中文文獻
王政彥（2003）。成人自我調控學習理論向度之分析及評量工具之發展（2/2）。行政院國家科學委員會專題研究成果報告（報告編號：NSC91-2413-H-017-001）。
王順興（2001）。網路上目標設定環境的建置以閱讀網站為例。國立中央大學資訊工程研究所碩士論文，未出版。古禮權（2004）。基於目標設定理論之班級兒童閱讀學習環境建置與評量。國立中央大學資訊工程研究所碩士論文，未出版。白明靜（2007）。「自我調整策略方案」對國中生英語科自我調整輔導成效之研究。國立東華大學教育研究所碩士論文，未出版。石貴平、高台茜、陳宏璋、許智勛、洪振榮（2006）。自律學習管理系統的設計與製作以支援自律學習。南大學報，40（2），1-24。吳文雄（2002）。電腦技能學習者過去的績效、目標認同、電腦自我效能及電腦績效因果關係之驗證－社會認知理論與目標設定理論的整合。師大學報：科學教育類，47（1），39-54。吳明芳（2007）。網路化檔案評量標準與信、效度之建立。國立臺北科技大學技術及職業教育研究所碩士論文，未出版。巫博瀚（2005）。以結構方程模式檢驗自我調整學習對國中生學習成就之影響。國立臺灣科技大學技術及職業教育研究所碩士論文，已出版。杜麗君（2005）。目標設定訓練課程對不同能力水準國小學生後設認知、動機、自我調整學習與數學學業表現影響之效果研究。國立臺灣師範大學教育心理與輔導學系碩士論文，未出版。卓宜青、劉旨峰、袁賢銘、林珊如（2001）。網路化學習歷程檔案系統之設計及同儕評量。論文發表於第五屆全球華人學習科技研討會(GCCCE/ICCAI 2001)。中壢：國立中央大學。林重岑（2003）。高中職學生自我調節學習的結構模式分析。國立彰化師範大學教育研究所碩士論文，未出版。林桑瑜（2002）。高中生自我調整學習策略之研究。國立成功大學教育研究所碩士論文，未出版。林朝敏（2004）。網路學習歷程檔案系統中提供自動化工作日誌支援同儕互評之研究。國立臺南師範學院教師在職進修資訊碩士論文，未出版。邱文彬、萬金生、林泰安（2004）。大專生自我效能、目標設定、歸因與英語成就的驗證性研究：縱貫性設計。教育與心理研究，27（3），507-525。
洪振榮（2006）。超互動式自律學習系統之設計、製作及實驗探討。淡江大學資訊工程學系碩士論文，未出版。張春興（2007）。教育心理學－三化取向的理論與實踐（重修二版）。臺北：東華出版社。
張鶴嚴（2005）。利用可升級之同伴促進目標設定與同儕互助。國立中央大學網路學習科技研究所碩士論文，未出版。許智勛（2005）。應用於自律學習之自律學習系統的設計與製作。淡江大學資訊工程學系碩士在職專班碩士論文，未出版。陳年興、林甘敏（2002）。網路學習之學習行為與學習成效分析。資訊管理學報，8（2），121-133。陳志銘、黃鼎均（2006）。以自律學習機制支援個人化網路學習系統之學習成效研究。論文發表於台灣教育學術研討會。花蓮：國立花蓮教育大學。
陳虹瑾（2007）。國中生社會目標歷程分析：環境社會與成目標模式之檢驗。國立成功大學教育研究所碩士論文，未出版。陳偉瑀、王俊明（2007）。自我調整學習之目標設定與自我監控對大學生運動技能學習表現的影響。臺灣運動心理學報，10，57-86。程炳林（2001）。動機、目標設定、行動控制、學習策略之關係：自我調整學習歷程模式之建構及驗證。師大學報：教育類，46（1），67-92。程炳林（2005）。目標層次、回饋訊息對數學工作表現與學習動機之效果：考量國中生的控制信念。教育心理學報，36（3），265-286。
黃素芬（2005）自設目標、自我效能及自我監控對桌球自我調整學習的影響。臺灣運動心理學報，6，1-30。黃國禎、朱蕙君、陳佐霖、王姿婷、曾秋蓉、黃國豪（2007）。線上自律學習輔助系統之研究與實證。科學教育學刊，15（3），317-334。黃智淵、陸怡琮（2006）。閱讀自我調整策略教學對不同閱讀能力的國小學童之影響。屏東教育大學學報，24，81-106。
劉照庭（2002）。目標導向對電腦技能學習的影響。國立臺灣師範大學資訊教育研究所碩士論文，未出版。蔡旻芳（2001）。網路學習之學習歷程分析系統。國立中山大學資訊管理研究所碩士論文，未出版。蔡淑薇（2004）。高中職學生學習風格、自我調整學習與學業成就之關係。彰化師範大學輔導與諮商系碩士論文，未出版。蕭顯勝、林建佑（2008）。具自律學習機制之模擬教學系統成效探討。發表於第四屆台灣數位學習發展研討會。臺中：國立臺中教育大學。
謝幸玲（2005）。網路同儕評量回饋功能及自我調制歷程。國立中央大學網路與教學研究所碩士論文。未出版。魏君容、潘靖瑛（2005）。應用合作學習與自我調整學習於英文閱讀理解教學之探析。發表於大學英文教學的理論與課程實施研討會。花蓮：慈濟大學。
龐維國（2005）。自主學習—學與教的原理與策略。中國：華東師範大學。
英文文獻
Ainley, M. & Patrick, L. (2006). Measuring self-regulated learning processes through tracking patterns of student interaction with achievement activities. Educational Psychology Review, 18, 267-286.
Bergman, T. (2004). Digital portfolios. Retrieved Jan. 3, 2008, from: http://www.mehs.educ.state.ak.us/why.htm
Carroll, A., Houghton, S., Durkin, K., & Hattie, J. (2001). Reputation enhancing goals: Integrating reputation enhancement and goal setting theory as an explanation of delinquent involvement. In F. Columbus (Ed.), Advances in Psychology Research, Vol. IV(Ch 7). New York: Nova Science Publishers Inc.
Chang, C. C. (2002). Assessing and analyzing the effects of WBLP on learning processes and achievements: Using the electronic portfolio for authentic assessment on university students'' learning. Paper presented at the World Conference on Educational Multimedia, Hypermedia & Telecommunications. (ERIC Document Reproduction Service No. ED 476 984)
David, D., Song, M., Hayes, A., & Fredin, E. S. (2007). A cyclic model of information seeking in hyperlinked environments: The role of goals, self-efficacy, and intrinsic motivation. International Journal of Human-Computer Studies, 65(2), 170-182.
Heo, H. (2000). Theoretical underpinnings for structuring the classroom as self-regulated learning environment. Educational Technology International, 2(1), 31-50.
Huang, R. & Zhou, Y. (2005). Designing blended learning focused on knowledge category and learning activities. Case studies from Beijing Normal University.
Jones, M. (2006) Teaching self-determination: Empowered teachers, empowered students. Teaching Exceptional Children, 39, 12-17.
Jones, V. F. & Jones, L. S. (2004). Comprehensive classroom management. Boston: Allyn & Bacon.
Kuhl, J. (2000). A functional-design approach to motivation and self-regulation: The dynamics of personality systems and interactions. In M. Boekaerts & P. R. Pintrich(Eds.), Handbook of self-regulation(pp. 111-169). San Diego: Academic Press.
Lee, J. K., & Lee, W. K. (2008). The relationship of e-Learner’s self-regulatory efficacy and perception of e-Learning environmental quality. Computers in Human Behavior, 24, 32-47.
Locke, E. A. & Latham, G. (2002). Building a practically useful theory of goal setting and task motivation. American Psychologist, 57 (9), 705-717.
Lougheed, P., Bogyo, B., Brokenshire, D., & Kumar, V. (2005). Formalizing electronic portfolios in the SPARC ePortfolio tool. Paper prestented at Applications of Semantic Web Technologies for E-Learning workshop at the Third International Conference. The Netherlands: Eindhoven.
Mellalieu, S. D., Hanton, S., & O’brien, M. (2006). The effects of goal setting on rugby performance. Journal of Applied behavior Analysis, 39, 257-261.
Miller, R. B. & Brickman, S. J. (2004). A model of future-oriented motivation and self-regulated. Educational Psychology Review, 16(1), 9-33.
Mitchel, T. R. & Daniels, D. (2003). Motivation. In W. C. Borman, D. R. Ilgen, & R. J. Klimoski (Eds.), Handbook of psychology, vol. 12: Industrial organizational psychology (pp. 225-254). New York, Wiley: Hoboken.
Nurmi, J. E., Aunola, K., Salmela-Aro, K., & Lindroos, M. (2003). The role of success expectation and task-avoidance in academic performance and satisfaction: Three studies on antecedents, consequences and correlates. Contemporary Educational Psychology, 28, 59-90.
Perels, F., Gürtler, T., & Schmitz, B. (2005). Training of self-regulatory and problem-solving competence. Learning and Instruction, 15, 123-139.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts & P. R., Pintrich (Eds.), Handbook of self-regulation (pp.13-39). San Diego, CA: Academic Press.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). San Diego, CA: Academic Press.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407.
Reinig, B. A. (2003). Toward an understanding of satisfaction with the process and outcomes of teamwork. Journal of Management Information Systems, 19(4), 65-83.
Riedinger, B. (2004). Using the ePortfolio for Advising, First-Year Programs, and Writing Assessment. The Connecticut Distance Learning Consortium. Inc.
Robbins, S. P. & Coulter, M. (2002). Management(7th Edition). Prentice-Hall international, Inc.
Schunk, S. H. (2005). Self-regulated learning: the educational legacy of Paul R. Pintrich. Educational Psychologist, 40, 85-94.
Sharma, S. (2006). From Chaos to Clarity: Using the Research Portfolio to Teach and Assess Information Literacy Skills. The Journal of Academic Librarianship, 33(1), 127-135.
Shih, K. P., Chang, C. Y., Chen, H. C., & Wang, S. S. (2005). A self-regulated learning system with scaffolding support for self-regulated e/m-Learning. Proceedings of the 3rd IEEE International Conference on Information Technology: Research and Education(ITRE). Taiwan: Hsinchu.
Shih, S. (2002). Children’s Self-Efficacy Beliefs, Goal-Setting Behaviors, and Self-Regulated Learning. Journal of National Taipei Teachers College, 15, 263-282.
Shilts, M. K., Horowitz, M., & Townsend, M.(2004). Goal Setting as a Strategy for Dietary and Physical Activity Behavior Change: A Review. American Journal of Health Promotion, 19, 81-93.
Shin, S. S. & Alexander, J. M. (2000). Interacting effects of goal setting and self or other referenced feedback on children’s development of self-efficacy and congnitive skill within the Taiwanese classroom. Journal of Educational Psychology, 92(3), 536-543.
ven den Boom, G., Pass, F., & Merriënboer, J. J. G. (2007). Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes. Learning and Instruction, 5, 1-17.
ven den Boom, G., Pass, F., Merriënboer, J. J. G., & ven Gog. (2004). Reflection prompts and tutor feedback in a web-based learning environment: dffects on students’ self-regulated learning competence. Computers in Human Behavior, 20, 551-567.
Wade, A., Abrami, P. C., & Sclater, J. (2005). An electronic portfolio to support learning. Canadian Journal of Learning and Technology, 31(3), 33-50.
Wade, A., Abrami, P. C., & White, B. (2006). Using electronic portfolios to help students become self-regulated learners. The Canadian Association of Principals Journal, 14(2), 23-25.
Wade, A., Abrami, P. C., White, B., Nicolaidou, I., & Morris, K. (2006). ePEARL: electronic portfolio encouraging active reflection learning. Paper presented at the 4th international ePortfolio conference(EIEFL). U.K.: Cambridge.
West, R. L., Welch, D. C., & Thorn, R. M. (2001). Effects of goal-setting and feedback on memory performance and beliefs among older and younger adults. Psychology and Aging, 16, 240-250.
Winne, P. H. (2001). Self-regualted learning viewed from models of information processing. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives(pp. 153-189). NJ: Lawrence Erlbaum.
Yang, J. C., Lai, C. H., Chan, T. W., & Liu, T. C. (2002). Development of a Web-based Learning Environment Based on the Concept of Goal Setting Theory. In Proceedings of the International Conference on Engineering Education., U.K.: Manchester.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.