1. NCCU Academic Hub
  2. Publications
  3. College of Education
  4. Theses
  5. Item

Publications-Theses

Article View/Open

Publication Export

Google ScholarTM

NCCU Library

Citation Infomation

Related Publications in TAIR

題名 學習障礙學生解釋風格、希望感與復原力之相關研究
The relationship among explanatory style, hope, and resilience on students with learning disabilities
作者 吳秉叡
Wu, Ping Ruey
貢獻者 余民寧
Yu, Min Ning
吳秉叡
Wu, Ping Ruey
關鍵詞 學習障礙學生
正向事件解釋風格
負向事件解釋風格
提升式希望感
寧靜式希望感
復原力
students with learning disabilities
explanatory style for good events
explanatory style for bad events
enhanced hope
peaceful hope
resilience
日期 2012
上傳時間 4-Feb-2013 09:40:41 (UTC+8)
摘要 本研究旨在探討解釋風格、希望感與復原力之關係，並進而驗證其理論模型。研究以臺灣地區417位國中學習障礙學生為對象，研究工具包括「青少年正向事件解釋風格量表」、「青少年負向事件解釋風格」、「青少年提升式希望感量表」、「青少年寧靜式希望感量表」與「青少年復原力量表」，並採用單因子多變量變異數分析、二因子多變量變異數分析與結構方程式模型進行研究假設之驗證。研究結果顯示：
一、學習障礙學生的正向事件解釋風格傾向於內在化、穩定性與特定性歸因，負向事件解釋風格傾向於內在化、暫時性與特定性歸因，亦傾向於知覺到高度提升式希望感、寧靜式希望感與復原力。
二、學習障礙女性學生在徑路思維希望上高於學習障礙男性學生；有接受特教服務學習障礙學生在負向事件個別性上高於沒有接受特教服務學習障礙學生；樂觀解釋風格學習障礙學生在意志思維希望、徑路思維希望、柔性順應希望與堅持努力希望上均高於悲觀解釋風格學習障礙學生；適應不佳學習障礙學生在負向事件普遍性上高於適應良好學習障礙學生；適應良好學習障礙學生在精神意念上高於適應不良學習障礙學生。
三、學習障礙學生在正向事件個別性、正向事件恆久性、負向事件個別性、負向事件普遍性、意志思維希望與面對挑戰上高於普通學生；普通學生則在正向事件普遍性上高於學習障礙學生。
四、以正向事件解釋風格、負向事件解釋風格為自變項，提升式希望感、寧靜式希望感為中介變項，復原力為依變項的「解釋風格、希望感與復原力模型」獲得支持。
最後，研究者根據研究結果提出建議，以供未來研究參考。
The relationship among explanatory style, hope, and resilience variables was explored and discussed in this study. The Adolescent Explanatory Style for Good Events Inventory, the Adolescent Explanatory Style for Bad Events Inventory, the Adolescent Enhanced Hope Inventory, the Adolescent Peaceful Hope Inventory, and the Adolescent Resilience Inventory were used as measurement instruments. A total of 417 secondary school students with learning disabilities (LD) in Taiwan participated in this study and data were analyzed by one-way MANOVA, two-way MANOVA, and Structural Equation Modeling.
The findings of this study are listed:
1. As for explanatory style for good events, students with LD have the tendecncy towards internal, stable and specific attribution, and their explanatory style for bad events is more internal, unstable and specific. They can also perceive highly enhanced hope, peaceful hope, and resilience.
2. Female students have higher pathway thinking than male students. Students who received direct special education service have higher personalization explanatory style for bad events than students received no services. Participants with optimistic explanatory style have higher agency thinking, pathway thinking, flexible adaptation, and persisting effort than the ones with the pessimistic explanatory style. Students with poor adaptation have higher pervasiveness explanatory style for bad events than students with good adaptation. Students with good adaptation have higher spirit willpower than students with poor adaptation.
3. Students with LD have higher personalization explanatory style for good events, permanence explanatory style for good events, personalization explanatory style for bad events, pervasiveness explanatory style for bad events, agency thinking, and face challenges than regular students. Students without LD only have higher pervasiveness explanatory style for good events than the ones with LD.
4. The results suppot the model in which explanatory style, hope and resilience, using explanatory style for good/bad served as independent variables whereas the resilience is the dependent variable. The enhanced hope and peachfule hope are the mediator variables.
Suggestions are provided for further research.
參考文獻 壹、中文部分
王文科、王智弘（2009）。教育研究法（第十三版）。臺北市： 五南。
王茹誼（2012）。國中學習障礙學生復原力對學校適應之影響（未出版之碩士論文）。國立彰化師範大學，彰化縣。
王鍾和（2001）。父母如何幫助孩子因應挫折情境。學生輔導，76，82-87。
任俊、葉浩生（2006）。當代積極心理學運動存在的幾個問題。心理科學進展，14（5），787-794。
余民寧（2006）。潛在變項模式-SIMPLIS的應用。臺北市：高等教育。
余民寧、鍾珮純、陳柏霖、許嘉家、趙珮晴（2011）。教師健康行為、評價性支持與憂鬱傾向之關係：以主觀幸福感為中介變項。健康促進與衛生教育學報，35，23-48。
吳佩蒨（2003）。大學生早年家庭經驗、解釋風格與生活適應關係之研究（未出版之碩士論文）。國立高雄師範大學，高雄市。
吳明純（2006）。堅毅特質、社會支持對家庭不利條件兒童適應之影響（未出版之碩士論文）。國立新竹教育大學，新竹市。
吳秉叡（2009）。國中學習障礙學生心流經驗、樂觀感、幸福感與學校生活適應之研究。新竹縣教育研究集刊，9，69-108。
吳香質（2005）。服務學習對低自我概念學生復原力建構之影響（未出版之碩士論文）。國立彰化師範大學，彰化縣。
李政賢（譯）（2011）。正向心理學（原作者：S. R. Baumbardner & M. K. Crothers）。臺北市：五南。（原著出版年：2009）
李建承（2009）。國中資優生挫折容忍力、完美主義與自殺意念之相關研究（未出版之碩士論文）。國立高雄師範大學，高雄市。
李新民、陳密桃（2008）。職場希望信念與職場復原力、組織美德行為之潛在關聯：以幼兒教師為例。當代教育研究，16（4），155-198。
沈怡吟（2011）。國中學生生活壓力、自尊與希望感之相關研究（未出版之碩士論文）。臺北市立教育大學，臺北市。
身心障礙及資賦優異學生鑑定辦法（2012年9月28日）。
林生傳（2005）。教育社會學。臺北市：巨流。
林亮岑（2001）。國中生保護與危險因子及復原力之相關研究（未出版之碩士論文）。國立彰化師範大學，彰化縣。
林秋燕（2004）。失戀歷程及復原力展現之分析研究（未出版之碩士論文）。國立高雄師範大學，高雄市。
林浥雰（2009）。青少年情緒智能、復原力與生活適應之相關研究（未出版之碩士論文）。國立臺灣師範大學，臺北市。
邵惠玲（2007）。青少年復原力量表編製與相關研究（未出版之碩士論文）。國立彰化師範大學，彰化縣。
施周明（2008）。國小學童學校生活希望感量表之發展研究（未出版之碩士論文）。國立新竹教育大學，新竹市。
柯華葳（2000）。學習障礙學生輔導手冊。臺北市：教育部。
柯誼楨（2008）。自殺企圖者的解釋風格與復原力歷程之研究（未出版之碩士論文）。國立彰化師範大學，彰化縣。
洪福源（2005）。強化個人生活的力量與自信－復原力的觀點。輔導季刊，41（2），37-45。
洪儷瑜（2000）。學習障礙者教育。臺北市：心理。
洪蘭（譯）（1997）。學習樂觀，樂觀學習：提昇EQ的ABCDE法則（原作者：M. P. E. Seligman）。臺北市：遠流。
洪蘭（譯）（2009）。真實的快樂（原作者：M. P. E. Seligman）。臺北市：遠流。（原著出版年：2002）
胡永崇（2002）。學習障礙者之教育。載於王文科（主編），特殊教育導論（第三版）( 345-390頁)。臺北市：心理。
胡薰方（2010）。青少年發展性資產與復原力對偏差行為之影響（未出版之碩士論文）。私立大葉大學，彰化縣。
徐佩君（1999）。父母管教方式、解釋風格、負向家庭生活經驗與兒童解釋風格之相關分析（未出版之碩士論文）。國立彰化師範大學，彰化縣。
高民凱（2001）。中學生解釋風格量表之編製及其效度研究（未出版之碩士論文）。國立彰化師範大學，彰化縣。
高民凱、林清文（2008）。中學生的解釋風格、生活壓力和憂鬱之關係：從憂鬱的認知特異質－壓力模式探討。輔導與諮商學報，30（1），41-59。
張春興（2007）。張氏心理學辭典（第二版）。臺北市：東華。
張秋香（2009）。青少年家庭環境、社會支持與復原力之相關研究（未出版之碩士論文）。私立大葉大學，彰化縣。
張美儀（2005）。修訂兒童復原力量表及其影響因素之研究（未出版之碩士論文）。國立台北護理學院，臺北市。
郭珮婷（2005）。基督教母親面對發展遲緩兒死亡之復原力歷程研究（未出版之碩士論文）。私立文化大學，臺北市。
陳正昌、程炳林、陳新豐、劉子鍵（2011）。多變量分析方法：統計軟體應用（第六版）。臺北市：五南。
陳佩鈺、林杏足（2004）。高危險群青少年復原力之探討。輔導季刊，40（3），32-41。
陳怡安（2009）。國中學習障礙學生自我調整學習策略與學業成就之相關研究（未出版之碩士論文）。國立中山大學，高雄市。
曾文志（2008）。大學生的生活事件、人際長處與心理健康之復原力取向研究：中介與調節效果的探討。教育心理學報，40（2），221-240。
曾瓊禛（2005）。學習障礙青少年生活壓力、自尊與憂鬱之相關研究（未出版之碩士論文）。國立彰化師範大學，彰化縣。
黃欣儀（2010）。學習障礙學生因應霸凌行為之心理歷程及其復原力之個
案研究（未出版之碩士論文）。臺北市立教育大學，臺北市。
黃致達（2008）。以希望感理論設計案例討論進行大學生網路成癮之研究-以東華大學生為例（未出版之碩士論文）。國立東華大學，花蓮縣。
黃德祥、謝龍卿、薛秀宜、洪佩圓（2003）。國小、國中與高中學生希望、樂觀與學業成就之相關研究。彰化師大教育學報，5，33-61。
黃囇莉（1999）。人際和諧與衝突：本土化的理論與研究。臺北市：桂冠。
敬世龍（2010）。中學生希望感量表發展及相關因素之研究（未出版之博士論文）。國立臺南大學，臺南市。
楊坤堂（1995）。學習障礙兒童。臺北市：五南。
楊晴如（2008）。大學生生活壓力、解釋風格與情緒幸福感之關係研究（未出版之碩士論文）。國立政治大學，臺北市。
葉真秀（2004）。高中生完美主義傾向、解釋風格與憂鬱程度之關係-以台中縣市六所高中為例（未出版之碩士論文）。國立臺中教育大學，臺中市。
詹雨臻、葉玉珠、彭月茵、葉碧玲（2009）。「青少年復原力量表」之發展。測驗學刊，56（4），491-518。
齊豫欣（2008）。臺北市師範院校學生生命意義感與挫折復原力之研究（未出版之碩士論文）。國立臺北教育大學，臺北市。
劉淑惠（2006）。國中學生復原力與生活適應關係之研究-以桃園縣為例（未出版之碩士論文）。國立彰化師範大學，彰化縣。
蔡治平（2011）。解釋風格、學習型態與學業成就關係之研究－以台北市國二學生為例（未出版之碩士論文）。私立銘傳大學，臺北市。
鄭立瑋（2008）。花蓮縣國中小學學習障礙學生歸因型態之調查研究（未出版之碩士論文）。國立花蓮教育大學，花蓮縣。
鄭曉楓（2011）。正向心理學主要內涵及其在心理諮商之應用。諮商與輔導，304，6-10。
蕭文（1999）。災變事件前的前置因素對心理復建的影響--復原力的探討與建構。測驗與輔導，156，3249-3253。
蕭文（2000）。災變事件前的前置因素與復原力在創傷後壓力症候反應心理復健上的影響。九二一震災心理復健學術研討會論文集，32-40。
蕭文龍（2009）。多變量分析最佳入門實用書-SPSS+LISREL（第二版）。臺北市：碁峰資訊。
錢靜怡（2006）。自殺企圖者人格特質與希望感之研究（未出版之碩士論文）。國立高雄師範大學，高雄市。
駱月娟、黃囇莉、林以正、黃光國（2010）。盼望的雙元性-新盼望量表之建構及效度檢證。中華心理學刊，52（3），265-285。
薛秀宜（2008）。中小學教師希望、樂觀、情緒智力及職涯期望之研究（未出版之博士論文）。國立彰化師範大學，彰化縣。
顏郁心（2002）。中輟復學生復原力建構歷程之分析研究（未出版之碩士論文）。國立彰化師範大學，彰化縣。
嚴建彰（2003）。出獄人復歸社會更生歷程之研究-從復原力的觀點探討之（未出版之碩士論文）。國立中正大學，嘉義縣。
蘇育嵐、陳李綢（2007）。國中生社會地位、合作與競爭對其英語科學習成就、社會焦慮、成就動機及歸因風格之影響。教育心理學報，39（1），111-127。

貳、英文部分
Abramson, L. Y., Alloy, L. B., & Metalsky, G. I. (1989). Hopelesness depression: A theory-based subtype of depression. Psychological Review, 96, 358-372.
Abramson, L. Y., Alloy, L. B., & Metalsky, G. I. (1995). Hopelessness depression. In G. M. Buchanan, & M. E. P. Seligman (Eds.), Explanatory style (pp. 113-134). Hillsdale, NJ: Lawrence Erlbaum Associates.
Abramson, L. Y., Seligman, M. E. P., & Teasdale, J. D. (1978). Learned helplessness in human: Critique and reformation. Journal of Abnormal Psychology, 87, 49-74.
Al-Yagon, M., & Mikulincer, M. (2004). Patterns of close relationships and socio-emotional andacademic adjustment among school-age children with learning disability. Learning Disabilities Research & Practice, 19(1), 12-19.
Anan, R. M., & Barnett, D. (1999). Perceived social support mediates between prior attachment and subsequent adjustment: A study of urban African-American children . Developmental Psychology, 35, 1210-1222.
Anderson, C. A., & Arnoult, L. H. (1985). Attributional style and everyday problems in living: Depression, loneliness, and shyness. Social Cognition, 3, 16-35.
Arnau, R. C., Rosen, D. H., Finch, J. F., Rhudy, J. L., & Fortunato, V. J. (2007). Longitudinal effects of hope on anxiety and depression: A latent variable analysis. Journal of Personality Psychology, 75, 43-63.
Arndt, M. A.(2004). Positive psychology and hope: Across-cultural test and broading of Snyder’s Hope theory in the U.S and Mexico (Unpublished doctoral dissertation). University of Washington State University, Washington.
Aspinwall, L. G., Richter, L., & Hoffman III, R. R.(2002). Understanding how optimism works: An examination of optimists’ adaptive moderation of belief and behavior. In E. C. Chang (Ed.), Optimism and pessimism: Implications for theory, research, and practice(pp. 217-238). Washington, D. C.: American Psychological Association.
Averill, J. R., G. Catlin, & Chon, K. K.(1990). Rules of hope. New York, NY: Springer-Verlag.
Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Academic of Marketing Science, 16, 74-94.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
Barnard, C. P. (1994). Resiliency: A shift in our perception? The American Journal of Family Therapy, 22(2), 135-144.
Beck, A. T., & Haaga, D. A. (1992). The future of cognitive therapy. Psychotherapy, 29, 34-38.
Bender, W. N. (1985). Differences between learning disabled and non-learning disabled children in temperament and behavior. Learning Disabilities Quarterly, 8, 11-18.
Bender, W. N. (1987). Secondary personality and behavioral problems in adolescents with learning disabilities. Journal of Learning Disabilities, 20, 280-285.
Bennet, D. S., & Bates, J. E.(1995). Prospective models of depressive symptoms in early adolescence: Attributional style, stress and support. Journal of Early Adolescence, 15, 299-315.
Berlin, R., & Davis, R. B. (1989). Children from alcoholic families: Vulnerability and resilience. In T. F. Dugan and R. Coles (Eds.), The Child in Our Times: Studies in the Development of Resiliency. New York, NY: Brunner Mazel.
Blackorby, J., & Wagner, M. (1997). The employment outcomes of youth with learning disabilities: A review of findings from the NLTS. In P. Gerber & D. Brown(Eds.), Learning disabilities and employment (pp. 57-76). Austin, TX: Pro-Ed.
Bonanno, G. A. (2004). Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? American Psychologist, 59, 20–28.
Brodwin, M. G., Tellez, F. A., & Brodwin, S. K.（2002）.Medical, Psychosocial, and Vocational aspects of disability. Athens, GA: Elliott & Fitzpatrick.
Brooks, R. B. (1994). Children at risk: Fostering resilience and hope. American Journal of Orthopsychiatry, 64(4), 545-553.
Bryan, T.(1991). Social problems and learning disabilities. In B. Wong (Ed.), Learning about learning disabilities (pp. 3-37). San Diego, CA: Academic Press.
Bryan, T.(1997). Assessing the personal and social status of students with learning disabilities. Learning Disabilities Research and Practice, 12(1), 63-76.
Bryan, T.(2003). The applicability of the risk and resilience model to social problems of students with learning disabilities: Response to Bernice Wong. Learning Disabilities Research and Practice, 18(2), 94-98.
Buchanan, G. M. (1995). Explanatory style and coronary heart disease. In G. M. Buchanan, & M. E. P. Seligman (Eds.), Explanatory style (pp. 225-232). Hilllsdale, NJ: Erlbaum.
Buchanan, G. M., Gardenswartz, C. A. R., & Seligman, M. E. P. (1999). Physical health following a cognitive-behavioral intervention. Prevention and Treatment, 2, 10.
Burns, M. O., & Seligman, M. E. P.(1989). Explanatory style across the life span: evidence for stability over 52 years. Journal of Personality and Social Psychology, 56(3), 471-477.
Bunce, S. C., & Peterson, C. (1997). Gender differences in personality correlates of explanatory style. Personality and Individual Differences, 23, 639-646.
Carver, C. S., & Scheier, M. F. (2002). Optimism, pessimism and self-regulation. In E. C. Chang (Ed.), Optimism and pessimism: Implications for theory, research, and practice(pp.31-51). Washington, DC: American Psychology Association.
Chang, E. C. (2003). A critical appraisal and extension of hope theory in middleaged men and women: Is it important to distinguish agency and pathways components? Journal of Social and Clinical Psychology, 22, 121-143.
Christle, C. A., Jolivette, K., & Nelson, C. M.(2000). Youth aggression and violence: Risk, resilience, and prevention. (ERIC Document Reproduction Service No. ED 449632)
Ciarrochi, J. & Heaven, P. C. L. (2008). Learned social hopelessness: The role of explanatory style in predicting social support during adolescence. Journal of Child Psychology and Psychiatry, 49(12), 1279-1286.
Cohler, B. T. (1987). Adversity resilience and the study of lives. In E. T. Anthony, & B. T. Cohler (Eds.), The invulnerable child (pp.363-424). New York, NY: Guilford Press.
Cole, J. S., & Denzine, G. M.(2004). “I am not doing as well as I would like to”: Understanding student situated motivations for negative academic events. Journal of College Reading and Learning, 34, 29-44.
Connor, K. & Davidson, J.(2003). Development of a new resilience scale: the Connor-Davidson Resilienve Scale(CD-RISC). Depress Anxiety, 18, 76-82.
Cosden, M.(2003). Response to Wong’s article. Learning Disabilities Research and Practice, 18(2), 87-89.
Cosden, M., Brown, C., & Elliott, K. (2002). Development of self-understanding and self-esteem in children and adults with learning disabilities. In B. Y. L. Wong, & M. Donahue (Eds.), Social dimensions of learning disabilities (pp. 33-51). Mahwah, NJ: Erlbaum.
Cropley, M., & MacLeod, A. K. (2003). Dysphoria, attributional reasoning and future event probability. Clinical Psychology and Psychotherapy, 10(4), 220-227.
Dohrn, E., & Bryan, T. (1998). Coaching parents to use causal attributions and task strategies when reading with their children . Learning Disabilities: A Multidisciplinary Journal, 9(2), 33-46.
Doll, B., Jew, C., & Green, K. (1998, April). Resilience and peer friendships. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA. (ERIC Document Reproduction Service No. ED 421586)
Donahue, M. L., & Pearl, R.(2003). Studying social development and learning disabilities is not for the faint-hearted: Comments on the risk/resilience framework. Learning Disabilities Research and Practice, 18(2), 90-93.
Dweck, C. S.(1975). The role of expectations and attributions in the alleviation of learned helplessness. Journal of Personality and Social Psychology, 31, 674-685.
Dyer, J. G., & McGuinness, T. M. (1996). Resilience: Analysis of the concept. Archives of Psychiatric Nursing, 10(5), 276-282.
Edwards, L. M., Rand, K. L., Lopez, S., & Snyder, C. R. (2007). Understanding hope: A review of measurement and construct validity research. In D. O. Anthony, & H. M. Man(Eds.), Oxford Handbook of Methods in Positive Psychology(pp.83-95).New York, NY: Oxford University Press.
Eisner, J. P. (1995). The origins of explanatory style: Trust as a determinant of optimism and pessimism. In G. M. Buchanan, & M. E. P. Seligman(Eds.), Explanatory style (pp. 49-55). Hillsdale, NJ: Lawrence Erlbaum associates.
Elliot, A. J., & Dweck, C. S. (2005). Competence and Motivation: Competence as the core of achievement motivation. In A. Elliot & C. Dweck(Eds.), Handbook of competence and motivation(pp.3-11). New York, NY: Guilford Press.
Farran, C., Herth, K., & Popovich J.(1995). Hope and Hopelessness Critical Clinical Constructs. London, UK: Sage.
Feiring, C., Taska, L., & Lewis, M.(2002). "Adjustment following sexual abuse discovery: The role of shame and attributional style". Developmental Psychology, 38(1), 79-92.
Feldman, D. B., Rand, K. L., & Kahle-Wrobleski, K. (2009). Hope and goal attainment: Testing a basic prediction of hope theory. Journal of Social and Clinical Psychology, 28(4), 479-497.
Feldman, D. B., & Snyder, C. R. (2005). Hope and goal attainment: Testing a basic prediction of hope theory. Journal of Social and Clinical Psychology, 24(4), 401-421.
Finkenauer, C., & Rime, B.(1998). Keeping emotional memories secret. Journal of Health Psychology, 3, 47–58.
Follette, V. M., & Jacobson, N. S. (1987). Importance of attributions as a predictor of how people cope with failure. Journal of Personality and Social Psychology, 52, 1205-1211.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18, 39-50.
Forness, S. R., & Kavale, K. A. (1996). Treating social skill deficits in children with learning disabilities: A meta-analysis of the research. Learning Disability Quarterly, 19(1), 2-13.
Franco, N., & Levitt, M. J. (1998). The social ecology of middle childhood: Family support, friendship quality, and self-esteem. Family Relations, 47, 315-321.
Friend, M., & Bursuck, W. (1996). Including students with special needs: A practical guide for classroom teachers. Needham Heights, MA: Allyn & Bacon.
Garmezy, N. (1993). Children in Poverty: Resilience despite risk. Psychiatry, 56(1), 127-136.
Gerber, P., & Brown, D. (Eds.) (1997). Learning disabilities and employment (pp.3-18). Austin, TX: Pro-Ed.
Gillham, J. E., Reivich, K. J., Freres, D, R., Chaplin, T. M., Shatté, A. J., Samuels, B., Elkon, A. G., Litzinger, S., Lascher, M., Gallop, R., & Seligman, M. E. P.(2007). School-based prevention of depressive symptoms: A randomized controlled study of the effectiveness and specificity of the Penn Resiliency Program. Journal of Consulting and Clinical Psychology, 75(1), 9-19.
Gladstone, T. R. G., & Kaslow, N. J.(1995). Depression and attribution in children and adolescents: A meta-analytic review. Journal of Abnormal Child Psychology, 23, 597-606.
Glasgow, K. L., Dornbusch, L. T., Steinberg, L., & Ritter, P. L. (1997). Parenting styles, adolescents attributions, and educational outcomes in nine heterogeneous high schools. Child Development, 68(3), 507-529.
Golin, S., Sweeney, P. D., & Shaeffer, D. E.(1981). The causality of causal attributions in depression: A cross-lagged panel correlational analysis. Journal of Abnormal Psychology, 90, 14-22.
Grotberg, E.H.(1995). The international project: promoting resilience in children. (ERIC Document Reproduction Service No. ED383424)
Grotberg, E. H.(2001). Resilience program for children in disaster. Ambulatory Child Health, 7(2), 75-83.
Haager, D., & Vaughn, S. (1997). Assessment of social competence in students with learning disabilities. In J. W. Lloyd, E. J. Kame’enui, & D. Chard (Eds.), Issues in educating students with disabilities (pp.129-152). Mahwah, NJ: Erlbaum.
Hagen, K. A., Myers, B. J., & Mackintosh, V. H. (2005). Hope, social support, and behavioral problems in at-risk children. American Journal of Orthopsychiatry, 75(2), 211-219.
Hall, C. W., Spruill, K. L., & Webster, R. E. (2002). Motivational and attitudinal factors in college students with and without learning disabilities. American Journal of Orthopsychiatry, 75(2), 211-219.
Hallahan, D. P., Lloyd, J. W., Kauffman, J. M., Weiss, M. P., Martinez, E. A. (2005). Learning disabilities: Foundations, characteristics, and effective teaching. Boston, MA: Pearson Education.
Hammen, C. L., Adrian, C., & Hiroto, D. (1988). A longitudinal test of the attributions vulnerability model in children at risk for depression. British Journal of Clinical Psychology, 23, 597-606.
Mather, N., & Ofiesh, N.(1997). Resilience and the Child with Learning Disabilities. In S. Goldstein, & R. B. Blooks(Eds.), Handbook of resilience in children (pp. 239-255). New York, NY: Springer.
Haugen, R., & Lund, T. (2002). Self-concept, attributional style and depression. Educational Psychology, 22, 305-315.
Hilsman, R., & Garber, J. (1995). A test of the cognitive diathesis-stress model of depression in children: Academic stressors, attributional style, perceived competence, and control. Journal of Personality and Social Psychology, 69, 370-380.
Ho, S. M. Y., Chu, K. W., & Yiu, J. (2008).The relationship between explanatory style and posttraumatic growth after bereavement in a non-clinical sample. Death Studies, 32, 461–478.
Hollon, S. D., Shelton, R. C., & Loosen, P T. (1991). Cognitive therapy and pharmacotherapy for depression. Journal of Consulting and Clinical Psychology, 59, 88-99.
Horton, T. V., & Wallander, J. L. (2001). Hope and social support as resilience factors against psychological distress of mothers who care for children with chronic physical conditions. Rehabilitation Psychology, 46, 382-399.
Houston, D. M. (1995). Vulnerability to depressive mood reactions: Retesting the hopelessness model of depression. British Journal of Social Psychology, 34, 293-302.
Hoyle, R.H., & Smith, G.T. (1994). Formulating clinical research hypotheses as structural equation models: A conceptual overview. Journal of Consulting and Clinical Psychology, 62(3), 429-440.
Ilardi, S. S., Craighead, E. W., & Evans, D. D.(1997). Modeling relapse in unipolar depression: The effects of dysfunctional cognitions and personality disorders. Journal of Consulting and Clinical Psychology, 65, 381-391.
James, L. R., Mulaik, S. A., & Brett, J. M. (2006). A tale of two methods. Organizational Research Methods, 9(2), 233-244.
Jerusalem, M., & Schwarzer, R. (1992). Self-efficacy as a resource factor in stress appraisal processes. In R. Schwarzer(Ed.), Self-Efficacy: Thought Control of Action(pp.195-213). Washington, DC: Hemisphere.
Jew, C.L., Green, K. E., & Kroger, J. (1999). Development and validation of measure of resiliency. Measurement and Evaluation in Counseling & Development, 32(2), 75-90.
Joiner, T. E., & Wagner, K. D. (1995). Attributional style and depression in children and adolescents: A meta-analytic review. Clinical Psychology Review, 15(8), 777-798.
Jolley, S., Garety, P., Bebbington, P., Dunn, G., Freeman, D., Kuipers, E., Fowler, D., & Hemsley, D.(2006). Attributional style in psychosis: The role of affect and belief type. Behaviour Research and Therapy, 44, 1597–1607.
Kauffman, J. M.(2005). Characteristic of Emotional and Behavioral Disorders of Children and Youth (8th ed.). New Jersey, NJ: Prentice Hall.
Kauffman, C., & Silberman, J.(2009). Finding and fostering the positive in relationships: positive interventions in couples therapy. Journal of Clinical Psychology, 65(5), 520–531.
Kamen, L. P. & Seligman, M. E. P. (1987). Explanatory style and health. Current Psychology: Research and Reviews, 6, 207-218.
Kamen-Siegel, L., Rodin, J., Seligman, M. E. P., & Dwyer, J. (1991). Explanatory style and cell-mediated immunity in elderly men and women. Health Psychology, 10, 229-235.
Kashdan, T. B., Pelham, W. E., Lang, A. R., Hoza, B., Jacob, R. G., Jennings J. R., et al. (2002). Hope and optimism as human strength in parents of children with externalizing disorders: Stress in the eye of the beholder. Journal of Social and Clinical Psychology, 21, 441-468.
Keogh, B. (2000). Risk, families, and schools. Focus on Exceptional Children, 33(4), 1-11.
Keogh, B, K., & Weisner, T. (1993). An ecocultural perspective on risk and protective factors in children’s development: Implications for learning disabilities. Learning Disabilities Research & Practice, 8, 3-10.
Kivimaki, M., Vahtera, J., Elovainio, M., Helenius, H., Singh-Manoux, A., & Pentti, J.(2005). Optimism and pessimism as predictors of change in health after death or onset of severe illness in family. Health Psychology, 24,
413–421.
Kliewer, W., Lepore, S. J., Oskin, D., & Johnson, P. D. (1998). The role of social and cognitive processes in children’s adjustment to community violence. Journal of Consulting and Clinical Psychology, 66, 199-209.
Korner, J. N.(1970). Hope as a method of coping. Journal of Consulting and Clinical Psychology, 34(2), 134-139.
Kwon, P. (2000). Hope and dysphoria: The moderating role of defence mechanisms. Journal of Personality, 68, 199-223.
Kwon, P. (2002). Hope, defence mechanisms, and adjustment: Implications for false hope and defensive hopelessness. Journal of Personality, 70, 207-231.
Kylma, J., Vehvilainen, K., & Lahdevirta, J.(2001). Hope, despair and hopelessness in living with HIV/AIDS: A grounded theory study. Journal of Advanced Nursing, 33(6), 764-777.
Lackaye, T., Margalit, M., Ziv, O., & Ziman, T. (2006). Comparisons of self-efficacy, mood, effort, and hope between students with learning disabilities and their non-LD-matched peers. Learning Disabilities Research & Practice, 21(2), 111-121.
Lakdawalla, Z., Hankin, B. L., & Mermelstein, R. (2007). Cognitive theories of depression in children and adolescents: A conceptual and quantitative review. Clinical Child and Family Psychology Review, 10, 1-24.
Laudenslager, M. L., Ryan, S. M., Drugan, R. C., Hyson, R. L., & Maier, S. F.(1983). Coping and immunosuppression: Inescapable but not escapable shock suppresses lymphocyte proliferation. Science, 221, 568-570.
Lepore, S. J., Silver, R. C., Wortman, C. B., & Wayment, H. A.(1996). Social constraints, intrusive thoughts, and depressive symptoms among bereaved mothers. Journal of Personality and Social Psychology, 70, 271–282.
Lerner, J. (2003). Learning disabilities. Boston: MA: Houghton Mifflin.
Lerner, J., Lowenthal, B., & Lerner, S. (1995). Attention deficit disorders: Assessment and teaching. Pacific Grove, CA: Brooks/Cole.
Levenson, J. L., & Bemis, C. (1991). The role of psychological factors in cancer onset and progression. Psychosomatics, 32, 123-132.
Levine, M.(1988). A table of key neurodevelopmental functions and their performance elements. Cambridge, MA: Educators Publishing.
Levine, M. D., & Swartz, C. (1995). The unsuccessful adolescent. In Learning Disabilities Association of America (Ed.), Secondary education and beyond: Providing opportunities for students with learning disabilities (pp.3-12). Pittsburgh, PA: Learning Disabilities Association of America.
Lloyd, T. J. & Hastings, R. (2009). Hope as a psychological resilience factor in mothers and fathers of children with intellectual disabilities. Journal of Intellectual Disability Research, 53(12), 957-968.
Lopez, S. J., Floyd, R. K., Ulven, J. C., & Snyder, C. R.(2000). Hope therapy: Helping clients build a house of hope. In C. R. Snyder (Ed.), Handbook of hope: Theory, measures, and applications(pp.123-166). San Diego, CA: Academic Press.
Lopez, S. J., Snyder C. R., & Pedrotti, J. T. (2003). Hope: Many definitions, many measures. In S. J. Lopez, & C. R. Snyder(Eds.), Positive psychological assessment: A handbook of models and measures(pp. 91-106). Washington, D. C.: American Psychological Association.
Luthans, F., & Youssef, C. M. (2007). Emerging positive organizational behavior. Journal of Management, 33, 321-349.
Luthans, F., Luthans, K., & Luthans, B. (2004). Positive psychological capital: beyond human and social capital. Business Horizons, 47(1), 45.
Luthans, F., Youssef, C. M., & Avolio, B. J. (2007). Psychological capital: Developing the human competitive edge. Oxford, UK: Oxford University.
Luthans, F., Avolio, B., Avey, J., & Norman, S. (2007). Positive psychological capital: measurement and relationship with performance and satisfaction. Personnel Psychology, 60(3), 541-572.
Luther, S. S. (1993). Methodological and conceptual issues in research in children resilience. Journal of Child Psychology and Psychiatry and Allied Disciplines, 34, 441-453.
Luther, S. S., Cicchetti, D., & Becker, B.(2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3), 543-562.
Luther, S. S. & Zigler, E.(1991). Vulnerability and competence: A review of research on resilience in childhood. American Journal of Orthopsychiatry, 61(1), 6-22.
MacMillan, D.L., & Siperstein, G.N.(2002). Learning disabilities as operationally defined by schools. In R. Bradley, L. Danielson, & D. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 520-586). Mahwah, NJ: Erlbaum.
Maddux, J. E. (2009). Stopping the “Madness”: Positive psychology and deconstructing the illness ideology and the DSM. In C. R. Snyder, & S. J. Lopez(Eds.), Oxford Handbook of positive psychology(pp. 61-70). New York, NY: Oxford University Press.
Marglit, M. (2003). Resilience model among individuals with learning disabilities: Proximal and distal influences. Learning Disabilities Research & Practice, 18, 82-86.
Margalit, M., & Al-Yagon, M. (2002). The loneliness experience of children with learning disabilities. In B. Y. L. Wong, & M. Donahue (Eds.), Social dimensions of learning disabilities (pp. 53-75). Mahwah, NJ: Erlbaum.
Masten, A. S. (2001). Resilience in individual development: Successful adaptation despite risk and adversity. In M. C. Wang, & E. W. Gordon (Eds.), Educational Resilience in Inner-city America: Challenges and Prospects (pp. 3-25). Mahwah, NJ: Lawrence Erlbaum Associates.
Mather, N., & Ofiesh, N.(1997). Resilience and the Child with Learning Disabilities. In S. Goldstein, & R. B. Blooks(Eds.), Handbook of resilience in children (pp. 239-255). New York, NY: Springer.
Matson, J. L. (1989). Treating depression in children and adolescents. New York, NY: Pergamon Press.
McLoyd, V. C.(1998). Socioeconomic disadvantage and child development. American Psychologist, 53(2), 185-204.
Metalsky, G. I., Halberstadt, L. J., & Abramson, L. Y. (1987). Vulnerability to depressive mood reactions: Toward a more powerful test of the diathesis-stress and causal mediation components of the reformulated theory of depression. Journal of Personality and Social Psychology, 52, 386-393.
Meltzer, L. (2003). Resilience and learning disabilities: Research on internal and external protective dynamics. Learning Disabilities Research & Practice, 19(1), 1-2.
Meltzer, L.J., Reddy, R., Pollica, L.S., Roditi, B., Sayer, J., & Theokas, C. (2004). Positive and negative self-perceptions: Is there a cyclical relationship between teachers’ and students’ perceptions of effort, strategy use, and academic performance? Learning Disabilities Research & Practice, 19(1), 33-44.
Mezulis, A. H., Abramson, L. Y., Hyde, J. S., & Hankin, B. L.(2004). Is there a universal positivity bias in attributions? A meta-analytic review of individual, developmental, and cultural differences in the self-serving attributional bias. Psychological Bulletin, 130, 711-747.
Miller, L.(2002). Adolescents with learning disabilities: Psychic structures that are not conducive to learning. Journal of Child Psychother, 28, 29-39.
Miller, M., & Fritz, M. F. (1998). A demonstration of resilience. Intervention in School and Clinic, 33, 265-271.
Mineka, S., Pury, C. L., & Luten, A. G.(1995). Explanatory style in anxiety and depression. In G. M. Buchanan, & M. E. P. Seligman (Eds.), Explanatory style (pp. 135–158). Hillsdale, NJ: Lawrence Erlbaum Associates.
Morrison, G. M., & Cosden, M. A. (1997). Risk, resilience, and adjustment of individuals with learning disabilities. Learning Disability Quarterly, 20, 43-60.
Murphy, J. S., & Newlon, B. J.(1987). Loneliness and the mainstreamed hearing impaired college student. American Annals of the Deaf, 132, 21-25.
Nes, L. S., & Segerstrom, S. C. (2006). Dispositional optimism and coping: A meta-analytic review. Personality and Social Psychology Review, 10, 235-251.
Nolen-Hoeksema, S., & Girgus, J. S.(1995). Explanatory style and achievement, depression, and gender differences in childhood and early adolescence. In G. M. Buchanan, & M. E. P. Seligman(Eds.), Explanatory style(pp.57-70). Hillsdale, NJ: Lawrence Erlbaum associates.
Nolen-Hoeksema, S., Girgus, J. S., & Seligman, M. E. P. (1986). Learned helplessness in children: A longitudinal study of depression, achievement, and explanatory style. Journal of Personality and Social Psychology, 51, 435-442.
Norem, J. K. (2002). The positive power of negative thinking. NewYork, NY: Basic Books.
Norem, J. K., & Cantor, N. (1986). Defensive pessimism: Harnessing anxiety as motivation. Journal of Personality and Social Psychology, 51, 1208-1217.
Norem, J. K., & Chang. E. C. (1997). The positive psychology of Negative thinking. Journal of Clinical Psychology, 58(9), 993-1001.
Norem, J. K., & Chang, E. C. (2002). The positive psychology of negative thinking. Journal of Clinical Psychology, 58, 993-1001.
Nunnally, J. C. (1978). Psychometric theory. New York, NY: McGraw Hill.
Oishi, S. (2000). Culture and memory for emotional experiences: On-line vs. retrospective judgment of subjective well-being (Unpublished doctoral dissertation). University of Illinois, Urbana-Champaign, Illinois.
Olson, D., McCubbin, H., Larsen, A., Muxem, M., & Wilson, M. (1983). Families What Makes Them Work? Beverly Hills, CA: Sage.
Osman, B. (1987). Promoting social acceptance of children with learning disabilities. Reading, Writing, and Learning Disabilities, 3, 111-118.
Oxford dictionary and thesaurus. (1997). New York, NY: Oxford University Press.
Padencheri, S., & Russell, P. S.(2002). Challenging behaviours among children with intellectual disability: the hope busters? Journal of Learning Disabilities, 6, 253-261.
Palmer, D. J., Drummond, F., & Tollison, P. (1982). An attributional investigation of performance outcomes for learning-disabled and normal-achieving pupils. The Journal of Special Education, 16(2), 207-219.
Panak, W. F., & Garber, J. (1992). Aggression, rejection, and attributions in the prediction of depression in children. Development and Psychopathology, 4, 145-165.
Park, C. L., & Helgeson, V. S.(2006). Growth following highly stressful life events: Current status and future directions. Journal of Consulting and Clinical Psychology, 74, 791-796.
Pearl, R., & Bay, M. (1999). Psychological correlates of learning disabilities. In D. H. Shklofske, & V. L. Schwean(Eds.), Handbook of psychosocial characteristics of exceptional children (pp. 443-470). New York, NY: Plenum.
Peterson, C. (1988). Explanatory style as a risk factor for illness. Cognitive Therapy and Research, 12, 119-132.
Peterson, C. (1991). On shortening the expanded Attributional Style Questionnaire. Journal of Personality Assessment, 56, 179-183.
Peterson, C. (2000). The future of optimism. American Psychologist, 55, 44-55.
Peterson, C., Bettes, B. A., & Seligman, M E. P. (1985). Depressive symptoms and unpromoted causal attributions: Content analysis. Behavior Research and Therapy, 23, 379-382.
Peterson, C., & Bossio, L. M.(1991). Health and optimism. New York, NY: Free Press.
Peterson, C., Buchanan, G. M., & Seligman, M. E. P. (1995). Explanatory style: History and evolution of the field. In G. M. Buchanan, & M. E. P. Seligman(Eds.), Explanatory style (pp.1-20). Hillsdale, NJ: Lawrence Erlbaum associates.
Peterson, C., & De Avila, M. (1995). Optimistic explanatory style and the perception of health problems. Journal of Clinical Psychology, 51, 128-132.
Peterson, C., Luborsky, L., & Seligman, M. E. P. (1983). Attributions and depressive mood shift: A case study using the symptom-context method. Journal of Abnormal Psychology, 92, 96-103.
Peterson, C., & Park C. (1998). Learned helplessness and explanatory style. In D. F. Barone, M. Hersen, & V. B. Van Hasselt(Eds.), Advanced personality (pp. 287-310). New York, NY: Plenum.
Peterson, C., & Seligman, M. E. P. (1984). Causal explanations as a risk factor for depression: Theory and evidence. Psychological Review, 91(3), 347-374.
Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A classification and handbook. Washington, D. C.: American Psychological Association.
Peterson, C., Seligman, M. E. P., & Vaillant, G. E. (1988). Pessimistic explanatory style is a risk factor for physical illness: A thirty-five-year longitudinal study. Journal of Personality and Social Psychology, 55, 23-27.
Peterson, C., Semmel, A., Baeyer, C., Abramson, L.Y., Metalshy, G. I., & Seligman, M. E. P. (1982). The attributional style questionnaire. Cognitive Therapy and Research, 6(3), 287-300.
Peterson, C., & Steen, T. A.(2002). Optimistic explanatory style. In C. R. Snyder, & J. L. Shane(Eds.), Handbook of positive psychology(pp. 244-256). New York, NY: Oxford University Press.
Peterson, C., & Villanova, P. (1988). An Expanded Attributional Style Questionnaire. Journal of Abnormal Psychology, 97, 87-89.
Pierce, G. R., Sarason, B. R., & Sarason, I. G. (1999). Peers, teachers and parents as assessors of the behavioural and emotional problems of twins and their adjustment: The Multidimensional Peer Nomination Inventory. Twin Research, 2, 274-285.
Pintrich, P., & Schunk, D. (2002). Motivation in education: Theory, research and applications. Upper Saddle River, NJ: Prentice-Hall Merrill.
Prati, G., & Pietrantoni, L. (2009). Optimism, social sipport, anmd coping strategies as factors contributing to posttraumatic growth: A meta-analysis. Journal of Loss and Trauma, 14, 364-388.
Reivich, K. J. (2010). Optimism and well-being. Communique, 38(7), 10-12.
Ringl, L. R. (2001). The perceptions of special education high school students regarding their concept of hope (Unpublished doctoral dissertation). Wayne State University, Detroit, Michigan.
Robins, C. J. & Hayes, A. M. (1995). The role of causal attributions in the prediction of depression. In G. M. Buchanan & M. E. P. Seligman (Eds.), Explanatory style (pp. 71-98). Hillsdale, NJ: Erlbaum.
Robins, C. J., & Hinkley, K. (1989). Social-cognitive processing and depression symptoms in children: A comparison of measures. Journal of Abnormal Child Psychology, 17, 29-36.
Rock, E., Fessler, M., & Church, R. (1997). The concomitance of learning disabilities and emotional/behavioral disorders: A conceptual model. Journal of Learning Disabilities, 3(3), 245-263.
Rodriguez-Hanley, A., & Snyder, C. R. (2000). The demise of hope: On losing positive thinking. In C. R. Snyder (Ed.), Handbook of hope: Theory, measure, and application(pp. 39-54). New York, NY: Academic Press.
Roman, M.(1998). The syndrome of nonverbal learning disabilities: Clinical description and applied aspects. Retrieved from cie.ed.asu.edu/index/htm/
Rourke, B. P. (1994). Neuropsychological assessment of children with learning disabilities. In G. Lyon(Ed.), Frames of reference for the assessment of learning disabilities (pp. 475-514). Baltimore, MD: Paul H. Brookes.
Ruble, D. N., Eisenberg, R., & Higgins, E. T. (1994). Developmental changes inachievement evaluation: Motivational implications of self-other differences. Child Development, 65, 1095–1110.
Rutter, M. (1979). Protective factors in childer’s responses to stress and disadvantage. In M.W. Kent and J. Rolf (Eds.), Primary of Psychopathology, Social Competence in Children. (pp. 49-74). Hanover, NH: University Press of New England.
Rutter, M. (1987). Psychosocial resilience and protective mechanisms. American Journal of Orthopsychiatry, 57(3), 316-331.
Rutter, M. (1993). Resilience: Some conceptual considerations. Journal of Adolescent Health, 14(8), 626-631.
Rutter, M., Tizard, J., Yule, W., Graham, P., & Whitmore, K. (1976). Research report: Isle of wight studies 1964-1974. Psychological Medicine ,6(2), 313-332.
Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52, 141-166.
Scheier, M. F., & Carver, C. S. (1993). On the power of positive thinking: The benefits of being optimistic. Current Directions in Psychological Science, 2, 26-30.
Scheier, M. F., Carver, C. S., & Bridge, M. W. (1994). Distinguishing optimism from neuroticism(trait anxiety, self-mastery, and self-esteem): A revolution of the Life Orientation Test. Journal of Personality and Social Psychology, 67, 1063-1078.
Scheier, M. F., Carver, C. S., & Bridge, M. W. (2002). Optimism, pessimism, and psychological well-being. In E. C. Chang(Ed.), Optimism and pessimism: Implications for theory, research and practice(pp.189-216).Washington, D. C.: American Psychological Association.
Schimmack, U., Oishi, S., & Diener, E. (2002). Cultural influences on the relation between pleasant emotions and unpleasant emotions: Asian dialectic philosophies or individualism-collectivism? Cognition and Emotion, 16, 705-719.
Schulman, P. (1995). Explanatory style and achievement in school and work. In G. M. Buchanan & M. E. P. Seligman (Eds.), Explanatory style (pp. 159-171). Hillsdale, NJ: Erlbaum.
Schulman, P., Castellon, C., & Seligman, M. E. P. (1989). Assessing explanatory style: The content analysis of verbatim explanations and the Attributional Style Questionnaire. Behavior Research and Therapy, 27, 505-512.
Schulman, P., & Seligman, M. E. P. (1994). Journal of Clinical Psychology, 50(1), 71-95.
Schulman, P., Seligman, M. E. P., & Amsterdam, D. (1987). The Attributional Style Questionnaire is not transparent. Behavior Research and Therapy, 25, 391-395.
Schwarzer, R. (1994). Optimism, vulnerability, and self-beliefs as health- related cognitions: A systematic overview. Psychology and Health, 9, 161-180.
Seligman, M. E. P. (1989). Explanatory style: Predicting depression, achievement, and health. In M. D. Yapko (Ed.), Brief therapy approaches to treating anxiety and depression (pp. 5-32). New York, NY: Brunner/Mazel.
Seligman. M. E. P. (1991). Learned optimism. New York, NY: Alfreed A. Knopf.
Seligman, M. E. P. (1995). The Optimistic Child. Boston, MA: Houghton Mifflin.
Seligman, M. E. P.(1998). Learned optimism: How to change your mind and your life. New York, NY: Pocket Books.
Seligman, M. E. P., Abramson, L. Y., Semmel, A., & von Baeyer, C. V. (1979). Depressive attributional style. Journal of Abnormal Psychology, 88, 242-247.
Seligman, M. E. P., Castellon, C., Cacciola, J., Schulman, P., Luborsky, L., Ollovem M., et al. (1988). Explanatory style change during cognitive thrapy for unipolar depression. Journal of Abnormal Psychology, 97, 13-18.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5-14.
Seligman, M. E. P., & Elder, G., Jr. (1986). Learned helplessness and life-span development. In A. B. Sorensen, F. E. Weinert, & L. R. Sherrod (Eds.), Human development and the life course: Multidiciplinary perspectives (pp. 377-428). Hillsdale, NJ: Erlbaum.
Seligman, M. E. P., Nolen-Hoeksema, S., Thornton, K. M., & Thornton, N. (1990). Explanatory style as a mechanism of disappointing athletic performance. Psychological Science, 1, 143-146.
Seligman, M. E. P., Peterson C., Kaslow, N. J., Tanenbaum, R. L., Alloy, L. B., &Abramson, L. Y.(1984). Attributional Style and Depressive Symptoms Among Children. Journal of Abnormal Psychology, 93(2), 235-238.
Seligman, M. E. P., Reivich, K., Jaycox, I., & Gillham, I. (1995). The optimistic child. New York, NY: Houghton Miffin.
Seligman, M. E. P, Schulman, P., DeRubeis, R. J., & Hollon, S. D. (1999). The prevention of depression and anxiety. Prevention and Treatment, 2, 8.
Shang, T. C.(1994). Development and testing an instrument of hope: The hope indicator questionnaire. Dissertation Abstracts International, 56(05), 2935-2946.
Sharma, S. (1996). Applied multivariate Techniques. New York, NY: John Wiley.
Shorey, H. S., Little, T. D., Snyder, C. R., Kluck, B., & Robitschek, C.(2007). Hope and personal growth initiative: A comparison of positive, future-oriented constructs. Personality and Individual Differences, 43, 1917-1926.
Silver, L. (1998). The misunderstood child: Understanding and coping with your child’s learning disabilities. New York, NY: Time Brooks.
Smith, D. S., & Nagle, R. J.(1995). Self-perceptions and social comparisons among children with LD. Journal of Learning Disabilities, 28, 364-371.
Snyder, C. R. (1994). The psychology of hope: You can get there from here. New York, NY: Free Press.
Snyder, C. R. (1995). Conceptualizing, measuring, and nurturing hope. Journal of Counseling and Development, 73, 355-360.
Snyder, C. R. (2000). Hypothesis: There is hope. In C. R. Snyder(Ed.), Handbook of hope: The theory, measure, and application(pp. 3-21). New York, NY: Academic Press.
Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13(4), 249-275.
Snyder, C. R, Chevens, J., & Michael, S. T.(1999). Hoping. In C. R. Snyder (Ed.), Coping: The psychology of what works(pp. 205-231). New York, NY: Oxford University Press.
Snyder, C. R., & Feldman, D. B. (2000). Hope for the many: An empowerment of social agenda. In C. R. Snyder(Ed.), Handbook of hope: The theory, measure, and application(pp. 389-412). New York, NY: Academic Press.
Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., Yoshinobu, L., Gibb, J., Langelle, C., & Harney, P. (1991). The will and the ways: Development and validation of an individual differences measure of hope. Journal of Personality and Social Psychology, 60, 570-585.
Snyder, C. R., Hoza, B., Pelham, W. E., Rapoff, M., Ware, L., Danovsky, M., Highberger, L., Rubinstein, H., & Stahl, K. J. (1997). The development and validation of the Children’s Hope Scale. Journal of Pediatric Psychology, 22, 399-421.
Snyder, C. R., & Lopez, S. J. (2002). Handbook of positive psychology. London, UK: Oxford University Press.
Snyder, C. R., & Lopez, S. J. (2007). Positive psychology: The scientic and practical explorations of human strengths. Thousand Oaks, CA: Sage.
Snyder, C. R., Lopez, S. J., Shorey, H., Rand, K., & Feldman, D.(2003). Applying hope theory, measurements, and interventions to school psychology. School Psychology Quarterly, 18,122-139.
Snyder, C. R., Rand, K. L., & Sigmon, D. R.(2002). Hope theory: A member of the positive psychology family. In C. R. Snyder, & S. J. Lopez(Eds.), Handbook of positive psychology(pp.257-276). New York, NY: Oxford University Press.
Snyder, C. R., Shorey, H. S., & Berg, C.(2004). Hope: The imperative human motive. In W. E. Craighead & C. B. Nemeroff(Eds.), The concise Corsini encyclopedia of Psychology and behavioral science(pp. 440-441). Hoboken, NJ: Wiley.
Snyder, C. R., Sympson, S. C., Ybasco, F. C., Borders, T. E., Babyak, M. A., & Higgins, R. L. (1996). Development and validation of the State Hope Scale. Journal of Personality and Social Psychology, 70, 321-335.
Sorensen, L. G., Forbes, P. W., Bernstein, J. H., Weiler, M. D., Mitchell, W. M., & Waber, D. P. (2003). Psychosocial adjustment over a two-year period in children referred for learning problems: Risk, resilience, and adaptation. Learning Disabilities Research & Practice, 18(1), 10-24.
Spekman, N. J., Goldberg, R. J., & Herman, K. L.(1993). An exploration of risk and resilience in the lives of individuals with learning disabilities. Learning Disabilities Research and Practice, 8, 11-18.
Spekman, N. J., Herman, K. L., & Vogel, S. A. (1993). An exploration of risk and resilience in the lives of individuals with learning disabilities. Learning Disabilities Research & Practice, 8, 59-65.
Sridhar, D., & Vaughn, S. (2001). Social functioning of students with learning disabilities. In D. Hallahan & B. Keogh (Eds.), Research and global perspectives in learning disabilities: Essays in honor of William M. Cruickshank (pp. 65-92). Mahwah, NJ: Erlbaum.
Stark, K. D., & Boswell, J.(2001). Discussion of the Penn Optimism Program: Recognizing its strengths and considerations for enhancing the program. Philadelphia, PA: Templeton Foundation Press.
Steele, C. M. (1995). Stereotype threat and intellectual test performance of Africa Americans. Journal of Personality and Social Psychology, 69, 797-811.
Steger M. F., Frazier, P., Oishi, S., & Kaler, M.(2006). The meaning in life questionnaire: Assessing the presence of and search for meaning in life. Journal of Counseling Psychology, 53(1), 80-93.
Stevens, E. A., & Prinstein, M. J. (2005). Peer contagion of depressogenic attrbutional styles among adolescents: A longitudinal study. Journal of Abnormal Child Psychology, 33, 25-37.
Sympson, S.(1999). Validation of the Domain Specific Hope Scale (Unpublished doctoral dissertation). University of Kansas, Lawrence, Kansas.
Sympson , S. C., & Snyder, C. R.(1997). Development and initial validation of the Domain Specific Hope Scale(Unpublished manuscript). University of Kansas, Lawrence, Kansas.
Taylor, S. E., Kemeny, M. E., Reed, G. M., Bower, J. E., & Gruenewald, T. L. (2000). Psychological resources, positive illusions, and health. American Psychologist, 55, 99-109.
Tennen, H., & Herzberger, S. (1985). A review of te Attributional Style Questionnaire. In D. J. Keyser, & R. C. Sweetland (Eds.), Test critiques (pp. 20-32). Kansas City, MO: Test Corportation of America.
Thompson, S. (1997). The source for nonverbal learning disabilities. East Moline, IL: LinguiSystems.
Tiggemann, M., Winefield, A. H., Winefield, H. R., & Goldney, R. D. (1991). The prediction of psychological distress from attributional style: A test of the hopelessness model of depression. Australian Journal of Psychology, 43, 125-127.
Toner, M.A., & Heaven, P. (2005). Peer-social attributional predictors of social emotional adjustment in early adolescence: A two year longitudinal study. Personality and Individual Differences, 38, 579-590.
Toner, M. A., & Munro, D. (1996). Peer-socia; attributions and self-efficacy of peer-rejected adolescents. Merrill-Palmer Quarterly, 42, 339-357.
Tur-Kaspa, H. (2002). Social cognition in learning disabilities. In B. Y. L. Wong & M. Donahue (Eds.), Social dimensions of learning disabilities (pp. 11-31). Mahwah, NJ: Erlbaum.
Tur-Kaspa, H., & Bryan, T. (1993). Social attributions of students with learning disabilities. Exceptionally, 4(4), 229-243.
Tur-Kaspa, H., Weisel, A., & Segrev, L. (1998). Attributes for feelings of loneliness of students with learning disabilities. Learning Disabilities Research and Practice, 13(2), 89-94.
Tusai, K. & Dyer, J. (2004). Resilience: A historical review of the construct. Holist Nurs Pract, 18(1), 3-8.
Valas, H. (2001). Learned helplessness and psychological adjustment: Effects of age, gender and academic achievement. Scandinavian Journal of Educational Reserch, 45(1), 71-90.
Vaughn, S., & Haager, D. (1994). The measurement of assessment of social skills. In G. R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views of measurement issues (pp. 555-570). Baltimore, MD: Pau H. Brookes.
Voeller, K. S. (1994). Techniques for measuring social competence in children. In G. Lyon, Frames of reference for the assessment of learning disabilities. Baltimore, MD: Paul H. Brookes.
Webster, D. R. (2002). College student’s perceptions of parent-child relationships and their correlates: Explanatory style and empathy. (Unpublished doctoral dissertation). State University of Nebraska-Lincoln, Nebraska.
Weinstein, N. (1980). Unrealistic optimism about future life events. Journal of Personality and Social Psychology, 39(5), 806-820.
Weinstein, N., & Klein, W. (1996). Unrealistic optimism: present and future. Journal of Social and Clinical Psychology, 15(1), 1-8.
Werner, E. E. (1993a). Risk and resilience in individuals with learning disabilities: Lessons learned from Kauai longitudinal study. Learning Disabilities Research & Practice, 8(1), 23-24.
Werner, E. E. (1993b). Risk, resilience, and recovery: Perspective from the Kauai longitudinal study. Development and Psychopathology, 5(4), 503-515.
Werner, E. E., & Smith, R. S. (1982). Vulnerable but invincible: A longitudinal study of resilient children and youth. New York, NY: McGraw-Hill.
Werner, E. E., & Smith, R. S. (1992). Overcoming the odds: High risk children from birth to adulthood. Ithaca, New York, NY: Cornell University Press.
Werner, E. E., & Smith, R. S. (2001). Journeys from childhood to midlife: Risk, resilience and recovery. Ithaca, New York, NY: Cornell University Press.
Westburg, N. G. (2003). Hope, laughter, and humor in residents and staff at an assisted living facility. Journal of Mental Health Counseling, 25, 16-32.
Wiener, J. (2002). Friendship and social adjustment of children with learning disabilities. In B. Y. L. Wong & M. Donahue (Eds.), Social dimensions of learning disabilities (pp. 93-114). Mahwah, NJ: Erlbaum.
Wiener, J. (2003). Resilience and multiple risks: A response to Bernice Wong. Learning Disabilities Research and Practice, 18(2), 77-81.
Wiener, J. & Tardif, C.Y. (2004). Social and emotional functioning of children with learning disabilities: Does special education placement make a difference? Learning Disabilities Research & Practice, 19(1), 20-32.
Wong, B. Y. L. (2003). General and specific issues for researchers’ considerations in applying the risk and resilience framework to the social domain of learning disabilities. Learning Disabilities Research & Practice, 18(2), 68-76.
Wonghongkul T. (2000). Uncertainty, Appraisal, Hope, and coping in breast cancer survivors. Dissertation Abstracts International, 60, 5439.
Woodruff, T. W.(2002). Development and validation of the Children`s Domain- Specific Hope Scale(Unpublished doctoral dissertation). University of Kansas, Lawrence, Kansas.
Yasutake, D., & Bryan, T. (1995). The influence of induced positive affect on middle school children with and without learning disabilities. Learning Disabilities Research and Practice, 10(1), 38-45.
Zigmond, N. (1997). Educating students with disabilities: The future of special education. In J. Lloyd, E. Kame’enui, & D. Chard (Eds.), Issues in educating students with disabilities (pp. 275-304, 377-391). Mahwah, NJ: Erlbaum.
Zullow, H. M., & Seligman, M. E. P.(1990). Pessimistic rumination predicts defeat of presidential candidates, 1900 to 1984. Psychological Inquiry, 1, 52-61.
描述 博士
國立政治大學
教育研究所
95152514
101
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0095152514
資料類型 thesis
dc.contributor.advisor 余民寧zh_TW
dc.contributor.advisor Yu, Min Ningen_US
dc.contributor.author (Authors) 吳秉叡zh_TW
dc.contributor.author (Authors) Wu, Ping Rueyen_US
dc.creator (作者) 吳秉叡zh_TW
dc.creator (作者) Wu, Ping Rueyen_US
dc.date (日期) 2012en_US
dc.date.accessioned 4-Feb-2013 09:40:41 (UTC+8)-
dc.date.available 4-Feb-2013 09:40:41 (UTC+8)-
dc.date.issued (上傳時間) 4-Feb-2013 09:40:41 (UTC+8)-
dc.identifier (Other Identifiers) G0095152514en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/56918-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育研究所zh_TW
dc.description (描述) 95152514zh_TW
dc.description (描述) 101zh_TW
dc.description.abstract (摘要) 本研究旨在探討解釋風格、希望感與復原力之關係，並進而驗證其理論模型。研究以臺灣地區417位國中學習障礙學生為對象，研究工具包括「青少年正向事件解釋風格量表」、「青少年負向事件解釋風格」、「青少年提升式希望感量表」、「青少年寧靜式希望感量表」與「青少年復原力量表」，並採用單因子多變量變異數分析、二因子多變量變異數分析與結構方程式模型進行研究假設之驗證。研究結果顯示：
一、學習障礙學生的正向事件解釋風格傾向於內在化、穩定性與特定性歸因，負向事件解釋風格傾向於內在化、暫時性與特定性歸因，亦傾向於知覺到高度提升式希望感、寧靜式希望感與復原力。
二、學習障礙女性學生在徑路思維希望上高於學習障礙男性學生；有接受特教服務學習障礙學生在負向事件個別性上高於沒有接受特教服務學習障礙學生；樂觀解釋風格學習障礙學生在意志思維希望、徑路思維希望、柔性順應希望與堅持努力希望上均高於悲觀解釋風格學習障礙學生；適應不佳學習障礙學生在負向事件普遍性上高於適應良好學習障礙學生；適應良好學習障礙學生在精神意念上高於適應不良學習障礙學生。
三、學習障礙學生在正向事件個別性、正向事件恆久性、負向事件個別性、負向事件普遍性、意志思維希望與面對挑戰上高於普通學生；普通學生則在正向事件普遍性上高於學習障礙學生。
四、以正向事件解釋風格、負向事件解釋風格為自變項，提升式希望感、寧靜式希望感為中介變項，復原力為依變項的「解釋風格、希望感與復原力模型」獲得支持。
最後，研究者根據研究結果提出建議，以供未來研究參考。		zh_TW
dc.description.abstract (摘要) The relationship among explanatory style, hope, and resilience variables was explored and discussed in this study. The Adolescent Explanatory Style for Good Events Inventory, the Adolescent Explanatory Style for Bad Events Inventory, the Adolescent Enhanced Hope Inventory, the Adolescent Peaceful Hope Inventory, and the Adolescent Resilience Inventory were used as measurement instruments. A total of 417 secondary school students with learning disabilities (LD) in Taiwan participated in this study and data were analyzed by one-way MANOVA, two-way MANOVA, and Structural Equation Modeling.
The findings of this study are listed:
1. As for explanatory style for good events, students with LD have the tendecncy towards internal, stable and specific attribution, and their explanatory style for bad events is more internal, unstable and specific. They can also perceive highly enhanced hope, peaceful hope, and resilience.
2. Female students have higher pathway thinking than male students. Students who received direct special education service have higher personalization explanatory style for bad events than students received no services. Participants with optimistic explanatory style have higher agency thinking, pathway thinking, flexible adaptation, and persisting effort than the ones with the pessimistic explanatory style. Students with poor adaptation have higher pervasiveness explanatory style for bad events than students with good adaptation. Students with good adaptation have higher spirit willpower than students with poor adaptation.
3. Students with LD have higher personalization explanatory style for good events, permanence explanatory style for good events, personalization explanatory style for bad events, pervasiveness explanatory style for bad events, agency thinking, and face challenges than regular students. Students without LD only have higher pervasiveness explanatory style for good events than the ones with LD.
4. The results suppot the model in which explanatory style, hope and resilience, using explanatory style for good/bad served as independent variables whereas the resilience is the dependent variable. The enhanced hope and peachfule hope are the mediator variables.
Suggestions are provided for further research.		en_US
dc.description.tableofcontents 第一章 緒論
第一節 研究背景與動機……………………………………… 1
第二節 研究目的與問題……………………………………… 5
第三節 名詞釋義……………………………………………… 6
第四節 研究範圍與限制……………………………………… 8
第二章 文獻探討
第一節 學習障礙學生社會及情緒特質……………………… 11
第二節 解釋風格與希望感之關係…………………………… 19
第三節 解釋風格與復原力之關係…………………………… 31
第四節 希望感與復原力之關係……………………………… 41
第五節 解釋風格、希望感與復原力之關係………………… 46
第三章 研究設計與實施
第一節 研究架構……………………………………………… 59
第二節 研究假設……………………………………………… 60
第三節 研究對象……………………………………………… 61
第四節 研究工具……………………………………………… 63
第五節 實施程序……………………………………………… 77
第六節 資料處理與分析……………………………………… 78
第四章 研究結果與討論
第一節 解釋風格、希望感與復原力之現況分析…………… 81
第二節 背景變項在學習障礙學生解釋風格、希望感與復原
力上之差異比較……………………………………… 88
第三節 學習障礙學生與普通學生解釋風格、希望感與復原
力上之差異比較……………………………………… 129
第四節 解釋風格、希望感與復原力之測量模型分析……… 139
第五節 正向事件解釋風格、提升式希望感與復原力之中介
結構模型關係………………………………………… 153
第六節 負向事件解釋風格、寧靜式希望感與復原力之中介
結構模型關係………………………………………… 163
第七節 解釋風格、希望感與復原力之結構模型驗證……… 173
第五章 結論與建議
第一節 結論…………………………………………………… 187
第二節 建議…………………………………………………… 190
參考文獻
壹 中文部分……………………………………………… 195
貳 英文部分……………………………………………… 199
附錄
附錄一 國中學生生活經驗問卷（預試版）………………… 224
附錄二 國中學生生活經驗問卷（正式版）………………… 230		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0095152514en_US
dc.subject (關鍵詞) 學習障礙學生zh_TW
dc.subject (關鍵詞) 正向事件解釋風格zh_TW
dc.subject (關鍵詞) 負向事件解釋風格zh_TW
dc.subject (關鍵詞) 提升式希望感zh_TW
dc.subject (關鍵詞) 寧靜式希望感zh_TW
dc.subject (關鍵詞) 復原力zh_TW
dc.subject (關鍵詞) students with learning disabilitiesen_US
dc.subject (關鍵詞) explanatory style for good eventsen_US
dc.subject (關鍵詞) explanatory style for bad eventsen_US
dc.subject (關鍵詞) enhanced hopeen_US
dc.subject (關鍵詞) peaceful hopeen_US
dc.subject (關鍵詞) resilienceen_US
dc.title (題名) 學習障礙學生解釋風格、希望感與復原力之相關研究zh_TW
dc.title (題名) The relationship among explanatory style, hope, and resilience on students with learning disabilitiesen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) 壹、中文部分
王文科、王智弘（2009）。教育研究法（第十三版）。臺北市： 五南。
王茹誼（2012）。國中學習障礙學生復原力對學校適應之影響（未出版之碩士論文）。國立彰化師範大學，彰化縣。
王鍾和（2001）。父母如何幫助孩子因應挫折情境。學生輔導，76，82-87。
任俊、葉浩生（2006）。當代積極心理學運動存在的幾個問題。心理科學進展，14（5），787-794。
余民寧（2006）。潛在變項模式-SIMPLIS的應用。臺北市：高等教育。
余民寧、鍾珮純、陳柏霖、許嘉家、趙珮晴（2011）。教師健康行為、評價性支持與憂鬱傾向之關係：以主觀幸福感為中介變項。健康促進與衛生教育學報，35，23-48。
吳佩蒨（2003）。大學生早年家庭經驗、解釋風格與生活適應關係之研究（未出版之碩士論文）。國立高雄師範大學，高雄市。
吳明純（2006）。堅毅特質、社會支持對家庭不利條件兒童適應之影響（未出版之碩士論文）。國立新竹教育大學，新竹市。
吳秉叡（2009）。國中學習障礙學生心流經驗、樂觀感、幸福感與學校生活適應之研究。新竹縣教育研究集刊，9，69-108。
吳香質（2005）。服務學習對低自我概念學生復原力建構之影響（未出版之碩士論文）。國立彰化師範大學，彰化縣。
李政賢（譯）（2011）。正向心理學（原作者：S. R. Baumbardner & M. K. Crothers）。臺北市：五南。（原著出版年：2009）
李建承（2009）。國中資優生挫折容忍力、完美主義與自殺意念之相關研究（未出版之碩士論文）。國立高雄師範大學，高雄市。
李新民、陳密桃（2008）。職場希望信念與職場復原力、組織美德行為之潛在關聯：以幼兒教師為例。當代教育研究，16（4），155-198。
沈怡吟（2011）。國中學生生活壓力、自尊與希望感之相關研究（未出版之碩士論文）。臺北市立教育大學，臺北市。
身心障礙及資賦優異學生鑑定辦法（2012年9月28日）。
林生傳（2005）。教育社會學。臺北市：巨流。
林亮岑（2001）。國中生保護與危險因子及復原力之相關研究（未出版之碩士論文）。國立彰化師範大學，彰化縣。
林秋燕（2004）。失戀歷程及復原力展現之分析研究（未出版之碩士論文）。國立高雄師範大學，高雄市。
林浥雰（2009）。青少年情緒智能、復原力與生活適應之相關研究（未出版之碩士論文）。國立臺灣師範大學，臺北市。
邵惠玲（2007）。青少年復原力量表編製與相關研究（未出版之碩士論文）。國立彰化師範大學，彰化縣。
施周明（2008）。國小學童學校生活希望感量表之發展研究（未出版之碩士論文）。國立新竹教育大學，新竹市。
柯華葳（2000）。學習障礙學生輔導手冊。臺北市：教育部。
柯誼楨（2008）。自殺企圖者的解釋風格與復原力歷程之研究（未出版之碩士論文）。國立彰化師範大學，彰化縣。
洪福源（2005）。強化個人生活的力量與自信－復原力的觀點。輔導季刊，41（2），37-45。
洪儷瑜（2000）。學習障礙者教育。臺北市：心理。
洪蘭（譯）（1997）。學習樂觀，樂觀學習：提昇EQ的ABCDE法則（原作者：M. P. E. Seligman）。臺北市：遠流。
洪蘭（譯）（2009）。真實的快樂（原作者：M. P. E. Seligman）。臺北市：遠流。（原著出版年：2002）
胡永崇（2002）。學習障礙者之教育。載於王文科（主編），特殊教育導論（第三版）( 345-390頁)。臺北市：心理。
胡薰方（2010）。青少年發展性資產與復原力對偏差行為之影響（未出版之碩士論文）。私立大葉大學，彰化縣。
徐佩君（1999）。父母管教方式、解釋風格、負向家庭生活經驗與兒童解釋風格之相關分析（未出版之碩士論文）。國立彰化師範大學，彰化縣。
高民凱（2001）。中學生解釋風格量表之編製及其效度研究（未出版之碩士論文）。國立彰化師範大學，彰化縣。
高民凱、林清文（2008）。中學生的解釋風格、生活壓力和憂鬱之關係：從憂鬱的認知特異質－壓力模式探討。輔導與諮商學報，30（1），41-59。
張春興（2007）。張氏心理學辭典（第二版）。臺北市：東華。
張秋香（2009）。青少年家庭環境、社會支持與復原力之相關研究（未出版之碩士論文）。私立大葉大學，彰化縣。
張美儀（2005）。修訂兒童復原力量表及其影響因素之研究（未出版之碩士論文）。國立台北護理學院，臺北市。
郭珮婷（2005）。基督教母親面對發展遲緩兒死亡之復原力歷程研究（未出版之碩士論文）。私立文化大學，臺北市。
陳正昌、程炳林、陳新豐、劉子鍵（2011）。多變量分析方法：統計軟體應用（第六版）。臺北市：五南。
陳佩鈺、林杏足（2004）。高危險群青少年復原力之探討。輔導季刊，40（3），32-41。
陳怡安（2009）。國中學習障礙學生自我調整學習策略與學業成就之相關研究（未出版之碩士論文）。國立中山大學，高雄市。
曾文志（2008）。大學生的生活事件、人際長處與心理健康之復原力取向研究：中介與調節效果的探討。教育心理學報，40（2），221-240。
曾瓊禛（2005）。學習障礙青少年生活壓力、自尊與憂鬱之相關研究（未出版之碩士論文）。國立彰化師範大學，彰化縣。
黃欣儀（2010）。學習障礙學生因應霸凌行為之心理歷程及其復原力之個
案研究（未出版之碩士論文）。臺北市立教育大學，臺北市。
黃致達（2008）。以希望感理論設計案例討論進行大學生網路成癮之研究-以東華大學生為例（未出版之碩士論文）。國立東華大學，花蓮縣。
黃德祥、謝龍卿、薛秀宜、洪佩圓（2003）。國小、國中與高中學生希望、樂觀與學業成就之相關研究。彰化師大教育學報，5，33-61。
黃囇莉（1999）。人際和諧與衝突：本土化的理論與研究。臺北市：桂冠。
敬世龍（2010）。中學生希望感量表發展及相關因素之研究（未出版之博士論文）。國立臺南大學，臺南市。
楊坤堂（1995）。學習障礙兒童。臺北市：五南。
楊晴如（2008）。大學生生活壓力、解釋風格與情緒幸福感之關係研究（未出版之碩士論文）。國立政治大學，臺北市。
葉真秀（2004）。高中生完美主義傾向、解釋風格與憂鬱程度之關係-以台中縣市六所高中為例（未出版之碩士論文）。國立臺中教育大學，臺中市。
詹雨臻、葉玉珠、彭月茵、葉碧玲（2009）。「青少年復原力量表」之發展。測驗學刊，56（4），491-518。
齊豫欣（2008）。臺北市師範院校學生生命意義感與挫折復原力之研究（未出版之碩士論文）。國立臺北教育大學，臺北市。
劉淑惠（2006）。國中學生復原力與生活適應關係之研究-以桃園縣為例（未出版之碩士論文）。國立彰化師範大學，彰化縣。
蔡治平（2011）。解釋風格、學習型態與學業成就關係之研究－以台北市國二學生為例（未出版之碩士論文）。私立銘傳大學，臺北市。
鄭立瑋（2008）。花蓮縣國中小學學習障礙學生歸因型態之調查研究（未出版之碩士論文）。國立花蓮教育大學，花蓮縣。
鄭曉楓（2011）。正向心理學主要內涵及其在心理諮商之應用。諮商與輔導，304，6-10。
蕭文（1999）。災變事件前的前置因素對心理復建的影響--復原力的探討與建構。測驗與輔導，156，3249-3253。
蕭文（2000）。災變事件前的前置因素與復原力在創傷後壓力症候反應心理復健上的影響。九二一震災心理復健學術研討會論文集，32-40。
蕭文龍（2009）。多變量分析最佳入門實用書-SPSS+LISREL（第二版）。臺北市：碁峰資訊。
錢靜怡（2006）。自殺企圖者人格特質與希望感之研究（未出版之碩士論文）。國立高雄師範大學，高雄市。
駱月娟、黃囇莉、林以正、黃光國（2010）。盼望的雙元性-新盼望量表之建構及效度檢證。中華心理學刊，52（3），265-285。
薛秀宜（2008）。中小學教師希望、樂觀、情緒智力及職涯期望之研究（未出版之博士論文）。國立彰化師範大學，彰化縣。
顏郁心（2002）。中輟復學生復原力建構歷程之分析研究（未出版之碩士論文）。國立彰化師範大學，彰化縣。
嚴建彰（2003）。出獄人復歸社會更生歷程之研究-從復原力的觀點探討之（未出版之碩士論文）。國立中正大學，嘉義縣。
蘇育嵐、陳李綢（2007）。國中生社會地位、合作與競爭對其英語科學習成就、社會焦慮、成就動機及歸因風格之影響。教育心理學報，39（1），111-127。

貳、英文部分
Abramson, L. Y., Alloy, L. B., & Metalsky, G. I. (1989). Hopelesness depression: A theory-based subtype of depression. Psychological Review, 96, 358-372.
Abramson, L. Y., Alloy, L. B., & Metalsky, G. I. (1995). Hopelessness depression. In G. M. Buchanan, & M. E. P. Seligman (Eds.), Explanatory style (pp. 113-134). Hillsdale, NJ: Lawrence Erlbaum Associates.
Abramson, L. Y., Seligman, M. E. P., & Teasdale, J. D. (1978). Learned helplessness in human: Critique and reformation. Journal of Abnormal Psychology, 87, 49-74.
Al-Yagon, M., & Mikulincer, M. (2004). Patterns of close relationships and socio-emotional andacademic adjustment among school-age children with learning disability. Learning Disabilities Research & Practice, 19(1), 12-19.
Anan, R. M., & Barnett, D. (1999). Perceived social support mediates between prior attachment and subsequent adjustment: A study of urban African-American children . Developmental Psychology, 35, 1210-1222.
Anderson, C. A., & Arnoult, L. H. (1985). Attributional style and everyday problems in living: Depression, loneliness, and shyness. Social Cognition, 3, 16-35.
Arnau, R. C., Rosen, D. H., Finch, J. F., Rhudy, J. L., & Fortunato, V. J. (2007). Longitudinal effects of hope on anxiety and depression: A latent variable analysis. Journal of Personality Psychology, 75, 43-63.
Arndt, M. A.(2004). Positive psychology and hope: Across-cultural test and broading of Snyder’s Hope theory in the U.S and Mexico (Unpublished doctoral dissertation). University of Washington State University, Washington.
Aspinwall, L. G., Richter, L., & Hoffman III, R. R.(2002). Understanding how optimism works: An examination of optimists’ adaptive moderation of belief and behavior. In E. C. Chang (Ed.), Optimism and pessimism: Implications for theory, research, and practice(pp. 217-238). Washington, D. C.: American Psychological Association.
Averill, J. R., G. Catlin, & Chon, K. K.(1990). Rules of hope. New York, NY: Springer-Verlag.
Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Academic of Marketing Science, 16, 74-94.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
Barnard, C. P. (1994). Resiliency: A shift in our perception? The American Journal of Family Therapy, 22(2), 135-144.
Beck, A. T., & Haaga, D. A. (1992). The future of cognitive therapy. Psychotherapy, 29, 34-38.
Bender, W. N. (1985). Differences between learning disabled and non-learning disabled children in temperament and behavior. Learning Disabilities Quarterly, 8, 11-18.
Bender, W. N. (1987). Secondary personality and behavioral problems in adolescents with learning disabilities. Journal of Learning Disabilities, 20, 280-285.
Bennet, D. S., & Bates, J. E.(1995). Prospective models of depressive symptoms in early adolescence: Attributional style, stress and support. Journal of Early Adolescence, 15, 299-315.
Berlin, R., & Davis, R. B. (1989). Children from alcoholic families: Vulnerability and resilience. In T. F. Dugan and R. Coles (Eds.), The Child in Our Times: Studies in the Development of Resiliency. New York, NY: Brunner Mazel.
Blackorby, J., & Wagner, M. (1997). The employment outcomes of youth with learning disabilities: A review of findings from the NLTS. In P. Gerber & D. Brown(Eds.), Learning disabilities and employment (pp. 57-76). Austin, TX: Pro-Ed.
Bonanno, G. A. (2004). Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? American Psychologist, 59, 20–28.
Brodwin, M. G., Tellez, F. A., & Brodwin, S. K.（2002）.Medical, Psychosocial, and Vocational aspects of disability. Athens, GA: Elliott & Fitzpatrick.
Brooks, R. B. (1994). Children at risk: Fostering resilience and hope. American Journal of Orthopsychiatry, 64(4), 545-553.
Bryan, T.(1991). Social problems and learning disabilities. In B. Wong (Ed.), Learning about learning disabilities (pp. 3-37). San Diego, CA: Academic Press.
Bryan, T.(1997). Assessing the personal and social status of students with learning disabilities. Learning Disabilities Research and Practice, 12(1), 63-76.
Bryan, T.(2003). The applicability of the risk and resilience model to social problems of students with learning disabilities: Response to Bernice Wong. Learning Disabilities Research and Practice, 18(2), 94-98.
Buchanan, G. M. (1995). Explanatory style and coronary heart disease. In G. M. Buchanan, & M. E. P. Seligman (Eds.), Explanatory style (pp. 225-232). Hilllsdale, NJ: Erlbaum.
Buchanan, G. M., Gardenswartz, C. A. R., & Seligman, M. E. P. (1999). Physical health following a cognitive-behavioral intervention. Prevention and Treatment, 2, 10.
Burns, M. O., & Seligman, M. E. P.(1989). Explanatory style across the life span: evidence for stability over 52 years. Journal of Personality and Social Psychology, 56(3), 471-477.
Bunce, S. C., & Peterson, C. (1997). Gender differences in personality correlates of explanatory style. Personality and Individual Differences, 23, 639-646.
Carver, C. S., & Scheier, M. F. (2002). Optimism, pessimism and self-regulation. In E. C. Chang (Ed.), Optimism and pessimism: Implications for theory, research, and practice(pp.31-51). Washington, DC: American Psychology Association.
Chang, E. C. (2003). A critical appraisal and extension of hope theory in middleaged men and women: Is it important to distinguish agency and pathways components? Journal of Social and Clinical Psychology, 22, 121-143.
Christle, C. A., Jolivette, K., & Nelson, C. M.(2000). Youth aggression and violence: Risk, resilience, and prevention. (ERIC Document Reproduction Service No. ED 449632)
Ciarrochi, J. & Heaven, P. C. L. (2008). Learned social hopelessness: The role of explanatory style in predicting social support during adolescence. Journal of Child Psychology and Psychiatry, 49(12), 1279-1286.
Cohler, B. T. (1987). Adversity resilience and the study of lives. In E. T. Anthony, & B. T. Cohler (Eds.), The invulnerable child (pp.363-424). New York, NY: Guilford Press.
Cole, J. S., & Denzine, G. M.(2004). “I am not doing as well as I would like to”: Understanding student situated motivations for negative academic events. Journal of College Reading and Learning, 34, 29-44.
Connor, K. & Davidson, J.(2003). Development of a new resilience scale: the Connor-Davidson Resilienve Scale(CD-RISC). Depress Anxiety, 18, 76-82.
Cosden, M.(2003). Response to Wong’s article. Learning Disabilities Research and Practice, 18(2), 87-89.
Cosden, M., Brown, C., & Elliott, K. (2002). Development of self-understanding and self-esteem in children and adults with learning disabilities. In B. Y. L. Wong, & M. Donahue (Eds.), Social dimensions of learning disabilities (pp. 33-51). Mahwah, NJ: Erlbaum.
Cropley, M., & MacLeod, A. K. (2003). Dysphoria, attributional reasoning and future event probability. Clinical Psychology and Psychotherapy, 10(4), 220-227.
Dohrn, E., & Bryan, T. (1998). Coaching parents to use causal attributions and task strategies when reading with their children . Learning Disabilities: A Multidisciplinary Journal, 9(2), 33-46.
Doll, B., Jew, C., & Green, K. (1998, April). Resilience and peer friendships. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA. (ERIC Document Reproduction Service No. ED 421586)
Donahue, M. L., & Pearl, R.(2003). Studying social development and learning disabilities is not for the faint-hearted: Comments on the risk/resilience framework. Learning Disabilities Research and Practice, 18(2), 90-93.
Dweck, C. S.(1975). The role of expectations and attributions in the alleviation of learned helplessness. Journal of Personality and Social Psychology, 31, 674-685.
Dyer, J. G., & McGuinness, T. M. (1996). Resilience: Analysis of the concept. Archives of Psychiatric Nursing, 10(5), 276-282.
Edwards, L. M., Rand, K. L., Lopez, S., & Snyder, C. R. (2007). Understanding hope: A review of measurement and construct validity research. In D. O. Anthony, & H. M. Man(Eds.), Oxford Handbook of Methods in Positive Psychology(pp.83-95).New York, NY: Oxford University Press.
Eisner, J. P. (1995). The origins of explanatory style: Trust as a determinant of optimism and pessimism. In G. M. Buchanan, & M. E. P. Seligman(Eds.), Explanatory style (pp. 49-55). Hillsdale, NJ: Lawrence Erlbaum associates.
Elliot, A. J., & Dweck, C. S. (2005). Competence and Motivation: Competence as the core of achievement motivation. In A. Elliot & C. Dweck(Eds.), Handbook of competence and motivation(pp.3-11). New York, NY: Guilford Press.
Farran, C., Herth, K., & Popovich J.(1995). Hope and Hopelessness Critical Clinical Constructs. London, UK: Sage.
Feiring, C., Taska, L., & Lewis, M.(2002). "Adjustment following sexual abuse discovery: The role of shame and attributional style". Developmental Psychology, 38(1), 79-92.
Feldman, D. B., Rand, K. L., & Kahle-Wrobleski, K. (2009). Hope and goal attainment: Testing a basic prediction of hope theory. Journal of Social and Clinical Psychology, 28(4), 479-497.
Feldman, D. B., & Snyder, C. R. (2005). Hope and goal attainment: Testing a basic prediction of hope theory. Journal of Social and Clinical Psychology, 24(4), 401-421.
Finkenauer, C., & Rime, B.(1998). Keeping emotional memories secret. Journal of Health Psychology, 3, 47–58.
Follette, V. M., & Jacobson, N. S. (1987). Importance of attributions as a predictor of how people cope with failure. Journal of Personality and Social Psychology, 52, 1205-1211.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18, 39-50.
Forness, S. R., & Kavale, K. A. (1996). Treating social skill deficits in children with learning disabilities: A meta-analysis of the research. Learning Disability Quarterly, 19(1), 2-13.
Franco, N., & Levitt, M. J. (1998). The social ecology of middle childhood: Family support, friendship quality, and self-esteem. Family Relations, 47, 315-321.
Friend, M., & Bursuck, W. (1996). Including students with special needs: A practical guide for classroom teachers. Needham Heights, MA: Allyn & Bacon.
Garmezy, N. (1993). Children in Poverty: Resilience despite risk. Psychiatry, 56(1), 127-136.
Gerber, P., & Brown, D. (Eds.) (1997). Learning disabilities and employment (pp.3-18). Austin, TX: Pro-Ed.
Gillham, J. E., Reivich, K. J., Freres, D, R., Chaplin, T. M., Shatté, A. J., Samuels, B., Elkon, A. G., Litzinger, S., Lascher, M., Gallop, R., & Seligman, M. E. P.(2007). School-based prevention of depressive symptoms: A randomized controlled study of the effectiveness and specificity of the Penn Resiliency Program. Journal of Consulting and Clinical Psychology, 75(1), 9-19.
Gladstone, T. R. G., & Kaslow, N. J.(1995). Depression and attribution in children and adolescents: A meta-analytic review. Journal of Abnormal Child Psychology, 23, 597-606.
Glasgow, K. L., Dornbusch, L. T., Steinberg, L., & Ritter, P. L. (1997). Parenting styles, adolescents attributions, and educational outcomes in nine heterogeneous high schools. Child Development, 68(3), 507-529.
Golin, S., Sweeney, P. D., & Shaeffer, D. E.(1981). The causality of causal attributions in depression: A cross-lagged panel correlational analysis. Journal of Abnormal Psychology, 90, 14-22.
Grotberg, E.H.(1995). The international project: promoting resilience in children. (ERIC Document Reproduction Service No. ED383424)
Grotberg, E. H.(2001). Resilience program for children in disaster. Ambulatory Child Health, 7(2), 75-83.
Haager, D., & Vaughn, S. (1997). Assessment of social competence in students with learning disabilities. In J. W. Lloyd, E. J. Kame’enui, & D. Chard (Eds.), Issues in educating students with disabilities (pp.129-152). Mahwah, NJ: Erlbaum.
Hagen, K. A., Myers, B. J., & Mackintosh, V. H. (2005). Hope, social support, and behavioral problems in at-risk children. American Journal of Orthopsychiatry, 75(2), 211-219.
Hall, C. W., Spruill, K. L., & Webster, R. E. (2002). Motivational and attitudinal factors in college students with and without learning disabilities. American Journal of Orthopsychiatry, 75(2), 211-219.
Hallahan, D. P., Lloyd, J. W., Kauffman, J. M., Weiss, M. P., Martinez, E. A. (2005). Learning disabilities: Foundations, characteristics, and effective teaching. Boston, MA: Pearson Education.
Hammen, C. L., Adrian, C., & Hiroto, D. (1988). A longitudinal test of the attributions vulnerability model in children at risk for depression. British Journal of Clinical Psychology, 23, 597-606.
Mather, N., & Ofiesh, N.(1997). Resilience and the Child with Learning Disabilities. In S. Goldstein, & R. B. Blooks(Eds.), Handbook of resilience in children (pp. 239-255). New York, NY: Springer.
Haugen, R., & Lund, T. (2002). Self-concept, attributional style and depression. Educational Psychology, 22, 305-315.
Hilsman, R., & Garber, J. (1995). A test of the cognitive diathesis-stress model of depression in children: Academic stressors, attributional style, perceived competence, and control. Journal of Personality and Social Psychology, 69, 370-380.
Ho, S. M. Y., Chu, K. W., & Yiu, J. (2008).The relationship between explanatory style and posttraumatic growth after bereavement in a non-clinical sample. Death Studies, 32, 461–478.
Hollon, S. D., Shelton, R. C., & Loosen, P T. (1991). Cognitive therapy and pharmacotherapy for depression. Journal of Consulting and Clinical Psychology, 59, 88-99.
Horton, T. V., & Wallander, J. L. (2001). Hope and social support as resilience factors against psychological distress of mothers who care for children with chronic physical conditions. Rehabilitation Psychology, 46, 382-399.
Houston, D. M. (1995). Vulnerability to depressive mood reactions: Retesting the hopelessness model of depression. British Journal of Social Psychology, 34, 293-302.
Hoyle, R.H., & Smith, G.T. (1994). Formulating clinical research hypotheses as structural equation models: A conceptual overview. Journal of Consulting and Clinical Psychology, 62(3), 429-440.
Ilardi, S. S., Craighead, E. W., & Evans, D. D.(1997). Modeling relapse in unipolar depression: The effects of dysfunctional cognitions and personality disorders. Journal of Consulting and Clinical Psychology, 65, 381-391.
James, L. R., Mulaik, S. A., & Brett, J. M. (2006). A tale of two methods. Organizational Research Methods, 9(2), 233-244.
Jerusalem, M., & Schwarzer, R. (1992). Self-efficacy as a resource factor in stress appraisal processes. In R. Schwarzer(Ed.), Self-Efficacy: Thought Control of Action(pp.195-213). Washington, DC: Hemisphere.
Jew, C.L., Green, K. E., & Kroger, J. (1999). Development and validation of measure of resiliency. Measurement and Evaluation in Counseling & Development, 32(2), 75-90.
Joiner, T. E., & Wagner, K. D. (1995). Attributional style and depression in children and adolescents: A meta-analytic review. Clinical Psychology Review, 15(8), 777-798.
Jolley, S., Garety, P., Bebbington, P., Dunn, G., Freeman, D., Kuipers, E., Fowler, D., & Hemsley, D.(2006). Attributional style in psychosis: The role of affect and belief type. Behaviour Research and Therapy, 44, 1597–1607.
Kauffman, J. M.(2005). Characteristic of Emotional and Behavioral Disorders of Children and Youth (8th ed.). New Jersey, NJ: Prentice Hall.
Kauffman, C., & Silberman, J.(2009). Finding and fostering the positive in relationships: positive interventions in couples therapy. Journal of Clinical Psychology, 65(5), 520–531.
Kamen, L. P. & Seligman, M. E. P. (1987). Explanatory style and health. Current Psychology: Research and Reviews, 6, 207-218.
Kamen-Siegel, L., Rodin, J., Seligman, M. E. P., & Dwyer, J. (1991). Explanatory style and cell-mediated immunity in elderly men and women. Health Psychology, 10, 229-235.
Kashdan, T. B., Pelham, W. E., Lang, A. R., Hoza, B., Jacob, R. G., Jennings J. R., et al. (2002). Hope and optimism as human strength in parents of children with externalizing disorders: Stress in the eye of the beholder. Journal of Social and Clinical Psychology, 21, 441-468.
Keogh, B. (2000). Risk, families, and schools. Focus on Exceptional Children, 33(4), 1-11.
Keogh, B, K., & Weisner, T. (1993). An ecocultural perspective on risk and protective factors in children’s development: Implications for learning disabilities. Learning Disabilities Research & Practice, 8, 3-10.
Kivimaki, M., Vahtera, J., Elovainio, M., Helenius, H., Singh-Manoux, A., & Pentti, J.(2005). Optimism and pessimism as predictors of change in health after death or onset of severe illness in family. Health Psychology, 24,
413–421.
Kliewer, W., Lepore, S. J., Oskin, D., & Johnson, P. D. (1998). The role of social and cognitive processes in children’s adjustment to community violence. Journal of Consulting and Clinical Psychology, 66, 199-209.
Korner, J. N.(1970). Hope as a method of coping. Journal of Consulting and Clinical Psychology, 34(2), 134-139.
Kwon, P. (2000). Hope and dysphoria: The moderating role of defence mechanisms. Journal of Personality, 68, 199-223.
Kwon, P. (2002). Hope, defence mechanisms, and adjustment: Implications for false hope and defensive hopelessness. Journal of Personality, 70, 207-231.
Kylma, J., Vehvilainen, K., & Lahdevirta, J.(2001). Hope, despair and hopelessness in living with HIV/AIDS: A grounded theory study. Journal of Advanced Nursing, 33(6), 764-777.
Lackaye, T., Margalit, M., Ziv, O., & Ziman, T. (2006). Comparisons of self-efficacy, mood, effort, and hope between students with learning disabilities and their non-LD-matched peers. Learning Disabilities Research & Practice, 21(2), 111-121.
Lakdawalla, Z., Hankin, B. L., & Mermelstein, R. (2007). Cognitive theories of depression in children and adolescents: A conceptual and quantitative review. Clinical Child and Family Psychology Review, 10, 1-24.
Laudenslager, M. L., Ryan, S. M., Drugan, R. C., Hyson, R. L., & Maier, S. F.(1983). Coping and immunosuppression: Inescapable but not escapable shock suppresses lymphocyte proliferation. Science, 221, 568-570.
Lepore, S. J., Silver, R. C., Wortman, C. B., & Wayment, H. A.(1996). Social constraints, intrusive thoughts, and depressive symptoms among bereaved mothers. Journal of Personality and Social Psychology, 70, 271–282.
Lerner, J. (2003). Learning disabilities. Boston: MA: Houghton Mifflin.
Lerner, J., Lowenthal, B., & Lerner, S. (1995). Attention deficit disorders: Assessment and teaching. Pacific Grove, CA: Brooks/Cole.
Levenson, J. L., & Bemis, C. (1991). The role of psychological factors in cancer onset and progression. Psychosomatics, 32, 123-132.
Levine, M.(1988). A table of key neurodevelopmental functions and their performance elements. Cambridge, MA: Educators Publishing.
Levine, M. D., & Swartz, C. (1995). The unsuccessful adolescent. In Learning Disabilities Association of America (Ed.), Secondary education and beyond: Providing opportunities for students with learning disabilities (pp.3-12). Pittsburgh, PA: Learning Disabilities Association of America.
Lloyd, T. J. & Hastings, R. (2009). Hope as a psychological resilience factor in mothers and fathers of children with intellectual disabilities. Journal of Intellectual Disability Research, 53(12), 957-968.
Lopez, S. J., Floyd, R. K., Ulven, J. C., & Snyder, C. R.(2000). Hope therapy: Helping clients build a house of hope. In C. R. Snyder (Ed.), Handbook of hope: Theory, measures, and applications(pp.123-166). San Diego, CA: Academic Press.
Lopez, S. J., Snyder C. R., & Pedrotti, J. T. (2003). Hope: Many definitions, many measures. In S. J. Lopez, & C. R. Snyder(Eds.), Positive psychological assessment: A handbook of models and measures(pp. 91-106). Washington, D. C.: American Psychological Association.
Luthans, F., & Youssef, C. M. (2007). Emerging positive organizational behavior. Journal of Management, 33, 321-349.
Luthans, F., Luthans, K., & Luthans, B. (2004). Positive psychological capital: beyond human and social capital. Business Horizons, 47(1), 45.
Luthans, F., Youssef, C. M., & Avolio, B. J. (2007). Psychological capital: Developing the human competitive edge. Oxford, UK: Oxford University.
Luthans, F., Avolio, B., Avey, J., & Norman, S. (2007). Positive psychological capital: measurement and relationship with performance and satisfaction. Personnel Psychology, 60(3), 541-572.
Luther, S. S. (1993). Methodological and conceptual issues in research in children resilience. Journal of Child Psychology and Psychiatry and Allied Disciplines, 34, 441-453.
Luther, S. S., Cicchetti, D., & Becker, B.(2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3), 543-562.
Luther, S. S. & Zigler, E.(1991). Vulnerability and competence: A review of research on resilience in childhood. American Journal of Orthopsychiatry, 61(1), 6-22.
MacMillan, D.L., & Siperstein, G.N.(2002). Learning disabilities as operationally defined by schools. In R. Bradley, L. Danielson, & D. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 520-586). Mahwah, NJ: Erlbaum.
Maddux, J. E. (2009). Stopping the “Madness”: Positive psychology and deconstructing the illness ideology and the DSM. In C. R. Snyder, & S. J. Lopez(Eds.), Oxford Handbook of positive psychology(pp. 61-70). New York, NY: Oxford University Press.
Marglit, M. (2003). Resilience model among individuals with learning disabilities: Proximal and distal influences. Learning Disabilities Research & Practice, 18, 82-86.
Margalit, M., & Al-Yagon, M. (2002). The loneliness experience of children with learning disabilities. In B. Y. L. Wong, & M. Donahue (Eds.), Social dimensions of learning disabilities (pp. 53-75). Mahwah, NJ: Erlbaum.
Masten, A. S. (2001). Resilience in individual development: Successful adaptation despite risk and adversity. In M. C. Wang, & E. W. Gordon (Eds.), Educational Resilience in Inner-city America: Challenges and Prospects (pp. 3-25). Mahwah, NJ: Lawrence Erlbaum Associates.
Mather, N., & Ofiesh, N.(1997). Resilience and the Child with Learning Disabilities. In S. Goldstein, & R. B. Blooks(Eds.), Handbook of resilience in children (pp. 239-255). New York, NY: Springer.
Matson, J. L. (1989). Treating depression in children and adolescents. New York, NY: Pergamon Press.
McLoyd, V. C.(1998). Socioeconomic disadvantage and child development. American Psychologist, 53(2), 185-204.
Metalsky, G. I., Halberstadt, L. J., & Abramson, L. Y. (1987). Vulnerability to depressive mood reactions: Toward a more powerful test of the diathesis-stress and causal mediation components of the reformulated theory of depression. Journal of Personality and Social Psychology, 52, 386-393.
Meltzer, L. (2003). Resilience and learning disabilities: Research on internal and external protective dynamics. Learning Disabilities Research & Practice, 19(1), 1-2.
Meltzer, L.J., Reddy, R., Pollica, L.S., Roditi, B., Sayer, J., & Theokas, C. (2004). Positive and negative self-perceptions: Is there a cyclical relationship between teachers’ and students’ perceptions of effort, strategy use, and academic performance? Learning Disabilities Research & Practice, 19(1), 33-44.
Mezulis, A. H., Abramson, L. Y., Hyde, J. S., & Hankin, B. L.(2004). Is there a universal positivity bias in attributions? A meta-analytic review of individual, developmental, and cultural differences in the self-serving attributional bias. Psychological Bulletin, 130, 711-747.
Miller, L.(2002). Adolescents with learning disabilities: Psychic structures that are not conducive to learning. Journal of Child Psychother, 28, 29-39.
Miller, M., & Fritz, M. F. (1998). A demonstration of resilience. Intervention in School and Clinic, 33, 265-271.
Mineka, S., Pury, C. L., & Luten, A. G.(1995). Explanatory style in anxiety and depression. In G. M. Buchanan, & M. E. P. Seligman (Eds.), Explanatory style (pp. 135–158). Hillsdale, NJ: Lawrence Erlbaum Associates.
Morrison, G. M., & Cosden, M. A. (1997). Risk, resilience, and adjustment of individuals with learning disabilities. Learning Disability Quarterly, 20, 43-60.
Murphy, J. S., & Newlon, B. J.(1987). Loneliness and the mainstreamed hearing impaired college student. American Annals of the Deaf, 132, 21-25.
Nes, L. S., & Segerstrom, S. C. (2006). Dispositional optimism and coping: A meta-analytic review. Personality and Social Psychology Review, 10, 235-251.
Nolen-Hoeksema, S., & Girgus, J. S.(1995). Explanatory style and achievement, depression, and gender differences in childhood and early adolescence. In G. M. Buchanan, & M. E. P. Seligman(Eds.), Explanatory style(pp.57-70). Hillsdale, NJ: Lawrence Erlbaum associates.
Nolen-Hoeksema, S., Girgus, J. S., & Seligman, M. E. P. (1986). Learned helplessness in children: A longitudinal study of depression, achievement, and explanatory style. Journal of Personality and Social Psychology, 51, 435-442.
Norem, J. K. (2002). The positive power of negative thinking. NewYork, NY: Basic Books.
Norem, J. K., & Cantor, N. (1986). Defensive pessimism: Harnessing anxiety as motivation. Journal of Personality and Social Psychology, 51, 1208-1217.
Norem, J. K., & Chang. E. C. (1997). The positive psychology of Negative thinking. Journal of Clinical Psychology, 58(9), 993-1001.
Norem, J. K., & Chang, E. C. (2002). The positive psychology of negative thinking. Journal of Clinical Psychology, 58, 993-1001.
Nunnally, J. C. (1978). Psychometric theory. New York, NY: McGraw Hill.
Oishi, S. (2000). Culture and memory for emotional experiences: On-line vs. retrospective judgment of subjective well-being (Unpublished doctoral dissertation). University of Illinois, Urbana-Champaign, Illinois.
Olson, D., McCubbin, H., Larsen, A., Muxem, M., & Wilson, M. (1983). Families What Makes Them Work? Beverly Hills, CA: Sage.
Osman, B. (1987). Promoting social acceptance of children with learning disabilities. Reading, Writing, and Learning Disabilities, 3, 111-118.
Oxford dictionary and thesaurus. (1997). New York, NY: Oxford University Press.
Padencheri, S., & Russell, P. S.(2002). Challenging behaviours among children with intellectual disability: the hope busters? Journal of Learning Disabilities, 6, 253-261.
Palmer, D. J., Drummond, F., & Tollison, P. (1982). An attributional investigation of performance outcomes for learning-disabled and normal-achieving pupils. The Journal of Special Education, 16(2), 207-219.
Panak, W. F., & Garber, J. (1992). Aggression, rejection, and attributions in the prediction of depression in children. Development and Psychopathology, 4, 145-165.
Park, C. L., & Helgeson, V. S.(2006). Growth following highly stressful life events: Current status and future directions. Journal of Consulting and Clinical Psychology, 74, 791-796.
Pearl, R., & Bay, M. (1999). Psychological correlates of learning disabilities. In D. H. Shklofske, & V. L. Schwean(Eds.), Handbook of psychosocial characteristics of exceptional children (pp. 443-470). New York, NY: Plenum.
Peterson, C. (1988). Explanatory style as a risk factor for illness. Cognitive Therapy and Research, 12, 119-132.
Peterson, C. (1991). On shortening the expanded Attributional Style Questionnaire. Journal of Personality Assessment, 56, 179-183.
Peterson, C. (2000). The future of optimism. American Psychologist, 55, 44-55.
Peterson, C., Bettes, B. A., & Seligman, M E. P. (1985). Depressive symptoms and unpromoted causal attributions: Content analysis. Behavior Research and Therapy, 23, 379-382.
Peterson, C., & Bossio, L. M.(1991). Health and optimism. New York, NY: Free Press.
Peterson, C., Buchanan, G. M., & Seligman, M. E. P. (1995). Explanatory style: History and evolution of the field. In G. M. Buchanan, & M. E. P. Seligman(Eds.), Explanatory style (pp.1-20). Hillsdale, NJ: Lawrence Erlbaum associates.
Peterson, C., & De Avila, M. (1995). Optimistic explanatory style and the perception of health problems. Journal of Clinical Psychology, 51, 128-132.
Peterson, C., Luborsky, L., & Seligman, M. E. P. (1983). Attributions and depressive mood shift: A case study using the symptom-context method. Journal of Abnormal Psychology, 92, 96-103.
Peterson, C., & Park C. (1998). Learned helplessness and explanatory style. In D. F. Barone, M. Hersen, & V. B. Van Hasselt(Eds.), Advanced personality (pp. 287-310). New York, NY: Plenum.
Peterson, C., & Seligman, M. E. P. (1984). Causal explanations as a risk factor for depression: Theory and evidence. Psychological Review, 91(3), 347-374.
Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A classification and handbook. Washington, D. C.: American Psychological Association.
Peterson, C., Seligman, M. E. P., & Vaillant, G. E. (1988). Pessimistic explanatory style is a risk factor for physical illness: A thirty-five-year longitudinal study. Journal of Personality and Social Psychology, 55, 23-27.
Peterson, C., Semmel, A., Baeyer, C., Abramson, L.Y., Metalshy, G. I., & Seligman, M. E. P. (1982). The attributional style questionnaire. Cognitive Therapy and Research, 6(3), 287-300.
Peterson, C., & Steen, T. A.(2002). Optimistic explanatory style. In C. R. Snyder, & J. L. Shane(Eds.), Handbook of positive psychology(pp. 244-256). New York, NY: Oxford University Press.
Peterson, C., & Villanova, P. (1988). An Expanded Attributional Style Questionnaire. Journal of Abnormal Psychology, 97, 87-89.
Pierce, G. R., Sarason, B. R., & Sarason, I. G. (1999). Peers, teachers and parents as assessors of the behavioural and emotional problems of twins and their adjustment: The Multidimensional Peer Nomination Inventory. Twin Research, 2, 274-285.
Pintrich, P., & Schunk, D. (2002). Motivation in education: Theory, research and applications. Upper Saddle River, NJ: Prentice-Hall Merrill.
Prati, G., & Pietrantoni, L. (2009). Optimism, social sipport, anmd coping strategies as factors contributing to posttraumatic growth: A meta-analysis. Journal of Loss and Trauma, 14, 364-388.
Reivich, K. J. (2010). Optimism and well-being. Communique, 38(7), 10-12.
Ringl, L. R. (2001). The perceptions of special education high school students regarding their concept of hope (Unpublished doctoral dissertation). Wayne State University, Detroit, Michigan.
Robins, C. J. & Hayes, A. M. (1995). The role of causal attributions in the prediction of depression. In G. M. Buchanan & M. E. P. Seligman (Eds.), Explanatory style (pp. 71-98). Hillsdale, NJ: Erlbaum.
Robins, C. J., & Hinkley, K. (1989). Social-cognitive processing and depression symptoms in children: A comparison of measures. Journal of Abnormal Child Psychology, 17, 29-36.
Rock, E., Fessler, M., & Church, R. (1997). The concomitance of learning disabilities and emotional/behavioral disorders: A conceptual model. Journal of Learning Disabilities, 3(3), 245-263.
Rodriguez-Hanley, A., & Snyder, C. R. (2000). The demise of hope: On losing positive thinking. In C. R. Snyder (Ed.), Handbook of hope: Theory, measure, and application(pp. 39-54). New York, NY: Academic Press.
Roman, M.(1998). The syndrome of nonverbal learning disabilities: Clinical description and applied aspects. Retrieved from cie.ed.asu.edu/index/htm/
Rourke, B. P. (1994). Neuropsychological assessment of children with learning disabilities. In G. Lyon(Ed.), Frames of reference for the assessment of learning disabilities (pp. 475-514). Baltimore, MD: Paul H. Brookes.
Ruble, D. N., Eisenberg, R., & Higgins, E. T. (1994). Developmental changes inachievement evaluation: Motivational implications of self-other differences. Child Development, 65, 1095–1110.
Rutter, M. (1979). Protective factors in childer’s responses to stress and disadvantage. In M.W. Kent and J. Rolf (Eds.), Primary of Psychopathology, Social Competence in Children. (pp. 49-74). Hanover, NH: University Press of New England.
Rutter, M. (1987). Psychosocial resilience and protective mechanisms. American Journal of Orthopsychiatry, 57(3), 316-331.
Rutter, M. (1993). Resilience: Some conceptual considerations. Journal of Adolescent Health, 14(8), 626-631.
Rutter, M., Tizard, J., Yule, W., Graham, P., & Whitmore, K. (1976). Research report: Isle of wight studies 1964-1974. Psychological Medicine ,6(2), 313-332.
Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52, 141-166.
Scheier, M. F., & Carver, C. S. (1993). On the power of positive thinking: The benefits of being optimistic. Current Directions in Psychological Science, 2, 26-30.
Scheier, M. F., Carver, C. S., & Bridge, M. W. (1994). Distinguishing optimism from neuroticism(trait anxiety, self-mastery, and self-esteem): A revolution of the Life Orientation Test. Journal of Personality and Social Psychology, 67, 1063-1078.
Scheier, M. F., Carver, C. S., & Bridge, M. W. (2002). Optimism, pessimism, and psychological well-being. In E. C. Chang(Ed.), Optimism and pessimism: Implications for theory, research and practice(pp.189-216).Washington, D. C.: American Psychological Association.
Schimmack, U., Oishi, S., & Diener, E. (2002). Cultural influences on the relation between pleasant emotions and unpleasant emotions: Asian dialectic philosophies or individualism-collectivism? Cognition and Emotion, 16, 705-719.
Schulman, P. (1995). Explanatory style and achievement in school and work. In G. M. Buchanan & M. E. P. Seligman (Eds.), Explanatory style (pp. 159-171). Hillsdale, NJ: Erlbaum.
Schulman, P., Castellon, C., & Seligman, M. E. P. (1989). Assessing explanatory style: The content analysis of verbatim explanations and the Attributional Style Questionnaire. Behavior Research and Therapy, 27, 505-512.
Schulman, P., & Seligman, M. E. P. (1994). Journal of Clinical Psychology, 50(1), 71-95.
Schulman, P., Seligman, M. E. P., & Amsterdam, D. (1987). The Attributional Style Questionnaire is not transparent. Behavior Research and Therapy, 25, 391-395.
Schwarzer, R. (1994). Optimism, vulnerability, and self-beliefs as health- related cognitions: A systematic overview. Psychology and Health, 9, 161-180.
Seligman, M. E. P. (1989). Explanatory style: Predicting depression, achievement, and health. In M. D. Yapko (Ed.), Brief therapy approaches to treating anxiety and depression (pp. 5-32). New York, NY: Brunner/Mazel.
Seligman. M. E. P. (1991). Learned optimism. New York, NY: Alfreed A. Knopf.
Seligman, M. E. P. (1995). The Optimistic Child. Boston, MA: Houghton Mifflin.
Seligman, M. E. P.(1998). Learned optimism: How to change your mind and your life. New York, NY: Pocket Books.
Seligman, M. E. P., Abramson, L. Y., Semmel, A., & von Baeyer, C. V. (1979). Depressive attributional style. Journal of Abnormal Psychology, 88, 242-247.
Seligman, M. E. P., Castellon, C., Cacciola, J., Schulman, P., Luborsky, L., Ollovem M., et al. (1988). Explanatory style change during cognitive thrapy for unipolar depression. Journal of Abnormal Psychology, 97, 13-18.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5-14.
Seligman, M. E. P., & Elder, G., Jr. (1986). Learned helplessness and life-span development. In A. B. Sorensen, F. E. Weinert, & L. R. Sherrod (Eds.), Human development and the life course: Multidiciplinary perspectives (pp. 377-428). Hillsdale, NJ: Erlbaum.
Seligman, M. E. P., Nolen-Hoeksema, S., Thornton, K. M., & Thornton, N. (1990). Explanatory style as a mechanism of disappointing athletic performance. Psychological Science, 1, 143-146.
Seligman, M. E. P., Peterson C., Kaslow, N. J., Tanenbaum, R. L., Alloy, L. B., &Abramson, L. Y.(1984). Attributional Style and Depressive Symptoms Among Children. Journal of Abnormal Psychology, 93(2), 235-238.
Seligman, M. E. P., Reivich, K., Jaycox, I., & Gillham, I. (1995). The optimistic child. New York, NY: Houghton Miffin.
Seligman, M. E. P, Schulman, P., DeRubeis, R. J., & Hollon, S. D. (1999). The prevention of depression and anxiety. Prevention and Treatment, 2, 8.
Shang, T. C.(1994). Development and testing an instrument of hope: The hope indicator questionnaire. Dissertation Abstracts International, 56(05), 2935-2946.
Sharma, S. (1996). Applied multivariate Techniques. New York, NY: John Wiley.
Shorey, H. S., Little, T. D., Snyder, C. R., Kluck, B., & Robitschek, C.(2007). Hope and personal growth initiative: A comparison of positive, future-oriented constructs. Personality and Individual Differences, 43, 1917-1926.
Silver, L. (1998). The misunderstood child: Understanding and coping with your child’s learning disabilities. New York, NY: Time Brooks.
Smith, D. S., & Nagle, R. J.(1995). Self-perceptions and social comparisons among children with LD. Journal of Learning Disabilities, 28, 364-371.
Snyder, C. R. (1994). The psychology of hope: You can get there from here. New York, NY: Free Press.
Snyder, C. R. (1995). Conceptualizing, measuring, and nurturing hope. Journal of Counseling and Development, 73, 355-360.
Snyder, C. R. (2000). Hypothesis: There is hope. In C. R. Snyder(Ed.), Handbook of hope: The theory, measure, and application(pp. 3-21). New York, NY: Academic Press.
Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13(4), 249-275.
Snyder, C. R, Chevens, J., & Michael, S. T.(1999). Hoping. In C. R. Snyder (Ed.), Coping: The psychology of what works(pp. 205-231). New York, NY: Oxford University Press.
Snyder, C. R., & Feldman, D. B. (2000). Hope for the many: An empowerment of social agenda. In C. R. Snyder(Ed.), Handbook of hope: The theory, measure, and application(pp. 389-412). New York, NY: Academic Press.
Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., Yoshinobu, L., Gibb, J., Langelle, C., & Harney, P. (1991). The will and the ways: Development and validation of an individual differences measure of hope. Journal of Personality and Social Psychology, 60, 570-585.
Snyder, C. R., Hoza, B., Pelham, W. E., Rapoff, M., Ware, L., Danovsky, M., Highberger, L., Rubinstein, H., & Stahl, K. J. (1997). The development and validation of the Children’s Hope Scale. Journal of Pediatric Psychology, 22, 399-421.
Snyder, C. R., & Lopez, S. J. (2002). Handbook of positive psychology. London, UK: Oxford University Press.
Snyder, C. R., & Lopez, S. J. (2007). Positive psychology: The scientic and practical explorations of human strengths. Thousand Oaks, CA: Sage.
Snyder, C. R., Lopez, S. J., Shorey, H., Rand, K., & Feldman, D.(2003). Applying hope theory, measurements, and interventions to school psychology. School Psychology Quarterly, 18,122-139.
Snyder, C. R., Rand, K. L., & Sigmon, D. R.(2002). Hope theory: A member of the positive psychology family. In C. R. Snyder, & S. J. Lopez(Eds.), Handbook of positive psychology(pp.257-276). New York, NY: Oxford University Press.
Snyder, C. R., Shorey, H. S., & Berg, C.(2004). Hope: The imperative human motive. In W. E. Craighead & C. B. Nemeroff(Eds.), The concise Corsini encyclopedia of Psychology and behavioral science(pp. 440-441). Hoboken, NJ: Wiley.
Snyder, C. R., Sympson, S. C., Ybasco, F. C., Borders, T. E., Babyak, M. A., & Higgins, R. L. (1996). Development and validation of the State Hope Scale. Journal of Personality and Social Psychology, 70, 321-335.
Sorensen, L. G., Forbes, P. W., Bernstein, J. H., Weiler, M. D., Mitchell, W. M., & Waber, D. P. (2003). Psychosocial adjustment over a two-year period in children referred for learning problems: Risk, resilience, and adaptation. Learning Disabilities Research & Practice, 18(1), 10-24.
Spekman, N. J., Goldberg, R. J., & Herman, K. L.(1993). An exploration of risk and resilience in the lives of individuals with learning disabilities. Learning Disabilities Research and Practice, 8, 11-18.
Spekman, N. J., Herman, K. L., & Vogel, S. A. (1993). An exploration of risk and resilience in the lives of individuals with learning disabilities. Learning Disabilities Research & Practice, 8, 59-65.
Sridhar, D., & Vaughn, S. (2001). Social functioning of students with learning disabilities. In D. Hallahan & B. Keogh (Eds.), Research and global perspectives in learning disabilities: Essays in honor of William M. Cruickshank (pp. 65-92). Mahwah, NJ: Erlbaum.
Stark, K. D., & Boswell, J.(2001). Discussion of the Penn Optimism Program: Recognizing its strengths and considerations for enhancing the program. Philadelphia, PA: Templeton Foundation Press.
Steele, C. M. (1995). Stereotype threat and intellectual test performance of Africa Americans. Journal of Personality and Social Psychology, 69, 797-811.
Steger M. F., Frazier, P., Oishi, S., & Kaler, M.(2006). The meaning in life questionnaire: Assessing the presence of and search for meaning in life. Journal of Counseling Psychology, 53(1), 80-93.
Stevens, E. A., & Prinstein, M. J. (2005). Peer contagion of depressogenic attrbutional styles among adolescents: A longitudinal study. Journal of Abnormal Child Psychology, 33, 25-37.
Sympson, S.(1999). Validation of the Domain Specific Hope Scale (Unpublished doctoral dissertation). University of Kansas, Lawrence, Kansas.
Sympson , S. C., & Snyder, C. R.(1997). Development and initial validation of the Domain Specific Hope Scale(Unpublished manuscript). University of Kansas, Lawrence, Kansas.
Taylor, S. E., Kemeny, M. E., Reed, G. M., Bower, J. E., & Gruenewald, T. L. (2000). Psychological resources, positive illusions, and health. American Psychologist, 55, 99-109.
Tennen, H., & Herzberger, S. (1985). A review of te Attributional Style Questionnaire. In D. J. Keyser, & R. C. Sweetland (Eds.), Test critiques (pp. 20-32). Kansas City, MO: Test Corportation of America.
Thompson, S. (1997). The source for nonverbal learning disabilities. East Moline, IL: LinguiSystems.
Tiggemann, M., Winefield, A. H., Winefield, H. R., & Goldney, R. D. (1991). The prediction of psychological distress from attributional style: A test of the hopelessness model of depression. Australian Journal of Psychology, 43, 125-127.
Toner, M.A., & Heaven, P. (2005). Peer-social attributional predictors of social emotional adjustment in early adolescence: A two year longitudinal study. Personality and Individual Differences, 38, 579-590.
Toner, M. A., & Munro, D. (1996). Peer-socia; attributions and self-efficacy of peer-rejected adolescents. Merrill-Palmer Quarterly, 42, 339-357.
Tur-Kaspa, H. (2002). Social cognition in learning disabilities. In B. Y. L. Wong & M. Donahue (Eds.), Social dimensions of learning disabilities (pp. 11-31). Mahwah, NJ: Erlbaum.
Tur-Kaspa, H., & Bryan, T. (1993). Social attributions of students with learning disabilities. Exceptionally, 4(4), 229-243.
Tur-Kaspa, H., Weisel, A., & Segrev, L. (1998). Attributes for feelings of loneliness of students with learning disabilities. Learning Disabilities Research and Practice, 13(2), 89-94.
Tusai, K. & Dyer, J. (2004). Resilience: A historical review of the construct. Holist Nurs Pract, 18(1), 3-8.
Valas, H. (2001). Learned helplessness and psychological adjustment: Effects of age, gender and academic achievement. Scandinavian Journal of Educational Reserch, 45(1), 71-90.
Vaughn, S., & Haager, D. (1994). The measurement of assessment of social skills. In G. R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views of measurement issues (pp. 555-570). Baltimore, MD: Pau H. Brookes.
Voeller, K. S. (1994). Techniques for measuring social competence in children. In G. Lyon, Frames of reference for the assessment of learning disabilities. Baltimore, MD: Paul H. Brookes.
Webster, D. R. (2002). College student’s perceptions of parent-child relationships and their correlates: Explanatory style and empathy. (Unpublished doctoral dissertation). State University of Nebraska-Lincoln, Nebraska.
Weinstein, N. (1980). Unrealistic optimism about future life events. Journal of Personality and Social Psychology, 39(5), 806-820.
Weinstein, N., & Klein, W. (1996). Unrealistic optimism: present and future. Journal of Social and Clinical Psychology, 15(1), 1-8.
Werner, E. E. (1993a). Risk and resilience in individuals with learning disabilities: Lessons learned from Kauai longitudinal study. Learning Disabilities Research & Practice, 8(1), 23-24.
Werner, E. E. (1993b). Risk, resilience, and recovery: Perspective from the Kauai longitudinal study. Development and Psychopathology, 5(4), 503-515.
Werner, E. E., & Smith, R. S. (1982). Vulnerable but invincible: A longitudinal study of resilient children and youth. New York, NY: McGraw-Hill.
Werner, E. E., & Smith, R. S. (1992). Overcoming the odds: High risk children from birth to adulthood. Ithaca, New York, NY: Cornell University Press.
Werner, E. E., & Smith, R. S. (2001). Journeys from childhood to midlife: Risk, resilience and recovery. Ithaca, New York, NY: Cornell University Press.
Westburg, N. G. (2003). Hope, laughter, and humor in residents and staff at an assisted living facility. Journal of Mental Health Counseling, 25, 16-32.
Wiener, J. (2002). Friendship and social adjustment of children with learning disabilities. In B. Y. L. Wong & M. Donahue (Eds.), Social dimensions of learning disabilities (pp. 93-114). Mahwah, NJ: Erlbaum.
Wiener, J. (2003). Resilience and multiple risks: A response to Bernice Wong. Learning Disabilities Research and Practice, 18(2), 77-81.
Wiener, J. & Tardif, C.Y. (2004). Social and emotional functioning of children with learning disabilities: Does special education placement make a difference? Learning Disabilities Research & Practice, 19(1), 20-32.
Wong, B. Y. L. (2003). General and specific issues for researchers’ considerations in applying the risk and resilience framework to the social domain of learning disabilities. Learning Disabilities Research & Practice, 18(2), 68-76.
Wonghongkul T. (2000). Uncertainty, Appraisal, Hope, and coping in breast cancer survivors. Dissertation Abstracts International, 60, 5439.
Woodruff, T. W.(2002). Development and validation of the Children`s Domain- Specific Hope Scale(Unpublished doctoral dissertation). University of Kansas, Lawrence, Kansas.
Yasutake, D., & Bryan, T. (1995). The influence of induced positive affect on middle school children with and without learning disabilities. Learning Disabilities Research and Practice, 10(1), 38-45.
Zigmond, N. (1997). Educating students with disabilities: The future of special education. In J. Lloyd, E. Kame’enui, & D. Chard (Eds.), Issues in educating students with disabilities (pp. 275-304, 377-391). Mahwah, NJ: Erlbaum.
Zullow, H. M., & Seligman, M. E. P.(1990). Pessimistic rumination predicts defeat of presidential candidates, 1900 to 1984. Psychological Inquiry, 1, 52-61.		zh_TW