1. NCCU Academic Hub
  2. 學術產出
  3. College of Education
  4. Theses
  5. Item

學術產出-Theses

Article View/Open

Publication Export

Google ScholarTM

政大圖書館

Citation Infomation

題名 父母如何引導孩子解題？當數學題目中有男、女主角
How do parents guide their children to solve problems?When there are male and female agents in mathematical problems
作者 蔡亞靜
Tsai, Ya-Jing
貢獻者 邱美秀
Chiu, Mei-Shiu
蔡亞靜
Tsai, Ya-Jing
關鍵詞 數學問題情境
自我調節訪談
親子互動
mathematical problem
self-regulation intervention
Parent-child interaction
日期 2021
上傳時間 4-Aug-2021 16:16:07 (UTC+8)
摘要 本研究之目的在瞭解父母如何引導幼兒，解決有男、女主角的數學題目。以14對學齡前幼兒與父母為研究對象，研究方法採質量並重的研究取向，蒐集資料方式包括：第一次觀察父母如何引導幼兒解題、父母對自我調節訪談問卷問題的回應、第二次觀察父母如何引導幼兒解題、父母的反思回饋、研究者觀察記錄等。研究發現父母有三種類型的引導方式，分別是：(一)在引導的內容上，兼顧數學與題目中有男女主角，且前後二次引導方式均不變型；(二)始終只考慮數學，且前後不變型；(三)在引導的內容與前後均變動型。研究結果可以作為未來父母親引導幼兒解題時的參考依據。
The purpose of this research is to understand how parents guide their children to solve mathematical problems when there are male and female agents. Taking 14 pairs of preschool children and their parents as the research participants, the research method adopts the study orientation of equal emphasis on both qualitative and quantitative methods. Data collection included first observation of how parents guided their children to solve problems, parents’ responses to the self-regulation interview questions, second observation of how parents guided their children to solve problems, parents’ reflective feedback, and the researcher`s observation notes. This study found that parents had three types of guidance, (1) considering both mathematics and problem agents in both the observations, (2) considering only mathematics in both the observations, and (3) considering either mathematics or problem agents in either observation. The research results can be used as a reference for future parents to guide their children to solve problems.
參考文獻 一、中文部分
王儷靜(2013)。重探性別融入教學之「融入」意涵。女學學誌：婦女與性別研究，32，1-40。
阮淑宜(1990)。學齡前幼兒數的保留概念之發展。幼兒教育年刊，3，92-101。
周淑惠(1999)。幼兒教材教法-統整性課程取向。師大書苑。
洪淑敏(2003)。國小低年級學童性別角色觀及性別刻板印象之研究﹝未出版碩士論文﹞。國立中山大學教育研究所。
徐美、陳明郎(2019)。台灣親子教育跨代移轉機制之研究。台灣經濟評論，47(2)，217-272。
國民中小學九年一貫課程綱要重大議題（性別平等教育）（2012年5月15日）。
國家教育研究院（2019）。十二年國民基本教育國民中小學暨普通型高級中等學校議題融入說明手冊。https://cirn.moe.edu.tw/Upload/file/29143/83847.pdf
國家教育研究院（2020）。十二年國民基本教育國民中小學暨普通型高級中等學校數學領域課程手冊。https://www.naer.edu.tw/upload/1/16/doc/2021/%E6%95%B8%E5%AD%B8%E9%A0%98%E5%9F%9F%E8%AA%B2%E7%A8%8B%E6%89%8B%E5%86%8A(%E5%AE%9A%E7%A8%BF%E7%89%88).pdf
陳怡君(2014)。親子遊戲治療對不同型態家庭親子互動之研究﹝未出版碩士論文﹞。中國文化大學教育學院心理輔導學系。
陳瑩娟(2004)。學齡前兒童性別認知發展之研究﹝未出版碩士論文﹞。國立高雄師範大學性別教育研究所。
郭盈伶(2012)。國中學生父母管教方式與自我概念關係之研究﹝未出版碩士論文﹞。東海大學教育研究所。
黃馨慧(2020)。提升幼兒數學能力的家庭介入方案：活動與互動取向。屏東大學學報-教育類，4，181-217。
游淑惠、楊幸真、王儷靜、林昱瑄、楊巧玲、姜貞吟、蘇芊玲、成令方、蕭昭君(2013)。性別教育Gender Education。華都文化事業有限公司。
鄭章華、林佳慧(2020)。探究性別平等教育議題融入數學教學-以任務分析為進路。教科書研究，13(2)，31-57。
賴孟龍、方柔云、王雅葶、季萱(2016)。三到五歲臺灣學齡前幼兒基本數能力的表現：與TEMA常模比較。幼兒教保研究，17，43-61。
賴孟龍、陳芸鍾(2010)。三至五歲幼兒基本加減法的發展：「性別」&「社經地位」的差異開始了嗎？台灣數學教師電子期刊，21，20-51。
簡礎瑛、盧素碧、蘇愛秋、劉玉燕、漢菊德、林玉珠、吳嫈華、張孝筠、林士真、鄭秀容(2005)。幼兒課程模式理論取向與實務經驗。心理出版社。
Shaffer, D. R., & Kipp, K. (2010)。發展心理學（張欣戊、林淑玲、李明芝譯）。學富文化。（原著出版於2009年）

二、英文部分
Anders, Y., Rossbach, H. G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., & von Maurice, J. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27(2), 231-244.
Ariel, R., Dunlosky, J., & Bailey, H. (2009). Agenda-based regulation of study-time allocation: when agendas override item-based monitoring. Journal of Experimental Psychology: General, 138(3), 432-447.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology, 4(1, Pt.2), 1-103.
Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. The Journal of Early Adolescence, 11(1), 56-95.
Biklen, S. K., & Pollard, D. (2001). Feminist perspectives on gender in classrooms. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 723-748). American Educational Research Association.
Carlson, S. M., Moses, L. J., & Claxton, L. J. (2004). Individual differences in executive functioning and theory of mind: An investigation of inhibitory control and planning ability. Journal of Experimental Child Psychology, 87(4), 299-319.
Charmaz, K. (2000). Grounded theory: Objectivist and constructivist methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 509-535). Sage.
Chiu, M.-S. (2018). Effects of early numeracy activities on mathematics achievement and affect: Parental value and child gender conditions and socioeconomic status mediation. EURASIA Journal of Mathematics, Science and Technology Education, 14(12), em1634.
Chiu, M.-S. (2020, October 24-25). An extended gender-matching hypothesis in mathematical problem-solving. Paper presented at 2020 Asia and Pacific Nation Network Meeting and International Conference on Women in Science and Technology (APNN & IConWiST), New Taipei City, Taiwan.
Corbin, J. M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3-21.
Dunst, C. J., Hamby, D. W., Wilkie, H., & Dunst, K. S. (2017). Meta-analysis of the relationship between home and family experiences and young children’s early numeracy learning. In S. Phillipson, A. Gervasoni, & P. Sullivan (Eds.), Engaging families as children`s first mathematics educators (pp. 105-125). Springer Singapore.
Efklides, A. (2001). Metacognitive experiences in problem solving. In A. Efklides, J. Kuhl, & R. M. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 297-323). Springer Dordrecht.
Efklides, A. (2006). Metacognition and affect: What can metacognitive experiences tell us about the learning process. Educational Research Review, 1(1), 3-14.
Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 46(1), 6-25.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.
Flynn, E., O`Malley, C., & Wood, D. (2004). A longitudinal, microgenetic study of the emergence of false belief understanding and inhibition skills. Developmental Science, 7(1), 103-115.
Freeman, N. K. (2007). Preschoolers’ perceptions of gender appropriate toys and their parents’ beliefs about genderized behaviors: miscommunication, mixed messages, or hidden truths? Early Childhood Education Journal, 34(5), 357-366.
Gelman, R., & Gallistel, C. R. (1978). The child’ s understanding of number. Harvard University Press.
Gongla, P. A., & Thompson, E. H. (1987). Single-parent families. In M. B. Sussman & S. K. Steinmetz (Eds.), Handbook of marriage and the family (pp. 397-418). Plenum Press.
Haveman, R., & Wolfe, B. (1995). The determinants of children`s attainments: A review of methods and findings. Journal of Economic Literature, 33(4), 1829-1878.
Holmegaard, H. T., Ulriksen, L., & Madsen, L. M. (2015). A narrative approach to understand students’ identities and choices. In E. K. Henriksen, J. Dillon, & J. Ryder (Eds.), Understanding student participation and choice in science and technology education (pp. 31-42). Springer Science+Business Media.
Jacobs, J. E., & Eccles, J. S. (1992). The impact of mothers’ gender-role stereotypic beliefs on mothers’ and children’s ability perceptions. Journal of Personality and Social Psychology, 63(6), 932-944.
Kahlke, R. (2014). Generic qualitative approaches: Pitfalls and benefits of methodological mixology. The International Journal of Qualitative Methods, 13(1), 37-52.
Kemp, P., & Turnbull, A. P. (2014). Coaching with parents in early intervention: An interdisciplinary research synthesis. Infants & Young Children, 27(4), 305-324.
Kingsbury, M. K., & Coplan, R. J. (2012). Mothers` gender-role attitudes and their responses to young children`s hypothetical display of shy and aggressive behaviors. Sex Roles: A Journal of Research, 66(7-8), 506-517.
Labov, W. (2006). A sociolinguistic perspective on sociophonetic research. Journal of Phonetics, 34(4), 500-515.
Lunkenheimer, E. S., Dishion, T. J., Shaw, D. S., Connell, A. M., Gardner, F., Wilson, M. N., & Skuban, E. M. (2008). Collateral benefits of the Family Check-Up on early childhood school readiness: indirect effects of parents` positive behavior support. Developmental Psychology, 44(6), 1737-1752.
Maccoby, E. E., & Martin, J. A. (1983). Socialization in the context of the family: Parent-child interaction. In P. H. Mussen & L. Carmichael (Eds.), Handbook of child psychology: Formerly Carmichael`s manual of child psychology (vol. 4, pp. 1-101). Wiley.
Marton, F. (1981). Phenomenography-describing conceptions of the world around us. Instructional Science, 10(2), 177-200.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
Oakley, A. (2015). Sex, gender and society. Routledge.
Piaget, J. (1950). The psychology of intelligence. Routledge.
Piaget, J. (1965). The stages of the intellectual development of the child. Educational Psychology in Context: Readings for Future Teachers, 63(4), 98-106.
Piaget, J. (1971). Biology and knowledge: An essay on the relations between organic regulations and cognitive processes. University of Chicago Press.
Piaget, J. (1973). The child and reality: Problems of genetic psychology (A. Rosin, Trans.). Grossman.
Piaget, J. (1976). Piaget’s theory. In C. Zwingmann, B. Inhelder, & H. H. Chipman (Eds.), Piaget and his school (pp. 11-23). Springer.
Piaget, J., & Inhelder, B. (1969). Intellectual operations and their development. In P. Fraisse & J. Piaget (Eds.), Experimental psychology: Its scope and method (Vol. 7, pp. 147-203). Routledge and Kegan Paul.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). Academic Press.
Pomerantz, E. M., & Rudolph, K. D. (2003). What ensues from emotional distress? Implications for competence estimation. Child Development, 74(2), 329-345.
Ramdass, D., & Zimmerman, B. J. (2008). Effects of self-correction strategy training on middle school students` self-efficacy, self-evaluation, and mathematics division learning. Journal of Advanced Academics, 20(1), 18-41.
Shell, D. F., & Husman, J. (2008). Control, motivation, affect, and strategic self-regulation in the college classroom: A multidimensional phenomenon. Journal of Educational Psychology, 100(2), 443-459.
Skwarchuk, S. L. (2009). How do parents support preschoolers’ numeracy learning experiences at home? Early Childhood Education Journal, 37(3), 189-197.
Starkey, P., Klein, A., & Wakeley, A. (2004). Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention. Early Childhood Research Quarterly, 19(1), 99-120.
Strauss, A. L., & Corbin, J. M. (2007). Basics of qualitative research Grounded Theory-procedures and techniques (B. Mohammadi, Trans.). Institute for Humanities and Cultural Studies.
Sweet, M. A., & Appelbaum, M. I. (2004). Is home visiting an effective strategy? A meta‐analytic review of home visiting programs for families with young children. Child Development, 75(5), 1435-1456.
Wagner-Ott, A. (2002). Analysis of gender identity through doll and action figure politics in art education. Studies in Art Education, 43(3), 246-263.
Zadeh, Z. Y., Farnia, F., & Ungerleider, C. (2010). How home enrichment mediates the relationship between maternal education and children’s achievement in reading and math. Early Education and Development, 21(4), 568-594.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.
描述 碩士
國立政治大學
幼兒教育研究所
105157008
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0105157008
資料類型 thesis
dc.contributor.advisor 邱美秀zh_TW
dc.contributor.advisor Chiu, Mei-Shiuen_US
dc.contributor.author (Authors) 蔡亞靜zh_TW
dc.contributor.author (Authors) Tsai, Ya-Jingen_US
dc.creator (作者) 蔡亞靜zh_TW
dc.creator (作者) Tsai, Ya-Jingen_US
dc.date (日期) 2021en_US
dc.date.accessioned 4-Aug-2021 16:16:07 (UTC+8)-
dc.date.available 4-Aug-2021 16:16:07 (UTC+8)-
dc.date.issued (上傳時間) 4-Aug-2021 16:16:07 (UTC+8)-
dc.identifier (Other Identifiers) G0105157008en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/136635-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 幼兒教育研究所zh_TW
dc.description (描述) 105157008zh_TW
dc.description.abstract (摘要) 本研究之目的在瞭解父母如何引導幼兒，解決有男、女主角的數學題目。以14對學齡前幼兒與父母為研究對象，研究方法採質量並重的研究取向，蒐集資料方式包括：第一次觀察父母如何引導幼兒解題、父母對自我調節訪談問卷問題的回應、第二次觀察父母如何引導幼兒解題、父母的反思回饋、研究者觀察記錄等。研究發現父母有三種類型的引導方式，分別是：(一)在引導的內容上，兼顧數學與題目中有男女主角，且前後二次引導方式均不變型；(二)始終只考慮數學，且前後不變型；(三)在引導的內容與前後均變動型。研究結果可以作為未來父母親引導幼兒解題時的參考依據。zh_TW
dc.description.abstract (摘要) The purpose of this research is to understand how parents guide their children to solve mathematical problems when there are male and female agents. Taking 14 pairs of preschool children and their parents as the research participants, the research method adopts the study orientation of equal emphasis on both qualitative and quantitative methods. Data collection included first observation of how parents guided their children to solve problems, parents’ responses to the self-regulation interview questions, second observation of how parents guided their children to solve problems, parents’ reflective feedback, and the researcher`s observation notes. This study found that parents had three types of guidance, (1) considering both mathematics and problem agents in both the observations, (2) considering only mathematics in both the observations, and (3) considering either mathematics or problem agents in either observation. The research results can be used as a reference for future parents to guide their children to solve problems.en_US
dc.description.tableofcontents 第一章 緒論.................................................1
第一節 研究背景.............................................1
第二節 研究動機.............................................2
第三節 研究目的.............................................3
第四節 研究問題.............................................3
第五節 名詞解釋.............................................4
第二章 文獻探討.............................................6
第一節 親子互動對幼兒數學能力發展之研究.......................6
第二節 親子互動對幼兒性別概念發展之影響.......................8
第三節 自我調節學習之研究...................................10
第三章 研究方法............................................13
第一節 研究參與者..........................................13
第二節 研究過程............................................15
第三節 研究工具............................................16
第四節 資料分析............................................24
第四章 研究結果............................................28
第一節 兼顧不變型：數學與性別引導兼顧且沒變...................32
第二節 始終只考慮數學型：有數學無性別且沒變...................42
第三節 變動型：在二個象限以上移動............................56
第五章 討論................................................83
第一節 三種類型的家長.......................................83
第二節 總結................................................90
參考文獻...................................................96
附錄一：前後測（題目一到題目四）............................105
附錄二：逐字稿範例（第16、17位家長前測）....................107		zh_TW
dc.format.extent 3902693 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0105157008en_US
dc.subject (關鍵詞) 數學問題情境zh_TW
dc.subject (關鍵詞) 自我調節訪談zh_TW
dc.subject (關鍵詞) 親子互動zh_TW
dc.subject (關鍵詞) mathematical problemen_US
dc.subject (關鍵詞) self-regulation interventionen_US
dc.subject (關鍵詞) Parent-child interactionen_US
dc.title (題名) 父母如何引導孩子解題？當數學題目中有男、女主角zh_TW
dc.title (題名) How do parents guide their children to solve problems?When there are male and female agents in mathematical problemsen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 一、中文部分
王儷靜(2013)。重探性別融入教學之「融入」意涵。女學學誌：婦女與性別研究，32，1-40。
阮淑宜(1990)。學齡前幼兒數的保留概念之發展。幼兒教育年刊，3，92-101。
周淑惠(1999)。幼兒教材教法-統整性課程取向。師大書苑。
洪淑敏(2003)。國小低年級學童性別角色觀及性別刻板印象之研究﹝未出版碩士論文﹞。國立中山大學教育研究所。
徐美、陳明郎(2019)。台灣親子教育跨代移轉機制之研究。台灣經濟評論，47(2)，217-272。
國民中小學九年一貫課程綱要重大議題（性別平等教育）（2012年5月15日）。
國家教育研究院（2019）。十二年國民基本教育國民中小學暨普通型高級中等學校議題融入說明手冊。https://cirn.moe.edu.tw/Upload/file/29143/83847.pdf
國家教育研究院（2020）。十二年國民基本教育國民中小學暨普通型高級中等學校數學領域課程手冊。https://www.naer.edu.tw/upload/1/16/doc/2021/%E6%95%B8%E5%AD%B8%E9%A0%98%E5%9F%9F%E8%AA%B2%E7%A8%8B%E6%89%8B%E5%86%8A(%E5%AE%9A%E7%A8%BF%E7%89%88).pdf
陳怡君(2014)。親子遊戲治療對不同型態家庭親子互動之研究﹝未出版碩士論文﹞。中國文化大學教育學院心理輔導學系。
陳瑩娟(2004)。學齡前兒童性別認知發展之研究﹝未出版碩士論文﹞。國立高雄師範大學性別教育研究所。
郭盈伶(2012)。國中學生父母管教方式與自我概念關係之研究﹝未出版碩士論文﹞。東海大學教育研究所。
黃馨慧(2020)。提升幼兒數學能力的家庭介入方案：活動與互動取向。屏東大學學報-教育類，4，181-217。
游淑惠、楊幸真、王儷靜、林昱瑄、楊巧玲、姜貞吟、蘇芊玲、成令方、蕭昭君(2013)。性別教育Gender Education。華都文化事業有限公司。
鄭章華、林佳慧(2020)。探究性別平等教育議題融入數學教學-以任務分析為進路。教科書研究，13(2)，31-57。
賴孟龍、方柔云、王雅葶、季萱(2016)。三到五歲臺灣學齡前幼兒基本數能力的表現：與TEMA常模比較。幼兒教保研究，17，43-61。
賴孟龍、陳芸鍾(2010)。三至五歲幼兒基本加減法的發展：「性別」&「社經地位」的差異開始了嗎？台灣數學教師電子期刊，21，20-51。
簡礎瑛、盧素碧、蘇愛秋、劉玉燕、漢菊德、林玉珠、吳嫈華、張孝筠、林士真、鄭秀容(2005)。幼兒課程模式理論取向與實務經驗。心理出版社。
Shaffer, D. R., & Kipp, K. (2010)。發展心理學（張欣戊、林淑玲、李明芝譯）。學富文化。（原著出版於2009年）

二、英文部分
Anders, Y., Rossbach, H. G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., & von Maurice, J. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27(2), 231-244.
Ariel, R., Dunlosky, J., & Bailey, H. (2009). Agenda-based regulation of study-time allocation: when agendas override item-based monitoring. Journal of Experimental Psychology: General, 138(3), 432-447.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology, 4(1, Pt.2), 1-103.
Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. The Journal of Early Adolescence, 11(1), 56-95.
Biklen, S. K., & Pollard, D. (2001). Feminist perspectives on gender in classrooms. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 723-748). American Educational Research Association.
Carlson, S. M., Moses, L. J., & Claxton, L. J. (2004). Individual differences in executive functioning and theory of mind: An investigation of inhibitory control and planning ability. Journal of Experimental Child Psychology, 87(4), 299-319.
Charmaz, K. (2000). Grounded theory: Objectivist and constructivist methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 509-535). Sage.
Chiu, M.-S. (2018). Effects of early numeracy activities on mathematics achievement and affect: Parental value and child gender conditions and socioeconomic status mediation. EURASIA Journal of Mathematics, Science and Technology Education, 14(12), em1634.
Chiu, M.-S. (2020, October 24-25). An extended gender-matching hypothesis in mathematical problem-solving. Paper presented at 2020 Asia and Pacific Nation Network Meeting and International Conference on Women in Science and Technology (APNN & IConWiST), New Taipei City, Taiwan.
Corbin, J. M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3-21.
Dunst, C. J., Hamby, D. W., Wilkie, H., & Dunst, K. S. (2017). Meta-analysis of the relationship between home and family experiences and young children’s early numeracy learning. In S. Phillipson, A. Gervasoni, & P. Sullivan (Eds.), Engaging families as children`s first mathematics educators (pp. 105-125). Springer Singapore.
Efklides, A. (2001). Metacognitive experiences in problem solving. In A. Efklides, J. Kuhl, & R. M. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 297-323). Springer Dordrecht.
Efklides, A. (2006). Metacognition and affect: What can metacognitive experiences tell us about the learning process. Educational Research Review, 1(1), 3-14.
Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 46(1), 6-25.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.
Flynn, E., O`Malley, C., & Wood, D. (2004). A longitudinal, microgenetic study of the emergence of false belief understanding and inhibition skills. Developmental Science, 7(1), 103-115.
Freeman, N. K. (2007). Preschoolers’ perceptions of gender appropriate toys and their parents’ beliefs about genderized behaviors: miscommunication, mixed messages, or hidden truths? Early Childhood Education Journal, 34(5), 357-366.
Gelman, R., & Gallistel, C. R. (1978). The child’ s understanding of number. Harvard University Press.
Gongla, P. A., & Thompson, E. H. (1987). Single-parent families. In M. B. Sussman & S. K. Steinmetz (Eds.), Handbook of marriage and the family (pp. 397-418). Plenum Press.
Haveman, R., & Wolfe, B. (1995). The determinants of children`s attainments: A review of methods and findings. Journal of Economic Literature, 33(4), 1829-1878.
Holmegaard, H. T., Ulriksen, L., & Madsen, L. M. (2015). A narrative approach to understand students’ identities and choices. In E. K. Henriksen, J. Dillon, & J. Ryder (Eds.), Understanding student participation and choice in science and technology education (pp. 31-42). Springer Science+Business Media.
Jacobs, J. E., & Eccles, J. S. (1992). The impact of mothers’ gender-role stereotypic beliefs on mothers’ and children’s ability perceptions. Journal of Personality and Social Psychology, 63(6), 932-944.
Kahlke, R. (2014). Generic qualitative approaches: Pitfalls and benefits of methodological mixology. The International Journal of Qualitative Methods, 13(1), 37-52.
Kemp, P., & Turnbull, A. P. (2014). Coaching with parents in early intervention: An interdisciplinary research synthesis. Infants & Young Children, 27(4), 305-324.
Kingsbury, M. K., & Coplan, R. J. (2012). Mothers` gender-role attitudes and their responses to young children`s hypothetical display of shy and aggressive behaviors. Sex Roles: A Journal of Research, 66(7-8), 506-517.
Labov, W. (2006). A sociolinguistic perspective on sociophonetic research. Journal of Phonetics, 34(4), 500-515.
Lunkenheimer, E. S., Dishion, T. J., Shaw, D. S., Connell, A. M., Gardner, F., Wilson, M. N., & Skuban, E. M. (2008). Collateral benefits of the Family Check-Up on early childhood school readiness: indirect effects of parents` positive behavior support. Developmental Psychology, 44(6), 1737-1752.
Maccoby, E. E., & Martin, J. A. (1983). Socialization in the context of the family: Parent-child interaction. In P. H. Mussen & L. Carmichael (Eds.), Handbook of child psychology: Formerly Carmichael`s manual of child psychology (vol. 4, pp. 1-101). Wiley.
Marton, F. (1981). Phenomenography-describing conceptions of the world around us. Instructional Science, 10(2), 177-200.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
Oakley, A. (2015). Sex, gender and society. Routledge.
Piaget, J. (1950). The psychology of intelligence. Routledge.
Piaget, J. (1965). The stages of the intellectual development of the child. Educational Psychology in Context: Readings for Future Teachers, 63(4), 98-106.
Piaget, J. (1971). Biology and knowledge: An essay on the relations between organic regulations and cognitive processes. University of Chicago Press.
Piaget, J. (1973). The child and reality: Problems of genetic psychology (A. Rosin, Trans.). Grossman.
Piaget, J. (1976). Piaget’s theory. In C. Zwingmann, B. Inhelder, & H. H. Chipman (Eds.), Piaget and his school (pp. 11-23). Springer.
Piaget, J., & Inhelder, B. (1969). Intellectual operations and their development. In P. Fraisse & J. Piaget (Eds.), Experimental psychology: Its scope and method (Vol. 7, pp. 147-203). Routledge and Kegan Paul.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). Academic Press.
Pomerantz, E. M., & Rudolph, K. D. (2003). What ensues from emotional distress? Implications for competence estimation. Child Development, 74(2), 329-345.
Ramdass, D., & Zimmerman, B. J. (2008). Effects of self-correction strategy training on middle school students` self-efficacy, self-evaluation, and mathematics division learning. Journal of Advanced Academics, 20(1), 18-41.
Shell, D. F., & Husman, J. (2008). Control, motivation, affect, and strategic self-regulation in the college classroom: A multidimensional phenomenon. Journal of Educational Psychology, 100(2), 443-459.
Skwarchuk, S. L. (2009). How do parents support preschoolers’ numeracy learning experiences at home? Early Childhood Education Journal, 37(3), 189-197.
Starkey, P., Klein, A., & Wakeley, A. (2004). Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention. Early Childhood Research Quarterly, 19(1), 99-120.
Strauss, A. L., & Corbin, J. M. (2007). Basics of qualitative research Grounded Theory-procedures and techniques (B. Mohammadi, Trans.). Institute for Humanities and Cultural Studies.
Sweet, M. A., & Appelbaum, M. I. (2004). Is home visiting an effective strategy? A meta‐analytic review of home visiting programs for families with young children. Child Development, 75(5), 1435-1456.
Wagner-Ott, A. (2002). Analysis of gender identity through doll and action figure politics in art education. Studies in Art Education, 43(3), 246-263.
Zadeh, Z. Y., Farnia, F., & Ungerleider, C. (2010). How home enrichment mediates the relationship between maternal education and children’s achievement in reading and math. Early Education and Development, 21(4), 568-594.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.		zh_TW
dc.identifier.doi (DOI) 10.6814/NCCU202100960en_US