2023-09 |
自我超越的情緒與超越自我的表現:敬畏情緒的正向影響效果 |
article |
說明頁(20) |
2023-07 |
你是不是機器人?社會情緒學習能力發展之研究 |
report |
說明頁(71) |
2023-07 |
高中興趣喜好能否預測大一學習表現:以一所私立大學為例 |
article |
說明頁(26) |
2023-06 |
To stay or not to stay?軍校生恆毅力影響與預測效果分析 |
article |
說明頁(46) |
2022-12 |
Empirical development and verification of career well-being scale for teachers in Taiwan: Implications for workplace counseling |
article |
說明頁(113) |
2022-12 |
Measuring academic resilience of socioeconomically disadvantaged students in Taiwan 2011–2017: Two-part latent class growth modeling based on IRT scores |
article |
說明頁(85) |
2022-11 |
新住民與非新住民家庭學習環境資源的差異分析 |
article |
說明頁(115) |
2022-10 |
軍校生退學模式建構與驗證 |
conference |
說明頁(150) |
2022-09 |
教育測驗與評量:成就測驗與教學評量(第四版) |
book |
說明頁(191) |
2022-09 |
軍校生恆毅力概念建構與量表發展研究 |
article |
說明頁(118) |
2022-07 |
109年國民中小學補救教學學習成效數據分析計畫 |
report |
|
2022-07 |
人窮,志窮?學業復原力及全面心理健康對緩和馬太效應影響之研究 |
report |
說明頁(179) |
2022-03 |
敬畏情緒量表的編製發展與驗證之研究 |
article |
說明頁(83) |
2021-12 |
不同類型暑假活動對學習成長之潛在影響--TEPS之縱貫資料分析 |
article |
說明頁(81) |
2021-12 |
新住民家長學習成長知能對其子女學習成就影響之研究 |
report |
說明頁(125) |
2021-08 |
巔峰型教師—快樂教師效應的實踐 |
book |
說明頁(195) |
2020-09 |
The longitudinal effect of children`s self-regulated learning on reading habits and well-being |
article |
pdf(171) |
2020-07 |
自我超越的情緒—敬畏之發展與應用研究(2/2) |
report |
說明頁(349) |
2020-02 |
量表編製與發展—Rasch測量模型的應用 |
book |
pdf(230) |
2019-12 |
人力資本—教育(學用落差 ; 高教改革)。高教深耕計畫--「褪色的台灣奇蹟:千禧世代的危機和挑戰」子計畫 |
report |
|
2019-12 |
成年早期與中期樣貌-全心學習 ; 情緒創造 ; 品味能力及圓滿人生之模型建構和其差異比較 |
article |
pdf(229) |
2019-08 |
Can we activate the awe-emotion through a series of picture-watching? |
conference |
說明頁(372) |
2019-08 |
Development and item response analysis of the Awe-Scale |
conference |
說明頁(294) |
2019-08 |
How methodological features moderate instructional effects: A meta-regression analysis of experimental data from 1990 to 2017 in Taiwan |
conference |
說明頁(340) |
2019-08 |
Interpersonal relationship as a mediator between optimistic explanatory style and well-being |
conference |
說明頁(324) |