collaborative inquiry learning. Computers & Education, 59(1), 82–94.
Schunk, D. H. (1986). Verbalization and children's self-regulated learning. Contemporary Educational Psychology, 11(4), 347-369.
Shyu, H. Y. C. (2000). Using video‐based anchored instruction to enhance learning: Taiwan's experience. British Journal of Educational Technology, 31(1), 57-69.
Smith, J. (2002). Learning styles: Fashion fad or lever for change? The application of learning style theory to inclusive curriculum delivery. Innovations in Education and Teaching International, 39(1), 63-70.
Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational psychologist, 40(2), 85-94.
Squire, K. (2006). From content to context: Video games as designed experience. Educational Researcher, 35(8): 19-29.
Sungur, S. (2007). Modelling the relationships among students' motivational beliefs, metacognitive strategy use, and effort regulation. Scandinavian Journal of Educational Research, 51(3), 315-326.
Spielberger, C. D. (2010). Test anxiety inventory. The Corsini encyclopedia of psychology, 1-1.
Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis.
Sen, S., & Yilmaz, A. (2016). Devising a Structural Equation Model of Relationships between Preservice Teachers' Time and Study Environment Management, Effort Regulation, Self-Efficacy, Control of Learning Beliefs, and Metacognitive Self-Regulation. Science Education International, 27(2), 301-316.
Thomas, R., Cahill, J., & Santilli, L. (1997). Using an interactive computer game to increase skill and self-efficacy regarding safer sex negotiation: Field test results. Health Education & Behavior, 24(1), 71-86.
Tang, L. M., & Kay, J. (2014). Gamification: metacognitive scaffolding towards long term goals?. In UMAP workshops.
Triantafillou, E., Pomportsis, A., & Demetriadis, S. (2003). The design and the formative evaluation of an adaptive educational system based on cognitive styles. Computers & Education, 41(1), 87-103.
VandeWalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 8, 995-1015.
Valencia-Vallejo, N., López-Vargas, O., & Sanabria-Rodríguez, L. (2018). Effect of Motivational Scaffolding on E-Learning Environments: Self-Efficacy, Learning Achievement, and Cognitive Style. Journal of Educators Online, 15(1), n1.
Vargas, O. L., Martínez, C. H., & Uribe, Á. C. (2012). Logro de aprendizaje en ambientes hipermediales: andamiaje autorregulador y estilo cognitivo. Revista latinoamericana de psicología, 44(2), 13-26.
Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher–student interaction: A decade of research. Educational psychology review, 22(3), 271-296.
Wood, D. J., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100.
Witkin, H. A., & Goodenough, D. R. (1981). Cognitive styles: essence and origins. Field dependence and field independence. Psychological issues, (51), 1.
Witkin, H. A., Dyk, R. B., Fattuson, H. F., Goodenough, D. R., & Karp, S. A. (1962). Psychological differentiation: Studies of development.
Werbach, K., & Hunter, D. (2015). The gamification toolkit: dynamics, mechanics, and components for the win. Wharton School Press.
Witkin, H. A., Lewis, H. B., Hertzman, M., Machover, K., Meissner, P. B., & Wapner, S. (1954). Personality through perception: An experimental and clinical study.
Zimmerman, B. J. (1989). Models of self-regulated learning and academic achievement. In Self-regulated learning and academic achievement (pp. 1-25). Springer, New York, NY.
Zimmerman, B. J., & Schunk, D. H. (Eds.). (2001). Self-regulated learning and academic achievement: Theoretical perspectives. Routledge.
Zeidner, M. (2010). Test anxiety. The Corsini encyclopedia of psychology, 1-3.