References
Boaler, J. (1999). Participation, knowledge, and beliefs: A community perspective on mathematics learning. Educational Studies in Mathematics, 40, 259-281.
Carini, R. M., Kuh, J. D., and Klein, S. P. (2006). Student engagement and student learning: Testing the linkages. Research in Higher Education, 47, 1-32.
Chang, L. H. (2018). A study on learning attitude, learning performance, and learning satisfaction for the students of the cooperative technique education program in junior high schools. unpublished master’s thesis, National Kaohsiung University of Science and Technology
Connell, J. P., Spencer, M. B., and Aber, J. L. (1994). Educational risk and resilience in African-American youth: Context, self, action, and outcomes in school. Child Development, 65, 493-506.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper Collins.
Deci, E. L. and Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Publishing Co.
Deci, E. L. and Ryan, R. M. (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.
Finn, J. D. and Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82: 221-234.
Fornell, C. and Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18, 39-50.
Fredricks, J. A. and McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 763-782). Springer Science + Business Media.
Fredricks, J. A., Blumenfeld, P. C., and Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59-109.
Hair, J. F., Anderson, R. E., Tatham, R. L., and Black, W. (2011). Multivariate data analysis. Technometrics, 31: 103-104.
Hakan, K. and Munire, E. (2014). Academic motivation: gender, domain and grade differences. Social and Behavioral Sciences, 143: 708-715.
Harper, S. R. and Quaye, S. J. (2009). Student Engagement in Higher Education: Theoretical Perspectives and Practical Approaches for Diverse Populations. New York: Routledge.
Kirkpatrick, D. L. (1994). Evaluating training programs: The four levels. San Francisco, CA: Berrett-Koehler Publishers.
Knudson-Martin, J. (2001). A Combined Model for Understanding Motivation. American International Journal of Contemporary Research, 1: 11-16.
Kuh, G. D. (2003). What we’re learning about student engagement from NSSE: Benchmarks for effective educational practices. Change: The Magazine of Higher Learning, 35, 24-32.
La Belle, J. E. (2005). The paradox of safety hopes and rewards: are you rewarding the right behavior? Professional Safety, 50, 37-42.
Laio, J. S. (2004). A study on the relationship between learning motivation and learning satisfaction of postgraduate, unpublished master’s thesis, National Pingtung University, Taiwan.
Lam, S. F., Wong, B. P. H., Yang, H., and Liu, Y. (2012). Understanding Student Engagement with a Contextual Model. In Christenson, S. L., Reschly, A. L. & Wylie, C. (Eds.), Handbook of Research on Student Engagement (pp.403-419). NY: Springer.
Li Xiaofang. (2018). A study on academic engagement and its influencing factors of students of the department of tourism service and management in secondary vocational schools. Unpublished master’s thesis, Liaoning Normal University.
Luthans, K. W. and Sommers, S. (2005). The impacts of high performance work on industry level outcomes. Journal of Managerial Issues, 17, 327-345.
Mattila, A. S. and Enz, C. A. (2002). The role of emotions in service encounters. Journal of Service Research, 4, 268-277.
Miserandino, M. (1996). Children who do well in school: Individual differences in perceived competence and autonomy in above-average children. Journal of Educational Psychology, 88, 203-214.
Murphy, P. K. and Alexander, P. A. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25, 3-52.
Ng, C. F. and Ng, P. K. (2015). A review of intrinsic and extrinsic motivations of ESL Learners. International Journal of Languages, Literature and Linguistics, 1, 98-105.
Nunnally, J. C. and Bernstein, I. (1994). Psychometry Theory (3rd Ed.). New York: McGraw-Hill.
Podsakfoff, P. M., MacKenzie, S. B., Lee, J. Y., and Podsakfoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88: 879-903.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93, 223-231.
Reeve, J. (2012). A self-determination theory perspective on student engagement. In Christenson, S. L., Reschly, A. L. & Wylie, C. (Eds.), Handbook of Research on student engagement (pp. 149-172). Springer Science + Business Media.
Ryan, R. M. and Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
Schunk, D. H., Pintrich, P. R., and Meece, J. L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Skinner, E., Furrer, C., Marchand, G., and Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100, 765-781.
Tehseen, S., Ramayah, T., and Sajilan, S. (2017). Testing and controlling for common method variance: A Review of available methods. Journal of Management Sciences, 4: 146-175.
Vollmeyer, R. and Rheinberg, F. (2000). Does motivation affect performance via persistence. Learning and Instruction, 10, 293-309.
Wolters, C. A. (1999). The relation between high school student motivational regulation and their use of learning strategies, efforts, and classroom performance. Learning & Individual Differences, 11, 281-301.
Young, M. R., Klemz, B. R., and Murphy, J. W. (2003). Enhancing learning outcomes: The effects of instructional technology, learning styles, instructional methods, and student behavior. Journal of Marketing Education, 25, 130-142.
Zimmerman, B. J., Bandura, A., and Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 663-676.