參考文獻
一、中文部分
王妙雯（2001）。開放教育與內在學習動機、創造力及自尊之相關研究。未出版碩士論文，國立屏東教育大學，屏東市。行政院體育委員會（2002）。運動人口倍增計畫書。台北市：行政院體育委員會。
李文田（1997）。大學生修習體育課意願影響因素之研究。未出版碩士論文，國立體育學院，桃園縣。李志峰、楊慶南（2003）。大葉大學大四學生選修體育課程考量因素與教學滿意度之研究。大葉學報，12，19-28。李清茵（2003）。家庭互動行為、心理需求滿足、關係滿意度與幸福感之相關研究。未出版碩士論文，國立屏東教育大學，屏東市。朱錦水（2005）。大專院校學生網球選修課程學習滿意度之調查研究－以中國文化大學為例。未出版碩士論文，台北巿立體育學院運動科學研究所，台北市。呂碧琴、陳美莉（1999）。台灣大學進修學士班學生修習體育課之意向初探。台大體育，35，9-18。
卓俊伶、簡曜輝、張智惠、楊梓楣與黃鱗棋（1998）。身體活動心理學與動作行為的發展狀況與規劃。台灣師大體育研究，5，117-128。
林季燕（2003）。以自我決定理論預測籃球選手滿足感和退出意圖之研究。未出版碩士論文，國立體育學院，桃園縣。林季燕、季力康（2003）。運動動機量表之編制-信度與效度分析。台灣運動心理學報，2，15-32。邱皓政（2003）。結構方程模式：LISREL 的理論、技術與應用。台北市：雙葉。
邱皓政（2006）。量化研究與統計分析：SPSS 中文視窗版資料分析範例解析。台北市：五南。
邱皓政（譯）（2006）。多層次模型分析導論。台北市：五南 (Kreft, L., & Leeuw, J. D., 1998)。
邱皓政、溫福星（2007）。脈絡效果的階層線性模型分析：以學校組織創新氣氣與教師創意表現為例。教育與心理研究，30，1-35。周宏室、劉照金（2005）。影響台灣地區學生體育態度之關鍵因素研究。大專體育學刊，6，1-15。洪大程、周靈山（2003）。實踐大學學生修習體育課因素之研究。2003台灣體育運動與健康休閒發展趨勢研討會專刊，450-456。
施淑慎（2008）。學業情境中之自主支持與國中生成就相關歷程間關係之探討。教育與心理研究，31 , l -26。陳美華（2001）。彰化師大大四選修體育課考量因素之探討。彰化師大學報，2，79-104。陳智仁（2004），體育課學習滿意度之研究-以高雄市高中職學生為例。未出版碩士論文，台北市立體育學院運動科學研究所，台北市。陳鎰明、何金樑（2005）。體育學門人力資源評估與規劃之研究。2005年國際運動教育學術研討會大會手冊，71-84。
陳冠錦、徐煋煇（2006）。從「方法學」觀點分析大學生選修體育課程考量因素調查之問卷研究。大專體育雙月刊，87，121-126。許崇憲(2003）。家庭與學校變項對學生學業成就動機的影響—一個後設分析。未出版博士論文，國立政治大學，台北市。高新建（1997）。階層線性模式在內屬結構教育資料上的應用：以數學學習機會為例。國家科學委員會研究彙刊：人文及社會科學，7，597-611。黃芳銘（2004）。結構方程模式整體適配度評鑑議題之探究。2004 統計方法學論壇：結構方程模式方法學的開展研討會。台北市：台灣統計方法學會。
彭台光、林鉦棽（2006）。多層次管理研究：分析層次的概念、理論和方法。管理學報，23，649-675。張春興（1989）。張氏心理學辭典。台北市：東華。
張耀騰（1996）。大專學生對體育課滿意度偏低原因之探討。大專體育雙月刊，27，126-132。湯秀枝（1996）。中台醫事專校體育課實施興趣選項分組學生學習態度之調查研究。中台醫專學報，9，187-222。楊建隆（1998）。台灣地區大四學生選修體育課考量因素之研究。大專體育雙月刊，35，81-89。溫福星（2006）。階層線性模式：原理、方法與應用。台北市：雙葉。
廖佩如（2002）。逢甲大學學生體育課認知、滿意度及選修意願調查。逢甲人文社會學報，5，147-164。
鄭嘉勝（2004）。教練領導風格與運動員參與動機之關係研究：自主性、關係感及勝任感之中介效果。未出版碩士論文，國立台北教育大學，台北市。蔡銘仁（2007）。國中生體育課參與動機及其身體活動的探討-應用自我決定理論。未出版碩士論文，國立臺灣師範大學，台北市。二、外文部分
Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Academic of Marketing Science, 16, 76-94.
Benter, P. M., & Wu, E. J. C. (1993). EQS: Windows user’s guide. Los Angeles: BMDP Statistical Software.
Black. A. F., & Dcci. F. L. (2000). The effects of instructors’
autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84, 740-756.
Biddle, S. (2001). Enhancing motivation in physical education. In G. C. Roberts (Ed.), Advances in motivation in sport and exercise (pp. 101-127). Champaign, IL: Human Kinetics.
Brickman, S. J., & Miller, R. B. (2001). The impact of sociocultural context on future goal and self regulation. In D. M. Mclnerney & S. Van Etten (Eds.), Research on socioculrural influences on motivation and learning (pp. 119-138). Greenwich, CT: Information Age Publishing.
Byrne, B. M. (1998). Structural equation modeling with LISREL, PRELIS and SIMPLIS: Basic concepts, applications and programming. Mahwah, NJ: Lawrence Erlbaum Associates.
Coakley, J., & White, A. (1992). Making decisions: Gender and sport participation among British adolescents. Sociology of Sport Journal, 9, 20-35.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Eribaum.
Cross, S. E., & Markus, H. R. (1999). The cultural constitution of personality. In L H. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (pp. 378-396). New York: Guilford.
deCharms, R. (1968). Personal causation: The internal affective determinants of behavior. New York: Academic Press.
Deci, E. L. (1975). Intrinsic motivation. New York: Plenum Press.
Deci, E. L., Nezlek, J., & Sheinman, L. (1981). Characteristics of the rewarder and intrinsic motivation of the rewardee. Journal of Personality and Social Psychology, 40, 1-10.
Deci, E. L., & Ryan, R. M. (1985a). The general causality orientation scale: Self-determination in personality. Journal of Research in Personality, 19, 109-134.
Deci, E. L., & Ryan, R. M. (1985b). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
Deci, E. L., & Ryan, R. M. (1991a). A motivational approach to self: Integration in personality. In R. Dienstbier (Ed.), Nebraska symposium on motivation: Perspectives on motivation (pp. 237-288). Lincoln, NE: University of Nebraska Press.
Deci, E. L., & Ryan, R. M. (1991b). Intrinsic and extrinsic direction: Classic definitions and new direction. Contemporary Educational Psychology, 25, 54-67.
Deci, E. L., & Ryan, R. M. (2000). The ―what‖ and ‖why‖ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.
Duda, J.L. (2001). Achievement goal research in sport: Pushing the boundaries and clarifying some misunderstandings. In G. C. Roberts (Ed.). Advances in motivation in sport and exercise pp. 129-182). Champaign. IL: Human Kinetics.
Edmunds, J. E., Ntoumanis, N., & Duda, J. L. (2006). A test of self-determination in the exercise domain. Journal of Applied Social Psychology, 36, 2240-2265.
Ferrer-Caja, E., & Weiss, M.R. (2000). Predictors of intrinsic motivation among adolescent students in physical education. Research Quarterly for Exercise and Sport, 71, 267-279.
Fortier, M. S., Vallerand, R. J., & Guay, F. (1995). Academic motivation and school performance: Toward a structural model. Contemporary Educational Psychology, 20, 257-274.
Gagné, M. (2003). The role of autonomy support and autonomy orientation in prosocial behavior engagement. Motivation and Emotion, 27, 199-223.
Goudas, M., Biddle, S. J. H., & Fox, K. R. (1994). Perceived locus of causality, goal orientations, and perceived competence in school physical education classes. British Journal of Educational Psychology, 64, 453-463.
Guay, F., & Vallerand, R. J. (1997). Social context, student’s motivation, and academic achievement: Toward a process model. Social Psychology of Education, 1, 35-38.
Hagger, M. S., Chatzisarantis, N. L. D., Barkoukis, V., Wang, C. K. J., & Baranowski, J. (2005). Perceived autonomy support in physical education and leisure-time physical activity: A cross-cultural evaluation of the trans-contextual model. Journal of Educational Psychology, 97, 287-301.
Hagger, M. S., Chatzisarantis, N. L. D., Culverhouse, T., & Biddle, S. J. H. (2003). The processes by which perceived autonomy support in physical education promotes leisure-time: A trans-contextual model. Journal of Educational Psychology, 95, 784-795.
Hagger, M. S., Chatzisarantis, N. L. D., & Harris, J. (2006). From psychological need satisfaction to intentional behavior: Testing a motivational sequence in two behavioral contexts. Personality and Social Psychology Bulletin, 32, 131-138.
Harter, S. (1978). Effective motivation reconsidered. Human Development, 21, 34-64.
Iyengar, S. S., & Lepper, M. R. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76, 349-366.
Jöreskog, K. G., & Sörbom, D. (1989). LISREL 7: A Guide to the program and applications. Chicago: SPSS Inc.
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39, 31-36.
Kasser, V., & Ryan, R. M. (1999). The relation of psychological needs for autonomy and relatedness to vitality, well-being, and mortality in a nursing home. Journal of Applied Social Psychology, 29, 935-954.
Koestner, R., Bernieri, F., & Zuckerman, M. (1992). Self-determination and consistency between attitudes, traits, and behaviors. Personality and Social Psychology Bulletin, 18, 52-59.
Kozlowski, S. W. J., & Klein, K. J. (2000). A multi-level approach to theory in organizations: Contextual, temporal, and emergent processes. In K. Klein, & S. W. J. Kozlowski (Eds.), Multilevel theory, research, and methods in organizations (pp. 3-90). San Francisco: Jossey-Bass.
Li, F. (1999). The exercise motivation scale: Its multifaceted structure and construct validity. Journal of Applied Sport Psychology, 11, 97-115.
Markus. H. R., & Kitayama, S. K. (2003). Models of agency: Sociocultural diversity in the construction of action, In V. Murphy-Berman & J. J. Berman (Eds.), Nebraska Symposium on Motivation: Vol. 49, cross-cultural differences in perspectives on the self (pp. 1-57). Lincoln, NE: University of Nebraska Press.
McAuley, E., Duncan, T., & Tammen, V. V. (1989). Psychometric properties of the intrinsic motivation inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise and Sport, 60, 48–58.
Ntoumanis, N. (2001). A self-determination approach to the understanding of motivation in physical education. British Journal of Educational Psychology, 71, 225-242.
Ntoumanis, N. (2005). A prospective study of participation in optional school physical education based on self-determination theory. Journal of Educational Psychology, 97, 444-453.
Ommundsen, Y., & Kvalø, S. E. (2007). Autonomy-mastery, supporitive or performance focused? Different teacher behaviors and pupils’ outcomes in physical education. Scandinavian Journal of Educational Research, 51, 385-413.
Papaioannou, A., Marsh, H.W., & Theodorakis, Y. (2004). A multilevel approach to motivational climate in physical education and sport settings: An individual or a group level
construct? Journal of Sport and Exercise Psychology, 26, 90-118.
Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods. Thousand Oaks, CA: Sage.
Reeve, J., Deci, E. L., & Ryan, R. M. (2004). Self-determination theory: A dialectical framework for understanding socio-cultural influences on student motivation. In S. Van Etten, & M. Pressley (Eds.), Big theories revisited (pp. 31-60). Greenwich, CT: Information Age Press.
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students engagement by increasing teachers autonomy support. Motivation and Emotion, 28, 147-169.
Ryan, R. M. (1993). Agency and organization: Intrinsic motivation, autonomy and the self in psychological development. In R. Dientsbier (Ed.), The Nebraska symposium on motivation (pp. 1-56). Lincoln, NE: University of Nebraska Press.
Ryan, R. M. (1995). The integration of behavioral regulation within life domains. Journal of Personality, 63, 397-429.
Ryan, R. M., & Deci, L. E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
Ryan, R. M., & Deci, L. E. (2002). Overview of self-determination theory: An organismic dialectical perspective. In E. L. Deci, & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3-33). Rochester, NY: University of Rochester Press.
Ryan, R. M., & Deci, L. E. (2007). Active human nature: Self-determination theory and the promotion and maintenance of sport, exercise, and health. In M. S. Hagger & N. L. D. Chatzisarantis (Eds.), Intrinsic motivation and self-determination in exercise and sport (pp. 1-19). Champaign, IL: Human Kinetics.
Sheldon, K. M., Elliot, A. J., Kim, Y., & Kasser, T. (2001). What is satisfying about satisfying events? Testing 10 candidate psychological needs. Journal of Personality and Social Psychology, 80, 325-339.
Standage, M., Duda, J. L., & Ntoumanis, N. (2003). A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intention. Journal of Educational Psychology, 95, 97-110.
Standage, M., Duda, J. L., & Ntoumanis, N. (2006). Students’ motivational processes and their relationship to teacher ratings in school physical education: A self-determination theory approach. Research Quarterly for Exercise and Sport, 77, 100-110.
Standage, M., Duda, J. L., & Pensgaard, A. M. (2005). The effect of competitive outcome and task-involving, ego-involving, and co-operative structures on the Psychological well-being of individuals engaged in a co-orientation task. Motivation and Emotion, 29, 41-68.
Standage, M., & Gillison, F. (2005). Examining the relationship between exercise motivation and habitual ―out of school physical activity: The role of school physical education. Proceedings of the British Psychology Society, 13, S97.
Taylor, I. M., Ntoumanis, N., & Standage, M. (2008). A self-determination theory approach to understanding the antecedents of teachers’ motivational strategies in physical education. Journal of Sport and Exercise Psychology, 30, 75-94.
Theodosiou, A., & Papaioannou, A. (2006). Motivational
climate, achievement goals and metacognitive activity in physical education and exercise involvement in out-of-
school settings. Psychology of Sport and Exercise, 7, 361-379.
U.S. Department of Health and Human Services. (1996). Physical activity and health: A report of the Surgeon General. Washington, DC: Author.
Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M. P. Zanna (Ed.), Advance in experimental social psychology (pp. 271-360). San Diego, CA: Academic Press.
Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72, 1161-1176.
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senècal, C., & Vallières, E. F. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the academic motivation scale. Educational and Psychological Measurement, 53, 159-172.
White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66, 297-333.
Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70, 767-779.
Williams, G. C., Grow, V. M., Freedman, Z., Ryan, R. M., & Deci, E. L. (1996). Motivational predictors of weight loss and weight-loss maintenance. Journal of Personality and Social Psychology, 70, 297-333.
Zohar, D. (2000). A group-level model of safety climate: Testing the effect of group climate on micro-accidents in manufacturing jobs. Journal of Applied Psychology, 85, 587-596.