[1] 彼特·圣吉著, 郭进隆译. 第五项修炼——学习型组织的艺术与实务篇. 上海: 上海三联书店, 1997 [2] Karol P. Mechanisms of self-regulation: A systems view. Annual Review of Psychology, 1993, 44: 23~52 [3] Mace F C, Belfiore P J, Shea M C. Operant theory and research on self-regulation. In: Zimmerman B J, Schunk D H(Eds.). Self-regulated learning and academic achievement, 1989 [4] McCombs B L. The role of self-system in self-regulated learning. Contemporary Educational Psychology, 1986, 11: 314~332 [5] Zimmerman B J, Kitsantas A. Developmental phases in self-regulation:shifting from process goals to outcome goals. Journal of Educational Psychology, 1997, 89: 29~36 [6] Corno L. The metacognitive components of self-regulated learning. Contemporary Educational Psychology, 1986, 11: 333~346 [7] Paris S G, Byrnes J. The constructivist approach to self-regulation and learning in the classroom. In: Zimmerman B J, Schunk D H(Eds.). Self-regulated learning and academic achievement: Theory, research, and practice. Springer-Verlag New York Inc, 1989. 169~200 [8] 丁桂凤. 学习型组织与自主学习型员工. 人类工效学, 2003, 9(4): 52~56 [9] 俞文钊, 吕晓俊. 持续学习组织文化研究. 心理科学, 2002, 25(2): 134~135 [10] 肖计划, 许秀峰. “应付方式问卷”信度与效度研究. 中国心理卫生杂志, 1996, 10(4): 164~168 [11] 丁桂凤. 员工自我调节学习的实证研究. 心理与行为研究, 2005, 3(2): 143~146 [12] 汪玲等. 效能信念、加工方式和困难应对策略—关于自我调节学习的特点及各成分间关系的探讨. 心理发展与教育, 2000, 16(3): 30~35 |