教育心理学 (Chinese Wikipedia)

Analysis of information sources in references of the Wikipedia article "教育心理学" in Chinese language version.

refsWebsite

Global rank Chinese rank

17doi.org

2^nd place

23^rd place

15worldcat.org

5^th place

12^th place

12web.archive.org

1^st place

7apa.org

1,220^th place

936^th place

3sagepub.com

731^st place

808^th place

2tandfonline.com

507^th place

610^th place

2elsevier.com

610^th place

388^th place

2springer.com

274^th place

320^th place

1wiley.com

222^nd place

216^th place

1harvard.edu

18^th place

57^th place

1pequip.com.cn

low place

1asu.edu

2,187^th place

1,849^th place

1bls.gov

1,863^rd place

3,044^th place

apa.org

doi.apa.org

Halpern, Diane F. Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring.. American Psychologist. 1998, 53 (4): 449–455. ISSN 1935-990X. doi:10.1037/0003-066X.53.4.449 （英语）.
McGoey, Kara E.; DuPaul, George J. Token reinforcement and response cost procedures: Reducing the disruptive behavior of preschool children with attention-deficit/hyperactivity disorder.. School Psychology Quarterly. 23/2000, 15 (3): 330–343. ISSN 1939-1560. doi:10.1037/h0088790 （英语）. 请检查|date=中的日期值 (帮助)
Cameron, Judy; Pierce, W. David; Banko, Katherine M.; Gear, Amber. Achievement-Based Rewards and Intrinsic Motivation: A Test of Cognitive Mediators.. Journal of Educational Psychology. 2005, 97 (4): 641–655. ISSN 0022-0663. doi:10.1037/0022-0663.97.4.641 （英语）.
Schunk, Dale H.; Hanson, Antoinette R. Peer models: Influence on children's self-efficacy and achievement.. Journal of Educational Psychology. 1985, 77 (3): 313–322. ISSN 1939-2176. doi:10.1037/0022-0663.77.3.313 （英语）.
Finn, Jeremy D.; Gerber, Susan B.; Boyd-Zaharias, Jayne. Small Classes in the Early Grades, Academic Achievement, and Graduating From High School.. Journal of Educational Psychology. 2005-05, 97 (2): 214–223. ISSN 1939-2176. doi:10.1037/0022-0663.97.2.214 （英语）.

content.apa.org

Lepper, Mark R.; Greene, David; Nisbett, Richard E. Undermining children's intrinsic interest with extrinsic reward: A test of the "overjustification" hypothesis.. Journal of Personality and Social Psychology. 1973, 28 (1): 129–137. ISSN 0022-3514. doi:10.1037/h0035519 （英语）.
James, William. Talks to teachers on psychology--and to students on some of life's ideals.. New York: Metropolitan Books/Henry Holt and Company. 1899. doi:10.1037/10814-000 （英语）.

asu.edu

courses.ed.asu.edu

David Berliner(1993). The 100-year journey of educational psychology: From interest to distain to respect for practice 互联网档案馆的存檔，存档日期2007-04-06.（教育心理学的百年历程：从兴趣经过名誉受损再到尊敬实践）. In T. K. Fagan & G. R. VandenBos (Eds). Exploring applied psychology: Origins and critical analysis（探索应用心理学：起源与评判分析）.华盛顿：美国心理学会

bls.gov

Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook. 2006-07 Edition. Psychologists. retrieved from http://www.bls.gov/oco/ocos056.htm （页面存档备份，存于互联网档案馆） on June 30, 2006.

doi.org

dx.doi.org

Lucas, Jennifer L.; Blazek, Melissa A.; Raley, Amber B.; Washington, Christi. The lack of representation of educational psychology and school psychology in introductory psychology textbooks. Educational Psychology. 2005-08, 25 (4): 347–351. ISSN 0144-3410. doi:10.1080/01443410500041318 （英语）.
Cano, Francisco. Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. British Journal of Educational Psychology. 2005-06, 75 (2): 203–221. doi:10.1348/000709904X22683 （英语）.
Semb, George B.; Ellis, John A. Knowledge Taught in School: What Is Remembered?. Review of Educational Research. 1994-06, 64 (2): 253–286 [2021-09-03]. ISSN 0034-6543. doi:10.3102/00346543064002253. （原始内容存档于2021-09-03）（英语）.
Ellis, John A.; Semb, George B.; Cole, Brian. Very Long-Term Memory for Information Taught in School. Contemporary Educational Psychology. 1998-10, 23 (4): 419–433 [2021-09-03]. doi:10.1006/ceps.1997.0976. （原始内容存档于2020-04-24）（英语）.
Halpern, Diane F. Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring.. American Psychologist. 1998, 53 (4): 449–455. ISSN 1935-990X. doi:10.1037/0003-066X.53.4.449 （英语）.
McGoey, Kara E.; DuPaul, George J. Token reinforcement and response cost procedures: Reducing the disruptive behavior of preschool children with attention-deficit/hyperactivity disorder.. School Psychology Quarterly. 23/2000, 15 (3): 330–343. ISSN 1939-1560. doi:10.1037/h0088790 （英语）. 请检查|date=中的日期值 (帮助)
Theodore, Lea A; Bray, Melissa A; Kehle, Thomas J; Jenson, William R. Randomization of Group Contingencies and Reinforcers to Reduce Classroom Disruptive Behavior. Journal of School Psychology. 2001-05, 39 (3): 267–277 [2021-09-03]. doi:10.1016/S0022-4405(01)00068-1. （原始内容存档于2018-06-24）（英语）.
Lepper, Mark R.; Greene, David; Nisbett, Richard E. Undermining children's intrinsic interest with extrinsic reward: A test of the "overjustification" hypothesis.. Journal of Personality and Social Psychology. 1973, 28 (1): 129–137. ISSN 0022-3514. doi:10.1037/h0035519 （英语）.
Cameron, Judy; Pierce, W. David; Banko, Katherine M.; Gear, Amber. Achievement-Based Rewards and Intrinsic Motivation: A Test of Cognitive Mediators.. Journal of Educational Psychology. 2005, 97 (4): 641–655. ISSN 0022-0663. doi:10.1037/0022-0663.97.4.641 （英语）.
Schunk, Dale H.; Hanson, Antoinette R. Peer models: Influence on children's self-efficacy and achievement.. Journal of Educational Psychology. 1985, 77 (3): 313–322. ISSN 1939-2176. doi:10.1037/0022-0663.77.3.313 （英语）.
Hattie, John; Biggs, John; Purdie, Nola. Effects of Learning Skills Interventions on Student Learning: A Meta-Analysis. Review of Educational Research. 1996-06, 66 (2): 99–136 [2021-09-03]. ISSN 0034-6543. doi:10.3102/00346543066002099. （原始内容存档于2021-09-28）（英语）.
Weiner, Bernard. Intrapersonal and Interpersonal Theories of Motivation from an Attribution Perspective. Salili, Farideh (编). Student Motivation. Boston, MA: Springer US. 2001: 17–30. ISBN 978-1-4613-5472-7. doi:10.1007/978-1-4615-1273-8_2.
Bloom, Benjamin S. The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring. Educational Researcher. 1984-06, 13 (6): 4–16 [2021-09-03]. ISSN 0013-189X. doi:10.3102/0013189X013006004. （原始内容存档于2021-09-03）（英语）.
Finn, Jeremy D.; Gerber, Susan B.; Boyd-Zaharias, Jayne. Small Classes in the Early Grades, Academic Achievement, and Graduating From High School.. Journal of Educational Psychology. 2005-05, 97 (2): 214–223. ISSN 1939-2176. doi:10.1037/0022-0663.97.2.214 （英语）.
Emmer, Edmund T.; Stough, Laura M. Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education. Educational Psychologist. 2001-06, 36 (2): 103–112 [2021-09-03]. ISSN 0046-1520. doi:10.1207/S15326985EP3602_5. （原始内容存档于2016-11-24）（英语）.
James, William. Talks to teachers on psychology--and to students on some of life's ideals.. New York: Metropolitan Books/Henry Holt and Company. 1899. doi:10.1037/10814-000 （英语）.
Evans, Joy; Hsieh, Peggy Pei-Hsuan; Robinson, Daniel H. Women’s Involvement in Educational Psychology Journals from 1976 to 2004. Educational Psychology Review. 2005-09, 17 (3): 263–271. ISSN 1040-726X. doi:10.1007/s10648-005-5619-1 （英语）.

elsevier.com

linkinghub.elsevier.com

Ellis, John A.; Semb, George B.; Cole, Brian. Very Long-Term Memory for Information Taught in School. Contemporary Educational Psychology. 1998-10, 23 (4): 419–433 [2021-09-03]. doi:10.1006/ceps.1997.0976. （原始内容存档于2020-04-24）（英语）.
Theodore, Lea A; Bray, Melissa A; Kehle, Thomas J; Jenson, William R. Randomization of Group Contingencies and Reinforcers to Reduce Classroom Disruptive Behavior. Journal of School Psychology. 2001-05, 39 (3): 267–277 [2021-09-03]. doi:10.1016/S0022-4405(01)00068-1. （原始内容存档于2018-06-24）（英语）.

harvard.edu

learnweb.harvard.edu

Perkins, D. N., & Salomon, G. (1992). Transfer of learning （页面存档备份，存于互联网档案馆）. International Encyclopedia of Education (2nd ed.). Oxford, UK: Pergamon Press.

pequip.com.cn

《发展与教育心理学》. 苹果教育网. [2013-02-15]. （原始内容存档于2015-05-12）.

sagepub.com

journals.sagepub.com

Semb, George B.; Ellis, John A. Knowledge Taught in School: What Is Remembered?. Review of Educational Research. 1994-06, 64 (2): 253–286 [2021-09-03]. ISSN 0034-6543. doi:10.3102/00346543064002253. （原始内容存档于2021-09-03）（英语）.
Hattie, John; Biggs, John; Purdie, Nola. Effects of Learning Skills Interventions on Student Learning: A Meta-Analysis. Review of Educational Research. 1996-06, 66 (2): 99–136 [2021-09-03]. ISSN 0034-6543. doi:10.3102/00346543066002099. （原始内容存档于2021-09-28）（英语）.
Bloom, Benjamin S. The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring. Educational Researcher. 1984-06, 13 (6): 4–16 [2021-09-03]. ISSN 0013-189X. doi:10.3102/0013189X013006004. （原始内容存档于2021-09-03）（英语）.

springer.com

link.springer.com

Weiner, Bernard. Intrapersonal and Interpersonal Theories of Motivation from an Attribution Perspective. Salili, Farideh (编). Student Motivation. Boston, MA: Springer US. 2001: 17–30. ISBN 978-1-4613-5472-7. doi:10.1007/978-1-4615-1273-8_2.
Evans, Joy; Hsieh, Peggy Pei-Hsuan; Robinson, Daniel H. Women’s Involvement in Educational Psychology Journals from 1976 to 2004. Educational Psychology Review. 2005-09, 17 (3): 263–271. ISSN 1040-726X. doi:10.1007/s10648-005-5619-1 （英语）.

tandfonline.com

Lucas, Jennifer L.; Blazek, Melissa A.; Raley, Amber B.; Washington, Christi. The lack of representation of educational psychology and school psychology in introductory psychology textbooks. Educational Psychology. 2005-08, 25 (4): 347–351. ISSN 0144-3410. doi:10.1080/01443410500041318 （英语）.
Emmer, Edmund T.; Stough, Laura M. Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education. Educational Psychologist. 2001-06, 36 (2): 103–112 [2021-09-03]. ISSN 0046-1520. doi:10.1207/S15326985EP3602_5. （原始内容存档于2016-11-24）（英语）.

web.archive.org

Semb, George B.; Ellis, John A. Knowledge Taught in School: What Is Remembered?. Review of Educational Research. 1994-06, 64 (2): 253–286 [2021-09-03]. ISSN 0034-6543. doi:10.3102/00346543064002253. （原始内容存档于2021-09-03）（英语）.
Ellis, John A.; Semb, George B.; Cole, Brian. Very Long-Term Memory for Information Taught in School. Contemporary Educational Psychology. 1998-10, 23 (4): 419–433 [2021-09-03]. doi:10.1006/ceps.1997.0976. （原始内容存档于2020-04-24）（英语）.
Perkins, D. N., & Salomon, G. (1992). Transfer of learning （页面存档备份，存于互联网档案馆）. International Encyclopedia of Education (2nd ed.). Oxford, UK: Pergamon Press.
Theodore, Lea A; Bray, Melissa A; Kehle, Thomas J; Jenson, William R. Randomization of Group Contingencies and Reinforcers to Reduce Classroom Disruptive Behavior. Journal of School Psychology. 2001-05, 39 (3): 267–277 [2021-09-03]. doi:10.1016/S0022-4405(01)00068-1. （原始内容存档于2018-06-24）（英语）.
Hattie, John; Biggs, John; Purdie, Nola. Effects of Learning Skills Interventions on Student Learning: A Meta-Analysis. Review of Educational Research. 1996-06, 66 (2): 99–136 [2021-09-03]. ISSN 0034-6543. doi:10.3102/00346543066002099. （原始内容存档于2021-09-28）（英语）.
《发展与教育心理学》. 苹果教育网. [2013-02-15]. （原始内容存档于2015-05-12）.
Anderson, Lorin W. A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives. 2014 [2021-09-03]. ISBN 978-1-292-04284-8. OCLC 961876519. （原始内容存档于2021-09-03）（英语）.
Bloom, Benjamin S. The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring. Educational Researcher. 1984-06, 13 (6): 4–16 [2021-09-03]. ISSN 0013-189X. doi:10.3102/0013189X013006004. （原始内容存档于2021-09-03）（英语）.
Emmer, Edmund T.; Stough, Laura M. Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education. Educational Psychologist. 2001-06, 36 (2): 103–112 [2021-09-03]. ISSN 0046-1520. doi:10.1207/S15326985EP3602_5. （原始内容存档于2016-11-24）（英语）.
David Berliner(1993). The 100-year journey of educational psychology: From interest to distain to respect for practice 互联网档案馆的存檔，存档日期2007-04-06.（教育心理学的百年历程：从兴趣经过名誉受损再到尊敬实践）. In T. K. Fagan & G. R. VandenBos (Eds). Exploring applied psychology: Origins and critical analysis（探索应用心理学：起源与评判分析）.华盛顿：美国心理学会
Zimmerman, Barry J; Schunk, Dale H. Educational psychology: a century of contributions : a project of Division 15 of the American Psychological Society. 2014 [2021-09-03]. ISBN 978-1-317-56041-8. OCLC 890164323. （原始内容存档于2021-09-03）（英语）.
Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook. 2006-07 Edition. Psychologists. retrieved from http://www.bls.gov/oco/ocos056.htm （页面存档备份，存于互联网档案馆） on June 30, 2006.

wiley.com

doi.wiley.com

Cano, Francisco. Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. British Journal of Educational Psychology. 2005-06, 75 (2): 203–221. doi:10.1348/000709904X22683 （英语）.

worldcat.org

Lucas, Jennifer L.; Blazek, Melissa A.; Raley, Amber B.; Washington, Christi. The lack of representation of educational psychology and school psychology in introductory psychology textbooks. Educational Psychology. 2005-08, 25 (4): 347–351. ISSN 0144-3410. doi:10.1080/01443410500041318 （英语）.
Semb, George B.; Ellis, John A. Knowledge Taught in School: What Is Remembered?. Review of Educational Research. 1994-06, 64 (2): 253–286 [2021-09-03]. ISSN 0034-6543. doi:10.3102/00346543064002253. （原始内容存档于2021-09-03）（英语）.
Hrsg., Detterman, Douglas K. Transfer on trial intelligence, cognition, and instruction. ISBN 0-89391-826-1. OCLC 604308635.
Halpern, Diane F. Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring.. American Psychologist. 1998, 53 (4): 449–455. ISSN 1935-990X. doi:10.1037/0003-066X.53.4.449 （英语）.
McGoey, Kara E.; DuPaul, George J. Token reinforcement and response cost procedures: Reducing the disruptive behavior of preschool children with attention-deficit/hyperactivity disorder.. School Psychology Quarterly. 23/2000, 15 (3): 330–343. ISSN 1939-1560. doi:10.1037/h0088790 （英语）. 请检查|date=中的日期值 (帮助)
Lepper, Mark R.; Greene, David; Nisbett, Richard E. Undermining children's intrinsic interest with extrinsic reward: A test of the "overjustification" hypothesis.. Journal of Personality and Social Psychology. 1973, 28 (1): 129–137. ISSN 0022-3514. doi:10.1037/h0035519 （英语）.
Cameron, Judy; Pierce, W. David; Banko, Katherine M.; Gear, Amber. Achievement-Based Rewards and Intrinsic Motivation: A Test of Cognitive Mediators.. Journal of Educational Psychology. 2005, 97 (4): 641–655. ISSN 0022-0663. doi:10.1037/0022-0663.97.4.641 （英语）.
Schunk, Dale H.; Hanson, Antoinette R. Peer models: Influence on children's self-efficacy and achievement.. Journal of Educational Psychology. 1985, 77 (3): 313–322. ISSN 1939-2176. doi:10.1037/0022-0663.77.3.313 （英语）.
Hattie, John; Biggs, John; Purdie, Nola. Effects of Learning Skills Interventions on Student Learning: A Meta-Analysis. Review of Educational Research. 1996-06, 66 (2): 99–136 [2021-09-03]. ISSN 0034-6543. doi:10.3102/00346543066002099. （原始内容存档于2021-09-28）（英语）.
Anderson, Lorin W. A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives. 2014 [2021-09-03]. ISBN 978-1-292-04284-8. OCLC 961876519. （原始内容存档于2021-09-03）（英语）.
Bloom, Benjamin S. The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring. Educational Researcher. 1984-06, 13 (6): 4–16 [2021-09-03]. ISSN 0013-189X. doi:10.3102/0013189X013006004. （原始内容存档于2021-09-03）（英语）.
Finn, Jeremy D.; Gerber, Susan B.; Boyd-Zaharias, Jayne. Small Classes in the Early Grades, Academic Achievement, and Graduating From High School.. Journal of Educational Psychology. 2005-05, 97 (2): 214–223. ISSN 1939-2176. doi:10.1037/0022-0663.97.2.214 （英语）.
Emmer, Edmund T.; Stough, Laura M. Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education. Educational Psychologist. 2001-06, 36 (2): 103–112 [2021-09-03]. ISSN 0046-1520. doi:10.1207/S15326985EP3602_5. （原始内容存档于2016-11-24）（英语）.
Zimmerman, Barry J; Schunk, Dale H. Educational psychology: a century of contributions : a project of Division 15 of the American Psychological Society. 2014 [2021-09-03]. ISBN 978-1-317-56041-8. OCLC 890164323. （原始内容存档于2021-09-03）（英语）.
Evans, Joy; Hsieh, Peggy Pei-Hsuan; Robinson, Daniel H. Women’s Involvement in Educational Psychology Journals from 1976 to 2004. Educational Psychology Review. 2005-09, 17 (3): 263–271. ISSN 1040-726X. doi:10.1007/s10648-005-5619-1 （英语）.