現今的教育已經漸漸從過去只在乎學生學習成績的高低，轉而開始注重培養學生在求學階段時自我學習的動力，因此對於重視實作、做中學的高職學生來說，自我調節學習的能力固然也是相當的重要。與上一代的父母比較起來，新世代的父母投注更多時間、情感、與財物於子女身上當社會、經濟結構的改變，現在台灣社會以及兩岸都逐漸出現了一個新的名詞「媽寶」，台灣社會在少子化的結果下，父母把子女捧在手心當成寶的畸形社會現象，開始受到大家的討論，現在社會以及各報章雜誌報導依然常討論家中的父母管子女管太多了，造成現在小孩有所謂的媽寶現象。本研究擬探討的問題是父母督導行為與媽寶行為覺知對高職生拖延習慣與自我調節學習之相關研究。
本研究利用問卷調查法，透過回收的597位樣本進行研究，研究發現父母督導行為與媽寶行為覺知呈現正相關，媽寶行為覺知與拖延習慣程度負相關，拖延習慣與自我調節學習中的自我監控、目標設定以及努力與堅持呈現負相關，並且性別在父母督導行為上有顯著的差異，女生受到的父母督導行為來的比男生受到的父母督導行為要來的高；本研究也發現我國私立高職學生男生中，媽寶行為覺知跟私立高職女生有顯著的差異，我國私立高職學生男生中在媽寶行為覺知上比我國私立高職學生女生要來的高；而自我調節學習越高在專業成績的班級排名也越高。

Nowadays, education has gradually transformed from caring students' grades to aiming on their self-learning motivation. Therefore, self-regulated learning ability is quite important for vocational high school students who aim on hands-on learning. Comparing with parents in last generation, parents in this generation pay more attention to their children. Now, both Taiwan and China come up with a new term, "mama's boy."Due to the low birth rate in Taiwan, parents holding their children as treasures in their palms which create a deformed social phenomenon, and many newspapers and magazines begin to discuss this phenomenon.
The questionnaire-survey has been used in data collection, and 597 questionnaires have been returned. From the result of data analysis, we found that parental monitoring behavior has a significant positive correlation with the awareness of mama's boy. On the other hand, awareness in mama's boy has a significant negative correlation between the levels of procrastination. And there is a significant negative correlation between procrastination, self-monitoring, goal setting and efforts of self-regulated learning, and there has a significant difference between male and female students. It shows that higher supervision in girls than boys, and it also has a significant difference between male and female students. This study also found that among vocational students, compared with male students in our country, female students reflected significantly different on mama's boy behavior; in other words, male students showed higher than female students in aware of mama's boy behavior; and those who were higher in self-regulated learning reflected in higher ranking in professional achievements.

中文部分
王金國（2001）。成功學習的關鍵～自我調整學習。課程與教學，5（1），145-164。
王淳（2002）。探討認知、動機、違常人格特質對拖延行為之影響-以習慣觀點之初探研究（未出版之碩士論文）。國立台灣大學心理學研究所碩士論文，臺北市。
王鍾和（1993）。家庭結構、父母管教方式與子女行為表現（未出版之碩士論文）。國立政治大學教育研究所博士論文，臺北市。
吳明隆（2008）。SPSS操作與應用多變量分析實務。台北：五南。
吳明燁（1998）。青少年初期父親與母親管教行為之比較。東吳社會學報，7，39-79。
李佩芬、陳念怡（2013）。「爹寶」、「媽寶」養成關鍵：爸媽放不了手。天下雜誌。取自：http://www.cw.com.tw/article/article.action?id=5052851&page=1
李泠華（2009）。國小學童知識信念、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）。國立高雄師範大學碩博士論文，高雄市。
周子敬（2006）。結構方程模式（SEM）－精通LISREL。臺北縣：全華。
林姿秀（2011）。天下的「媽寶」 都是一樣的父母造成。聯合新聞網。取自：http://udn.com/NEWS/LIFE/X1/8697985.shtml
林宴瑛（2006）。個人目標導向、課室目標結構與自我調整學習策略之關係及潛在改變量分析（未出版之碩士論文）。國立成功大學教育研究所碩士論文，台南市。
林清山、程炳林（1995）。國中生自我調整學習因素與學習表現之關係暨自我調整的閱讀理解教學策略效果之研究。教育心理學報，28，15-58。
林萃芬（2013）。媽寶型員工 教他獨立。經濟日報。取自：http://hr.1111.com.tw/knowledgeDetail.asp?kind=23&lno=1871
林暉（2009）。大一英文課程學生自我調整學習之研究。私立逢甲大學公共政策研究所碩士論文，未出版。
邱瓊平（2013）。台大新生日 學務長：媽寶學生變多了。聯合新聞網。取自：http://mag.udn.com/mag/edu/printpage.jsp?f_ART_ID=475651
侯崇文（1996）。巨視社會控制、微視社會控制與青少年犯罪。犯罪學期刊，2，15-48。
孫世維(1994)。青少年與父母的情感關係：依附的性質與重要性。法商學報，29，295-304。
徐畢卿、鄭惠萍（2002）。雙親教養態度量表在精神衛生的應用。台灣醫學，6（5），765-771。
馬傳鎮（1987）。心理因素與環境因素對少年犯罪之互動性影響（未出版之博士論文）。國立政治大學教育研究所博士論文，台北市。
張文嘉（2007）。國小學生自尊、學習策略與拖延行為之相關研究（未出版之碩士論文）。國立嘉義大學國民教育研究所碩士論文，嘉義市。
張偉豪（2011）。SEM論文寫作不求人。高雄：鼎茂圖書出版股份有限公司。
張瀞文（2013）。沒有「寶媽」哪來「媽寶」大學生？。商業週刊。取自：http://www.businessweekly.com.tw/KWebArticle.aspx?id=52081
教育部（2008）。高職優質化輔助方案。教育部。
教育部（2012）。高職優質化資訊網。取自: http://203.71.198.10/index2.php?inpage=1
許妍飛（譯）（2010）。在家也能蒙特梭利（原作者：Tim Seldin）。台北市：天下雜誌。（原著出版年：2006）
許春金（1986）。青少年犯罪原因論社會控制理論之中國研究。桃園：中央警官學校。
陳順宇（2005）。多變量分析第四版。台北市：華泰書局。
曾秀亭（2010）。父母對青少年子女的監督教養-子女知覺之施行頻率及歸因傾向（未出版之碩士論文）。輔仁大學兒童與家庭學系碩士論文，新北市。
楊芳梅（2007）。針對母親監控、家庭依賴與青少年偏差行為（未出版之碩士論文）。國立嘉義大學家庭教育與諮商研究所碩士論文，嘉義市。
楊國樞（1986）。家庭因素與子女行為：台灣研究的評析。中華心理學刊，28（1）， 7-28。
詹于萱（2004）。良好工作習慣、拖延習慣和工作滿意度、心理健康的關係─以台灣地區臨床心理師為例（未出版之碩士論文）。國立中正大學心理學研究所碩士論文，嘉義縣。
劉怡妡（2011）。『媽寶』養成 女生們避之唯恐不及。yam蕃薯藤新聞。取自：http://tw.myblog.yahoo.com/jw!PafucPOABQX_iprUIVtC_w--/article?mid=778
劉淑媛（2004）。父母教養方式與青少年行為困擾之調查與訪談研究（未出版之碩士論文）。國立成功大學教育研究所碩士論文，台南市。
蔡松甫、蔡睿縈（2012）。男友總是「我媽說」，是孝順，還是媽寶？。大家健康雜誌。取自：http://www.jtf.org.tw/health/Show.asp?This=1507
鄭婷云（2014）青少年父母管教方式、同儕關係與優勢能力表現之相關性研究（未出版之碩士論文）。玄奘大學社會福利與社會工作學系碩士論文，新竹市。
親子天下（2013）。終結媽寶，搶救軟弱兒培養正向勇敢的心。親子天下，51期。
謝吉隆（2012）。臺灣學齡前兒童父母之資訊需求類型與資訊焦慮。台師大圖書館學與資訊科學，38（2），39-51。
謝孟穎（2002）。家長社經背景與學生學業成就關聯性之研究（未出版之碩士論文）。國立嘉義大學國民教育研究所碩士論文，嘉義市。
謝明君（2003）。以習慣的觀點探討因應、情緒與拖延行為的關係（未出版之碩士論文）。國立台灣大學心理學研究所碩士論文，台北市。
謝青儒（2002）。父母參與與子女角色概念、性格特質、幸福感及學業表現之相關研究（未出版之碩士論文）。國立屏東師範大學教育心理與輔導研究所碩士班碩士論文，屏東市。
謝智玲（2007）。異國婚姻家庭的父母管教、參與學校教育與子女行為適應之調查研究。人文暨社會科學期刊，3（2），81-95。
簡茂發（1981）。父母管教子女的基本原則。測驗與輔導，10（5），769-771。
蘇建文（1976）。國中高、低成就學生心目中父母教養態度之分析。國立師範大學教育心理學系教育心理學報，65（5），21-32。

英文部分
Amato-Zech, N. A., Hoff, K. E., & Doepke, K. J. (2006). Increasingon-task behavior in the classroom: Extension of self-monitoringstrategies. Psychology in the Schools, 43(2), 211-221.
Aquilino, W. S. (1996). The returning adult child and parental experience at midlife. C. D. Ryff, M. M. Seltzer (Eds.), The parental experience in midlife, (pp. 423–458). CHI: University of Chicago Press.
Bagozzi, R. P., & Yi, Y.(1990). Assessing method variance in multitrait-multimethod matrices: The case of self-reported affect and perceptions at work. Journal of Applied Psychology, 75, 547-560.
Balli, S. J., Demo, D. H., & Wedman, J. F. (1998). Family involvement with children’s homework: An intervention in the middle grades. Family Relations, 47(2), 149-157.
Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs. NJ: Prentice-Hall.
Barber, B. K. (1996). Parental psychological control: Revisiting a neglected construct. Child Development, 67(6), 3296-3319.
Barnes, G. M., Hoffman, J. H., Welte, J. W., Farrell, M. P., & Dintcheff, B. (2006) Effects of parental monitoring and peer deviance on substance use and delinquency. Journal of Marriage and Family, 68, 1084-1104.
Baumrind, D. (1966). Effects of authoritative control on child behavior. Child Development, 37, 887-907.
Bean, R. A., Bush, K. R., McKenry, P. C., & Wilson, S. M. (2003). The impact of parental support, behavioral control, and psychological control on the academic achievement and selfesteem of African American and European American adolescents. Journal of Adolescent Research, 18, 523–541.
Bell, P. D. (2006). Can factors related to self-regulated learning and epistemological beliefs predict learning achievement in undergraduate asynchronous web-based courses? Perspectives in Health Information Management, 3 (7), 1-17.
Bentler, P. M. (1995). EQS structural equations program manual. Encino, CA: Multivariate Software.
Beswick, G., Rothblum, E. D., & Mann, L. (1988). Psychological antecedents of student procrastination. Australian Psychologist, 23, 207-217.
Bethany, H. (2006). The power of procrastination. Chemical & Engineering News, 84(22), 28-28.
Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational Research, 31(6), 445-457.
Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54(2), 199-231.
Bond, M. J., & Feather, N. T. (1988). Some correlates of structure and purpose in the use of time. Journal of personality and social psychology, 55, 321-329.
Borawski, E. A., Ievers-Landis, C. E., Lovegreen, L. D., & Trapl, E. S. (2003). Parental monitoring negotiated unsupervised time, and parental trust: The role of perceived parenting practices in adolescent health risk behaviors. Journal of Adolescent Health, 33, 60-70.
Briody, R. (1980). An exploratory study of procrastination. (Doctoral dissertation, Brandeis University, 1980). Dissertation Abstracts International, 41, 590.
Brownlow, S., & Reasinger R. D. (2000). Putting off until tomorrow what is better done today：Academic procrastination as a function of motivation to ward College work. Journal of Social Behavior & Personality, 15(5), 15-34.
Byrne, B. B. (2010). Principles and practice of structural equation modeling.NY: Guilford Press.
Carmines, E. G., & John P. McIver (1981). Analyzing Models with Unobserved Variables: Analysis of Covariance Structures. In GW. Bohrnstedt And EF. Borgatta(Eds). Social measurement: Current issues,(pp. 65-115). Beverly Hills. CA: Sage Publications.
Chilcoat, H. D., & Anthony, J. C. (1996). Impact of parent of monitoring on initiation of drug use through late childhood. Journal of the American Academy of Child and Adolescent Psychiatry, 35, 91-100.
Chun Chu, A. H., & Choi, J. N. (2005). Rethinking procrastination: Positive effects of" active" procrastination behavior on attitudes and performance. Journal of Social Psychology, 145(3), 245-264.
Coombs, R. H., & Landsverk, J. (1988). Parenting styles and substance use during childhood and adolescence. Journal of Marriage and the Family, 50, 473-482.
Cottrell, S. A., Branstetter S., Cottrell L., Carole V. Harris C.V., Rishel C., & Stanton B. F. (2007) Development and validation of a parental monitoring Instrument: Measuring how parents monitor adolescents' activities and risk behaviors. The Family Journal , 15, 328.
DiClemente, R. J., Wingood, G. M., Crosby, R., Sionean, C., Cobb, B. K., & Harrington, K. (2001). Parental monitoring: Association with adolescents' risk behaviors. Pediatrics, 107, 1363-1368.
Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3(3), 231-264.
Dignath, C., Buettner, G., & Langfeldt, H. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programs. Educational Research Review, 3, 101-129.
Dignath, C., Büttner, G., & Langfeldt, H. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review, 3, 101-129.
Dishion, T. J., & McMahon, R. J. (1998). Parental monitoring and the prevention of child and adolescent problem behavior: A conceptual and empirical formulation. Clinical Child and Family Psychology Review, 1, 61-75.
Doll, W.J., Xia, W., & Torkzadeh, G. (1994). A confirmatory factor analysis ofthe end-user computing satisfaction instrument. MIS Quarterly, 18(4), 453-461.
Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: the MASRL model. Educational Psychologist, 46 (1), 6-25.
Ellis, A., & Knaus, W. J. (1977). Overcoming procrastination. NY: Signet Books.
Epstein, J. L., Clark, L., Salinas, K. C., & Sanders, M. G. (1997). Scaling up school- family- community connections in Baltimore: Effects on student achievement and attendance. Paper presented at the annual meeting on the American Educational Research Association, Chicago, IL.
Fan, X., Thompson, B., & Wang, L. (1999). Effects of sample size, estimationmethods, and model specification on structural equation modeling fitindexes. Structural Equation Modeling: A Multidisciplinary Journal,6(1), 56-83.
Fee, R.L., & Tangney, J.P. (2000). Procrastination: A means of avoiding shame or guilt? Journal of Social Behavior and Personality, 15(5), 167-184.
Ferrari, J. R. & Pychyl, T. A. (2000). The scientific study Of procrastination: Where have we been and where are we going? Journal of Social Behavior & Personality, 15(5), 3-5.
Ferrari, J. R., Johnson, J. L., & McCown, W.G. (1995). Procrastination and task Avoidance. NY: Plenum Press.
Ferrari, J. R., Keane, S. M., Wolfe, R. N., & Beck, B. L. (1998). The antecedents and consequences of academic excuse-making: Examining individual differences in procrastination. Research in Higher Education, 39, 199–215.
Ferrari, J. R., Parker, J. T., & Ware, C. B. (1992). Academic procrastination: Personality correlates with Myers-Briggs types, self-efficacy, and academic locus of control. Journal of Social Behavior and Personality, 7, 595–602.
Flett, G. L., Hewitt, P. L., & Martin, T. R. (1995). Dimensions of perfectionism and procrastination. In J. R. Ferrari, J. L. Johnson, & W. McCown (Eds.), Procrastination and task avoidance: Theory, research and treatment (pp. 113-136). NY: Plenum Press.
Frey, A., Ruchkin, V., Martin, A., & Schwab-Stone, M. (2009). Adolescents in transition: School and family characteristics in the development of violent behaviors entering high school. Child Psychiatry and Human Development, 40(1), 1-13.
Gibbs, J. J., Giever, D., & Jamie, S. M. (1998). Parental management and self-control: An empirical test of Gottfredson and Hirschi’s general theory. Journal of Research in Crime and Delinquency, 35(1), 40-70.
Grunschel, C., Patrzek, J., & Fries, S. (2012). Exploring different types of academic delayers: A latent profile analysis. Learning and Individual Differences, 23, 225–233.
Hadwin, A. F., Oshige, M., Gress, C. L. Z., & Winne, P. H. (2008).Innovative ways for using gStudy to orchestrate and research socialaspects of self-regulated learning. Computers in Human Behavior, 26(5), 794-805. doi:10.1016/j.chb.2007.06.007.
Hair, J., Anderson, R., Tatham, R., & Black, W. (1998). Multivariate data analysis (5th ed.). Englewood Cliffs, NJ: Prentice-Hall.
Hargis, J. (2000). The self-regulated learner advantage: Learning science on the internet. Electronic Journal of Science Education, 4 (4), 1-8.
Hart, C. H., Newell, L. D., & Olse S. F. (2003). Parenting skills and social-communicative competence in childhood. Handbook of communication and social interaction skills, 753-797.
Hay, C. (2001). Parenting, self-control, and delinquency: A test of self-control theory. Criminology, 39(3), 707-736.
Henderson, A., & Mapp, K. L. (2002 ). A new wave of evidence. The impact of school, family and community connections on student achievement. Austin, TX: Southwest educational development laboratory annual synthesis.
Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740-763.
Ho, S. C., & Willms, J. D. (1996). Effects of parental involvement on eighth-grade achievement. Sociology of Education, 69(2), 126-141.
Hofer, M., Schmid, S., Fries, S., Kilian, B., & Kuhnle, C. (2010). Reciprocal relationships between value orientation and motivational interference during studying and leisure. Journal of Educational Psychology, 80(4), 623-645.
Howell, A. J., Watson, D. C., Powell, R. A., & Buro, K. (2006). Academic procrastination: The pattern and correlates of behavioral postponement. Personality and Individual Differences, 40, 1519–1530.
Howell, A.J., & Watson, D.C. (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences, 43(1), 167-178.
Hu, L.,& Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariancestructure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
Izzo, C. V., Weissberg, R. P., Kasprow, W. J., & Fendrich, M. (1999). A longitudinal assessment of teacher perceptions of parent involvement in children’s education and school performance. American Journal of Community Psychology, 27(6), 817-839.
Jacobson, K. C., & Crockett, L. J. (2000). Parental monitoring and adolescent adjustment: An ecological perspective. Journal of Research on Adolescence, 10, 65-97.
Joreskog, K. G., & Sorbom, D. (1983). LISREL V: Analysis of linear structural relations by the method of maximum likelihood. CHI: Nationa Education Resources.
Joreskog, K. G., & Sorbom, D. (1984). LISREL VI: Analysis of linearstructural relationships by the method of maximum likelihood. Mooresville, IN: Scientific Software Inc.
Kate, F. (2006). Sorry my procrastination assignment is late. Maclean's, 119(8), 56-56.
Kerr, M., & Stattin, H. (2000).What parents know, how they know it, and several forms of adolescent adjustment: Further support for a reinterpretation of monitoring. Developmental Psychology, 36, 366-380.
Kistner, S., Rakoczy, K., Otto, B., Dignath-van Ewijk, C., Büttner, G., & Klieme, E. (2010). Promotion of self-regulated learning in classrooms: Investigating frequency, quality, and consequences for student performance.Metacognition and learning, 5(2), 157-171.
Kline, R. B. (2005). Principles and practice of structural equation modeling. NY: Guilford.
Klingsieck, K. B. (2013). Procrastination: When good things don't come to those who wait. European Psychologist, 18, 24-34.
Knaus, W. J. (2001). Procrastination, blame, and change. Journal of Social Behavior and Personality, 15(5), 153-166.
Lay, C.H. (1986). At last, my research on procrastination. Journal of Research in Personality, 20(4), 474-495.
Li, X., Stanton, B., & Feigelman, S. (2000). Impact of perceived parental monitoring on adolescent risk behavior over 4 years. Journal of Adolescent Health, 27, 49-56.
MacCallum, R. C.,& Hong, S. (1997). Power analysis in covariance structuremodeling using GFI and AGFI. Multivariate Behavioral Research, 32(2),193-210.
Maccoby, E. E. (1984). Socialization and developmental change. Child Development, 55(2), 317-328.
Masui, C., & De Corte, E. (2005). Learning to reflect and to attribute constructively as basic components of self-regulated learning. British Journal of Educational Psychology, 75(3), 351-372.
McManus, T.F. (2000). Individualizing instruction in a web based hypermedia learning environment: Non-linearity, advance organizers, and self-regulated learners. Journal of Interactive Learning Research, 11 (3), 219-251.
Milgram, N. A. (1991). Procrastination. Encyclopedia of human biology, 6, 149–155. New York: Academic Press.
Milgram, N., & Toubiana, Y. (1999). Academic anxiety, academic procrastination, and parental involvement in students and their parents. British Journal of Educational Psychology, 69, 345–361.
Milgram, N., Marshevsky, S., & Sadeh, C. (1995). Correlates of academic procrastination: Discomfort, task aversiveness, and task capability. Journal of Psychology, 129(2), 145-155.
Molden, D. C., & Dweck, C. S. (2006). A Lay theories approach to self-regulation, social perception, and social development. American Psychologist, 61(3), 192-203.1
Montemayor, R. (2001). In J. V. Lerner, R. M. Lerner, & J. Finkelstein (Ed.), Adolescence in America: An encyclopedia, 2, 481-484.Santa Barbara, CA: ABC-CLIO.
Mulaik, S. A. (2009). Linear causal modeling with structural equations. NY: Chapman & Hall/CRC.
Nelson, L.J., Walker, P., L.M., Christensen, K.J., Evans, C.A., & Carroll J.S. (2011). Parenting in emerging adulthood: An examination of parenting clusters and correlates. Journal of Youth and Adolescence, 40(6), 730-743.
Nye, F. I. (1958). Family relationship and delinquent behavior. NY: John Wiley.
Onwuegbuzie, A. J. (2000). Academic procrastinators and perfectionistic tendencies among graduate students. Journal of Social Behavior and Personality, 15(5), 103-109.
Owens, A. M., & Newbegin, I. (1997). Procrastination in high school achievement: A causal structural model. Journal of Social Behavior and Personality, 12(4), 869-887.
Walker, L. M., & Nelson, L. J. (2012). Black hawk down?: Establishing helicopter parenting as a distinct construct from other forms of parental control during emerging adulthood. Journal of Adolescence, 35 (5), 1177-1190.
Perels, F., Gürtler, T., & Schmitz, B. (2005). Training of self-regulatory and problem-solving competence. Learning and Instruction, 15(2), 123-139.
Perozzi, M. E. (2007). Examining adolescent drinking and adolescents’ perceptions of parental monitoring, communication, and parenting style in a rural setting. (Doctoral dissertation, Virginia Polytechnic Institute and State University).
Perry, N. E., & VandeKamp, K. J. O. (2000). Creating classroom contexts that support young children's development of self-regulated learning. International Journal of Educational Research, 33, 821-843.
Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
Raykov, T.,& Marcoulides, G.A. (2006). A first course in structural equationmodeling (2nd ed.). Mawwah, NJ: Erlebaum.
Read, M. A., Neish, A. S., Luscinskas, F. W., Palombella, V. J., Maniatis, T., & Collins, T. (1995). The proteasome pathway is required for cytokine-induced endothelial-leukocyte adhesion molecule expression. Immunity, 2(5), 493-506.
Romero, A.J., & Ruiz, M.G. (2007). Does familism lead to increased parental monitoring?: Protective factors for coping with risky behaviors. Journal of Child and Family Studies, 16(2), 143-154.
Schouwenburg, H. C., & Lay, C. H. (1995). Trait procrastination and the big-five factors of personality. Personality and Individual Differences, 18(4), 481-490.
Schumacker, R. E., & Lomax, R. G. (2004). A beginner's guide to structuralequation modeling. Hillsdale, NJ: Lawrence Erlbaum Associates.
Schunk, D. H. (1989). Self-efficacy and achievement behaviors. Educational Psychology Review, 1(3), 173-208.
Schunk, D. H. (1996). Goal and self-evaluative influences during children’s cognitive skill learning. American Educational Research Journal, 33(2), 359-382.
Shih, C.C., & Gamon, J. (2001). Web-based learning: Relationships among student motivation, attitudes, learning styles, and achievement. Journal of Agricultural Education, 42 (4), 12-20.
Sirois, F. M. (2004). Procrastination and intentions to perform health behaviors: The role of self efficacy and the consideration of future consequences. Personality and Individual Differences, 37, 115–128.
Solomon, L. J., & Rothblum, E.D. (1984). Academic procrastination: Frequency and cognitive behavioral correlates. Journal of counseling Psychology, 31(4), 503-509.
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65-94.
Steel, P., Brothen, T., & Wambach, C. (2001). Procrastination and personality performance,and mood. Personality and Individual Differences, 30, 95-106.
Steinberg, L., Fletcher, A., & Darling, N. (1994). Parental monitoring and peer influences on adolescent substance use. Pediatrics, 93(6), 1060-1064.
Thiede, K. W., Anderson, M. C. M., & Therriault, D. (2003). Accuracy ofmetacognitive monitoring affects learning of texts. Journal ofEducational Psychology, 95(1), 66-73.
Tice, D. & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The cost and benefits of dawdling. Psychological Science, 8, 454–458.
Ullman, J. B. (2001). Structural equation modeling. In B. G. Tabachnick & L. S.Fidell (Eds.), Using multivariate statistics. Needham Heights, MA:Allyn & Bacon.
Waizenhofer, R.N., Buchanan, C.M., & Jackson Newsom, J. (2004). Mothers’ and fathers’ knowledge of adolescents’ daily activities: Its sources and its links with adolescent adjustment. Journal of Family Psychology, 18(2), 348-360.
Waldfogel, J. (2006). What Children Need. London: Harvard University Press.
Waschle, K., Allgaier, A., Lachner, A., Fink, S., & Nuckles, M. (2014). Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning. Learning and Instruction, 29, 103-104.
Wendelien, V. E. (2000). Procrastination: Self-regulation in initiating aversive goals. applied psychology: An International Review, 49(3), 372-390.
Wesley, J. C. (1994). Effects of ability, high school achievement, and procrastinatory behavior on college performance. Educational and Psychological Measurement, 54, 404–408.
Wirth, J., & Leutner, D. (2008). Self-regulated learning as a competence. Journal of Psychology, 216(2), 102-110.
Yukselturk, E., & Bulut, S. (2005). Relationships among self-regulated learning components, motivational beliefs and computer programming achievement in an online learning environment. Journal of Educational Studies, 10(1), 91-112.
Zimmerman, B. J. (1986). Development of self-regulated learning: Which are the key sub processes? Contemporary Educational Psychology, 16, 307-313.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation, 13-39, San Diego, CA: Academic.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An Overview.Theory into Practice, 41(2), 64-70.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. Educational Research Journal, 45(1), 166-183.
Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31(4), 845-862.
Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developingself-regulated learner: Beyond achievement to self-efficacy.Washington: APA.