參考書目
一、中文部分
毛國楠、程炳林（民82）。目標層次與目標導向對大學生自我調整學習歷程之影響。教育心理學報，26，85-106。吳元良（民85）。不同數學課程、性別、社經地位的國小學生在數學態度及成就上比較之研究。國立屏東師範學院國民教育研究所碩士論文。吳知賢（民85）。歸因在訓練對國小兒童自我效能及學業成就之影響研究。國民教育研究集刊，2，1-36。
吳淑珠（民87）。國小學童自我概念、數學學習動機與數學成就的關係。國立屏東師範學院國民教育研究所碩士論文。呂祝義（民87）。國民中學輔導人員自我調整模式之建構與驗證研究。國立高雄師範大學教育學系博士論文。李明堂（民76）。常模參照回饋、自我參照回饋對國小學童成敗歸因、成就動機、測試焦慮影響之研究。國立高雄師範大學教育研究所碩士論文。李美鈴（民86）。教學取向與閱讀能力對國小學童閱讀後設認知訓練成效影響之研究。國立高雄師範大學教育學系碩士論文。林邦傑（民84）。我國國小、國中、高中學生學習及讀書策略之比較分析。中國測驗學會測驗年刊，42，349-370。林崇德主編（民84）。當代兒童青少年心理學的進展。台北：五南。
林清山、程炳林（民84）。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，28，15-27。邱皓政（民90）。量化研究與統計分析。台北：五南。
高石城（民88）。數學新課程對學生數學解題能力與數學態度影響之研究。國立台南師範學院初等教育研究所碩士論文。涂金堂（民84）。國小學生後設認知、數學焦慮與數學解題表現之相關研究。國立高雄師範大學教育研究所碩士論文。張芝萱（民84）國民小學資優生學習動機、學習認知、學習方式偏好與學校生活素質感之相關研究。國立新竹師範學院初等教育研究所碩士論文。張春興（民85）。現代心理學。台北：東華。
張春興（民86）教育心理學-三化取向的理論與實踐。台北：東華。
張景媛（民81）。自我調整、動機信念、選題策略與作業表現關係的研究暨自我調整訓練課程效果之評估。教育心理學報，25，201-243。張景琪（民90）。國小學童數學科學習信念、目標取向、學習策略與數學學業成就之相關研究。國立花蓮師範學院國民教育研究所碩士論文。陳正昌、程炳林（民90）。SPSS、SAS、BMDP統計軟體在多變量統計上的應用。台北：五南。
陳玉玲（民84）。目標設定、目標投入與自我效能對國小學生數學作業表現的影響。國立高雄師範大學教育系碩士論文。陳李綢（民81）。認知發展與輔導。台北：心理。
陳品華（民89）。二專生自我調整學習之理論建構與實證研究。國立政治大學教育研究所博士論文。陳密桃（民79）。國民中小學生後設認知及其與閱讀理解之相關研究。國立政治大學博士論文。
陳湘琪（民88）。國小六年級學生數學自我調整學習與解題表現之關係。國立嘉義師範學院國民教育研究所碩士論文。陳嘉成（民88）。成就目標、氣候動機、自我歷程與自我調整策略、持續學習動機和數學成就之關係。國立政治大學教育系博士論文。陸怡琮（民85）資訊檢索技能發展之研究。八十五年國科會專題研究報告。（NSC 85-2418-H-153-001）。
曾心怡（民88）。性別、班級組成形式、師生互動與學習動機：以高三自然組物理科為例。國立花蓮師範學院國民教育研究所碩士論文。曾玉玲（民82）。台北市高智商低成就國中學生學習信念與相關因素之探討。國立政治大學教育研究所碩士論文。程炳林（民80）。國民中小學生激勵的學習策略之相關研究。國立政治大學教育研究所碩士論文。程炳林（民84）。自我調整學習的模式驗證及其教學效果之研究。國立台灣師範大學教育心理與輔導研究所博士論文。程炳林（民89）。國中生認知/意動成分與學習表現之相關研究。師大學報，45（1），43-59。
程炳林、林清山（民89）。行動控制教學課程之教學效果研究。教育心理學報，31(2)，1-22。項必蒂（民80）。師院生學習教育心理學之動機與策略及其相關因素研究。國立政治大學教育研究所博士論文。趙柏原（民88）。國中生自我效能、求助態度與課業求助行為之相關研究。國立彰化師範大學教育研究所碩士論文。劉佩雲（民87）。兒童自我調整學習之研究。國立政治大學教育研究所博士論文。劉信雄（民81）。國小學生認知風格、學習策略、自我效能與學業成就關係之研究。國立政治大學教育研究所博士論文。鄭芬蘭（民84）。目標導向因果模式之驗證暨目標導向教學實驗方案之效果研究。國立台灣師範大學教育心理與輔導研究所博士論文。鄭麗玉（民86）。認知心理學-理論與應用。台北：五南。
魏麗敏（民85）。影響國小兒童數學成就之自我調節學習與情感因素分析及其策略訓練效果之研究。國立台灣師範大學教育心理與輔導研究所博士論文。二、英文部分
Bandura, A. (1982). Self-efficacy mechanism in human. American Psychologist, 37, 122-147.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NY: Prentice-Hall.
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and human Decision Processes, 50, 248-287.
Bandura, A., & Cervone, D. (1983). Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal system. Journal of Personality and Social Psychology, 45, 1017-1028.
Betz, N. E. (1978). Prevalence, distribution, and correlates of math anxiety in collage students. Journal of Counseling Psychology, 25, 441-448.
Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding. Hillsdale, NJ: Lawrence Erlbaum.
Brown, A. L., Bransford, J. D. Ferrara, R. A., & Campione, J. C. (1983). Learning, remembering, and understanding. In J. H. Flavell & E. M. Markman (Eds.), Handbook of Child Psychology: Cognitive Development (vol.3). NY: Wiley.
Corno, L. (1989). Self-regulated learning : A volitional analysis . In D. H. Shunk & B. J. Zimmerman (Eds.), Self-regulated learning and academic achievement : Theory, research, and practice. NY: Spring-Verlag.
Cox, K. E., & Guthrie J. T. (2001). Motivational and cognitive contributions to student’s amount of reading. Contemporary Educational Psychology, 26,116-131.
de Jong, F. P. C. W. (1990). Self-regulation trained in mathematics. In J. M. Pieters, K. Brever, & P. R. J. Simons (Eds.), Learning environments: Contributions from dutch and german research (pp.299-303). Berlin: Spring Verlag.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychology, 34, 906-911.
Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding. Hillsdale, NJ: Lawrence Erlbaum.
Hackett, G., & Betz, N. E. (1989). An exploration of the mathematics self-efficacy mathematics task performance correspondence. Journal for Research in Mathematics Education, 20, 261-273.
Jacobs, J. E. & Prais, S. G. (1987). The benefits of informed instruction for childern’s reading awareness and comprehension skills. Child Development, 55, 2083-2093.
Kuhl, J. (1984). Volitional aspects of achievement motivation and learned helplessness: Toward a comprehensive theory of action control. In B. A. Maher (Ed.), Progress in Experimental Personality Research (Vol. 13, pp. 99-171). NY: Academic Press.
Kuhl, J. (1985).Volitional mediators of cognitive-behavior consistency: Self-regulatory processes and action versus state orientation. In J. Kuhl & J. Beckman (Eds.), Action control: From cognition to behavior (pp.101-128). NY: Springer-Verlag.
Kuhl, J., & Kraska, K. (1989). Self-regulation and metamotivation: computational mechanisms, development, and assessment. In R. Kanfer, P.L. Ackerman, & R. Cudeck(Eds.), Abilities, motivation, and methodology: The minneapolis symposium on learning and individual differences(pp.343-374). Hillsdale:Erlbaum.
Lent, R. W., Brown, S. D., & Larkin, K. C. (1984). Relation of self-efficacy expectations to academic achievement and persistence. Journal of Counseling Psychology, 31(3), 356-362.
Lent, R. W., Lopez, F. G., & Bieschke, K. J. (1991). Mathematics self-efficacy: sources and relation to science-based carrer choice. Journal of Counseling Psychology, 38, 424-430.
Malpass, J.R.; And Others (1996). Self-regulation, goal orientation, self-efficacy, and math achievement. Paper presented at the annual meeting of the American Education Research Association, New York.
Markus, R. E. & Wurf, E. (1987). The dynamic self-concept: A social psychological perspective. Annual Review of Psychology, 38, 299-337.
McCombs, B. L. (1989). Self-regulated learning and academic achievement: A phenomenological view. In B. J. Zimmerman & Schunk D. H. (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp.170-200). NY: Spring-Verlag.
Meece, J. L., & Blumenfeld, P. C. (1988). Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80(4), 514-523.
Paris, S. G. & Winograd, P.(1990). How metacognition can promote academic learning and instruction. In B. F. Jones & Idol, L.(Eds.), Dimensions of thinking and cognitive instruction (pp.15-52). Hillsdale, NJ: Lawrence Erlbaum.
Paris, S. G., & Byrnes, J. P. (1989). The constructivist approach to self-regulation and learning in the classroom. In B. J. Zimmerman & Schunk D. H. (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp.170-200). NY: Spring-Verlag.
Paris, S. G., Cross, D. R. & Lipson, N. Y. (1984). Informed strategies for learning: A program to improve children’s reading awareness and comprehension. Journal of Educational Psychology, 76, 1239-1252.
Pintrich, P. R. (1986). Motivation and learning strategies interactions with achievement. Paper presented at the American Educational Research Association Convention, San Francisco, California.
Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. In C. Ames, & M. Maehr (Eds.), Advances in motivation and achievement: Motivation enhancing environments, 6, ( pp.117-160). CT: JAI Press.
Pintrich, P. R. (1995). Understanding self-regulated learning. New Directions for Teaching and Learning, 63, 3-12.
Pintrich, P. R., & DeGroot, E.V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
Pokay, P., & Blumenfeld, P. C. (1990). Predicting achievement early and late in the semester: The role of motivation and use of learning strategies. Special Section: Motivation and efficacy in education: Research and new directions. Journal of Educational Psychology, 82(1), 41-50.
Pressley, M. (1989). Metacognitive benefits of taking a test for children and young adolescents. Journal of Experimental Child Psychology, 47, 430-450.
Pressley, M., Ross, K. A., Lewin, J. R., Ghatala, E. S., & Ahmad, M. (1987). Test monitoring in young grade school children. Journal of Experimental Child Psychology, 43, 96-111.
Ryan, A. M. & Pintrich, P. R. (1997). “Should I ask for help?” The role of motivation and attitudes in adolescents’ help seeking in math class. Journal of Educational Psychology, 89, 329-341.
Schneider, W. (1985). Developmental trends in the metamemory-memory behavior relationship: An integrative review. In D.L. Forrest-Pressley, G.E. Mackinnon, & T.C. Waller (Eds.), Cognition, metacognition, and performance. NY: Academic Press.
Schunk, D. H. (1982). Effects of effort attributional feedback on children’s perceived self-efficacy and achievement. Journal of Educational Psychology, 74(4), 548-556.
Schunk, D. H., & Hanson, A. R. (1985). Peer models: Influence on self-efficacy and achievement. Journal of Educational Psychology, 77(3), 313-322.
Schunk, D. H. (1989). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & Schunk D. H. (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp.83-110). NY: Spring-Verlag.
Schunk, D. H. (1994). Self-regulation of self-efficacy and attributions in academic settings. IN D. H., Schunk & B. J., Zimmerman (Eds.), Self-regulation of learning and performance (pp.75-100). Hillsdale, NJ : Lawrence Erlbaum.
Skinner, E. A., Wellborn, J. G., & Connell, J. P. (1990). What it take to do well in school and whether I’ ve got it: A process model of perceived control and children’s engagement and achievement in school. Journal of Educational Psychology, 82, 22-32.
Sternberg, R.J. (1999). Cognitive Psychology. Fort Worth,TX: Harcourt College.
Taylor, M. S., Locke, E. A., Lee, C., & Gist, M. N. (1984). Type A behavior and faculty research productivity: What are the mechanisms? Organizational Behavior and Human Performance, 34, 402-418.
Travers, N. L. & Sheckley, B. G. (2000). Changes in students’ self-regulation based on different teaching methodologies. Paper presented at the Annual Meeting of the Association for Institutional Research. (Cincinnati, OH, May 21-24).
Williams-Miller & Janice E. (1996). The relation between efficacy for self-regulated learning and domain-specific academic performance, controlling for test anxiety. Journal of Research and Development in Education .29(2),77-80.
Williams-Miller & Janice E. (1998). The role of test anxiety in the self-regulated learning to motivation relationship. Paper presented at the Annual Meeting of the American Educational Research Associatioin (San Diego, CA, April 13-17)
Wine, J. D. (1971). Test anxiety and direction of attention. Psychological Bulletin, 76, 92-104.
Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11, 307-313.
Zimmerman, B. J. (1989). Models of self-regulated learning and academic achievement. In B. J. Zimmerman & Schunk D. H. (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp.1-25). NY: Spring-Verlag.
Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In. D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp.1-19). NY: The Guilford Press.
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student difference in self-regulated learning : Relating Grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59.
Zimmerman, B. J., & Martinez-pons, M. (1992). Perceptions of efficacy and strategy use in the self-regulation of learning. In D. H. Schuck & J. L. Meece (Eds.), Student perceptions in the classroom (pp. 185-207). Hillsdale, NJ: Lawrence Erlbaum.
Zimmerman, B. J., Bandura, A., & Martinez-pons, M. (1992). Self-motivation for academic attainment: the role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663-676.