参考文献 References
[1] 李瑾,张宁,云霄. 新工科背景下工科生自主学习力的深度构建——以X大学“现代密码学”SPOC翻转课堂为例 [J]. 高等工程教育研究, 2018, (05): 71-77.
[2] 李思玲,向琼. 高职学生学习力的价值意蕴、现实挑战与突破路径 [J]. 中国职业技术教育, 2023, (22): 81-88.
[3] Kirby W C. Learning power. Jin Grain, comp.[M] Haikou: Southern Publishing House.2005
[4] 迟文芝. 农村留守儿童学习力的现状及影响因素研究[D]. 青岛大学, 2022. DOI:10.27262/d.cnki.gqdau.2022.001800.
[5] 贺文洁,李琼,李小红. 中学生学习力:结构、类型与影响因素研究 [J]. 教育学报, 2017, 13 (04): 79-88. DOI:10.14082/j.cnki.1673-1298.2017.04.010.
[6] 陈坤,梁星星,沈小碚. 论学生学习力的内涵、形成与涵养 [J]. 当代教育科学, 2018, (03): 41-46.
[7] 杨雯雯. 需求层次理论下高职学生学习力提升策略研究 [J]. 现代商贸工业, 2022, 43 (13): 71-72. DOI:10.19311/j.cnki.1672-3198.2022.13.033.
[8] 梁迪,胡芬. 有效提升大学生学习力的思考 [J]. 江苏高教, 2009, (06): 82-83. DOI:10.13236/j.cnki.jshe.2009.06.033.
[9] 刘永和. 提升学习力:当前推进素质教育的解决方案 [J]. 上海教育科研, 2009, (05): 65-67.
[10] 蒋志辉,赵呈领,周凤伶,等. STEM教育背景下中小学生学习力培养策略研究 [J]. 中国电化教育, 2017, (02): 25-32+41.
[11] 李思玲. 高职学生学习力问题审视：表征、实质和突破 [J]. 中国职业技术教育, 2024, (07): 41-51.
[12] 陈悦,陈超美,刘则渊,等. CiteSpace知识图谱的方法论功能 [J]. 科学学研究, 2015, 33 (02): 242-253. DOI:10.16192/j.cnki.1003-2053.2015.02.009.
[13] 吴永发. 基于STEM教育的学习力培养 [J]. 教育探索, 2018, (02): 23-26.
[14] 郑勤华,徐珺岩. 在线学习力:结构特征及影响因素 [J]. 开放教育研究, 2020, 26 (04): 77-85. DOI:10.13966/j.cnki.kfjyyj.2020.04.009.
[15] 胡乙. 科学知识图谱视角下CiteSpace的学科基础与原理分析 [J]. 中国设备工程, 2024, (01): 263-265.
[16] Smetana J G, Campione-Barr N, Metzger A. Adolescent development in interpersonal and societal contexts[J]. Annu. Rev. Psychol., 2006, 57(1): 255-284.
[17] Dent A L, Koenka A C. The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis[J]. Educational Psychology Review, 2016, 28: 425-474.
[18] Roseth C J, Johnson D W, Johnson R T. Promoting early adolescents' achievement and peer relationships: the effects of cooperative, competitive, and individualistic goal structures[J]. Psychological bulletin, 2008, 134(2): 223.
[19] Adolphus K, Lawton C L, Dye L. The effects of breakfast on behavior and academic performance in children and adolescents[J]. Frontiers in human neuroscience, 2013, 7: 425.
[20] Harlen W, Deakin Crick R. Testing and motivation for learning[J]. Assessment in Education: principles, policy & practice, 2003, 10(2): 169-207.
[21] Allen J, Gregory A, Mikami A, et al. Observations of effective teacher–student interactions in secondary school classrooms: Predicting student achievement with the classroom assessment scoring system—secondary[J]. School psychology review, 2013, 42(1): 76-98.
[22] Lamb M. A self system perspective on young adolescents’ motivation to learn English in urban and rural settings[J]. Language learning, 2012, 62(4): 997-1023.
[23] Wang M T, Holcombe R. Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school[J]. American educational research journal, 2010, 47(3): 633-662.
[24] 李海燕,仲彦鹏,孙玉丽. 核心素养视角下学生学习力的培养 [J]. 教学与管理, 2019, (03): 17-19.
[25] Walsh C G, Ribeiro J D, Franklin J C. Predicting suicide attempts in adolescents with longitudinal clinical data and machine learning[J]. Journal of child psychology and psychiatry, 2018, 59(12): 1261-1270.
[26] Garcia-Argibay M, Zhang-James Y, Cortese S, et al. Predicting childhood and adolescent attention-deficit/ hyperactivity disorder onset: a nationwide deep learning approach[J]. Molecular Psychiatry, 2023, 28(3): 1232-1239.
[27] Hu J, Peng Y, Chen X. Decoding Contextual Factors Differentiating Adolescents’ High, Average, and Low Digital Reading Performance Through Machine-Learning Methods[J]. IEEE Transactions on Learning Technologies, 2023, 16(4): 516-527.
[28] Mashal N, Kasirer A. Thinking maps enhance metaphoric competence in children with autism and learning disabilities[J]. Research in Developmental Disabilities, 2011, 32(6): 2045-2054.
[29] Baumrind D. Child care practices anteceding three patterns of preschool behavior[J]. Genetic psychology monographs, 1967.
[30] Hoffman M L. Moral internalization, parental power, and the nature of parent-child interaction[J]. Developmental psychology, 1975, 11(2): 228.
[31] Patterson G R. Coercive family process[J]. 1982.
[32] Steca P, Alessandri G, Vecchio G M, et al. Being a successful adolescent at school and with peers. The discriminative power of a typological approach[J]. Emotional and behavioural difficulties, 2007, 12(2): 147-162.
[33] Desforges C, Abouchaar A. The impact of parental involvement, parental support and family education on pupil achievement and adjustment: A literature review[M]. London: DfES, 2003.
[34] Minuchin P. Looking toward the horizon: Present and future in the study of family systems[J]. Retrospect and prospect in the psychological study of families, 2002, 1: 259-278.
[35] Furman W, Buhrmester D. Children's perceptions of the personal relationships in their social networks[J]. Developmental psychology, 1985, 21(6): 1016.
[36] Buhrmester D, Furman W. Perceptions of sibling relationships during middle childhood and adolescence[J]. Child development, 1990, 61(5): 1387-1398.
[37] Stocker C M, Burwell R A, Briggs M L. Sibling conflict in middle childhood predicts children's adjustment in early adolescence[J]. Journal of Family Psychology, 2002, 16(1): 50.
[38] Furman W, Buhrmester D. Age and sex differences in perceptions of networks of personal relationships[J]. Child development, 1992, 63(1): 103-115.
[39] Collins W A, Steinberg L. Adolescent development in interpersonal context[J]. Child and adolescent development: An advanced course, 2008: 551-590.
[40] Tarp J, Domazet S L, Froberg K, et al. Effectiveness of a school-based physical activity intervention on cognitive performance in Danish adolescents: lcomotion—learning, cognition and motion–a cluster randomized controlled trial[J]. PloS one, 2016, 11(6): e0158087.
[41] Haverkamp B F, Wiersma R, Vertessen K, et al. Effects of physical activity interventions on cognitive outcomes and academic performance in adolescents and young adults: A meta-analysis[J]. Journal of sports sciences, 2020, 38(23): 2637-2660.
[42] Chao R K, Tseng V. Parenting of asians In MH Bornstein (Ed.), Handbook of parenting: Vol. 4. Social conditions and applied parenting (pp. 59–93)[J]. 2002.
[43] Harwood R, Leyendecker B, Carlson V, et al. Parenting among Latino families in the US[J]. Handbook of parenting, 2002, 4: 21-46.
[44] Coll C G, Crnic K, Lamberty G, et al. An integrative model for the study of developmental competencies in minority children[J]. Child development, 1996, 67(5): 1891-1914.
[45] Spencer M B, Depree D. African American youths' ecocultural challenges and psychosocial opportunities: An alternative analysis of problem behavior outcomes[J]. 1996.
[46] DuBois D L, Burk–Braxton C, Swenson L P, et al. Race and gender influences on adjustment in early adolescence: Investigation of an integrative model[J]. Child development, 2002, 73(5): 1573-1592.
[47] Fuligni A J. The adjustment of children from immigrant families[J]. Current directions in psychological science, 1998, 7(4): 99-103.
[48] Albert D, Chein J, Steinberg L. The teenage brain: Peer influences on adolescent decision making[J]. Current directions in psychological science, 2013, 22(2): 114-120.
[49] 姜敏. 初中生学习力现状及提升策略研究[D]. 天津师范大学, 2021. DOI:10.27363/d.cnki.gtsfu.2021.000132.
[50] 伏干. 家长参与对中学生学习力影响的研究 [J]. 教育研究与实验, 2022, (05): 104-112.
[51] 邹维兴,王洪礼. 班级心理氛围对中学生学习力的影响研究 [J]. 教学与管理, 2020, (36): 31-33.
[52] 曹立人,王婷,朱琳. 高中生学习力的影响因素研究 [J]. 心理与行为研究, 2016, 14 (06): 773-778+787.
[53] 张薇. 企业学习力及其评价研究[D]. 武汉理工大学, 2006.
[54] 江光荣.班级社会生态环境研究.[M].武汉：华中师范大学出版社,2002
[55] 李蓓蕾,高婷,邓林园,等. 初中生核心自我评价在班级环境和学业压力之间的中介作用——性别的调节作用 [J]. 心理发展与教育, 2019, 35 (02): 192-202. DOI:10.16187/j.cnki.issn1001-4918.2019.02.08.
[56] 程磊. 高中生学习力提升策略研究 [J]. 科教文汇(下旬刊), 2020, (15): 121-122. DOI:10.16871/j.cnki.kjwhc.2020.05.054.
[57] 史玉川. 新时代中学生学习力的培养现状及提升途径 [J]. 教育科学论坛, 2021, (29): 43-46.
[58] 曹琼,李梦婕. 中等职业学校学生学习力培养的策略与路径 [J]. 职业技术教育, 2018, 39 (35): 22-26.
[59] 吕晓娟. 基于学生学习力的翻转课堂教学设计 [J]. 电化教育研究, 2015, 36 (12): 98-102. DOI:10.13811/j.cnki.eer.2015.12.015.