中文部分
王慧婕（民89）。國中數學學習自我效能、目標導向及課室環境知覺與學業尋助之相關研究。國立彰化師範大學輔導研究所碩士論文，未出版，彰化市。朱柔若譯（民89）。社會研究方法－質化與量化取向。台北：揚智。
林清山（民84）。多變項分析統計法。台北：東華。
林清山譯（民85）。教育心理學－認知取向。台北：遠流。
邱皓政（民90）。量化研究與統計分析。台北：五南。
岳修平譯（民87）。教學心理學－學習的認知基礎。台北：遠流。
洪寶蓮（民85）。內在動機與情意學習方案之發展及其團體輔導效能。國立彰化師範大學輔導研究所博士論文，未出版，彰化市。高明秀、許博雄譯（民79）。類別資料分析。台北：巨流。
許國輝譯（1995）。小學數學教育－智性學習。香港：公開進修學院。
郭生玉（民85）。心理與教育測驗。台北：精華書局。
教育部（民89）。國民中小學九年一貫課程暫行綱要。台北：教育部。
教育部（民90a）。國民中學數學教科書－第三冊。台北：國立編譯館。
教育部（民90b）。國民中學數學教師手冊－第三冊。台北：國立編譯館。
黃月霞（民78）。情感教育與發展性輔導－「情緒課程」對兒童「態度」與「學業成績」的影響。台北：五南。
黃宜敏（民78）。歸因再訓練與正向自我參照敘述訓練對數學學習困難兒童的輔導效果。國立台灣師範大學教育心理與輔導研究所碩士論文，未出版，台北市。黃德祥（民79）。國中與國小學生數學焦慮與數學態度之分析研究。輔導學報，第13期，頁1-52。黃德祥（民84）。學習輔導與學生發展。學生輔導通訊，38，頁22-31。張春興（民83）。教育心理學－三化取向的理論與實踐。台北：東華。
張春興（民84）。張氏心理學辭典。台北：東華。
張景然（民75）。國小學生親子關係、友伴關係、師生關係與學業成績之比較。輔導月刊，第22卷，第五期，頁37-40。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，頁201-244。張景媛（民83）。國中生數學學習歷程統整模式的驗證及應用：學生建構數學概念的分析及數學文字題教學策略的研究。國立台灣師範大學教育心理與輔導研究所博士論文，未出版，台北市。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。
陳李綢（民80）。多重智力理論模式的驗證與智力的促進。國立台灣師範大學教育心理與輔導研究所博士論文，未出版，台北市。曾憲政（民86）。課程改革－教育改革的軟體工程。教育天地，89期，頁4-10。
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，未出版，台北市。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，未出版，台北市。
程炳林（民90）。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)，頁67-92。
趙柏原（民88）。國中學生自我效能、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，未出版，彰化市。趙曉美（民78）。歸因再訓練策略與成敗比率對國小低成就動機兒童的成就動機、自我概念、堅持力及歸因方式之影響。國立台灣師範大學教育心理與輔導研究所碩士論文，未出版，台北市。鄭蕙如（民90）。九年一貫課程數學領域評鑑工具發展之研究。國立台灣師範大學教育心理與輔導研究所碩士論文，未出版，台北市。魏麗敏（民78）。國小學生數學焦慮、數學態度與數學成就之關係。測驗年刊，第36輯，頁47-60。英文部分
Allport, G. W., Vernon, P. E., & Lindzey, G. (1960). Study of Values: A scale for measuring the dominant interests in personality (3rd ed.). Boston: Houghton Mifflin.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267.
Arbreton, A. (1998). Student goal orientation and help-seeking strategy use. In S. A. Karabenick (Ed.), Strategic help seeking: Implications for learning and teaching (pp. 95-116). Mahwah, NJ: Lawrence Erlbaum Associates.
Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Academic of Marketing Science, 16, 74-94.
Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson (Ed.), Handbook of reading research (pp.353-394). New York: Longman.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. New York: David Mckay.
Bower, G. H. (1981). Mood and memory. American Psychologist, 36(2), 129-148.
Brandt, R. S. (1987). Strategic teaching and learning: Cognitive instruction in the content areas. North Central Regional Educational Laborary.
Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.). Metacognition, motivation, and understanding (pp.65-116). Hillsdale, NJ: Lawrence Erlbaum Associates.
Corno, L. (1986). The metacognitive control components of self-regulated learning. Contemporary Educational Psychology, 11, 333-346.
Corno, L. (1989). Self-regulated learning : A volitional analysis. In B. J.
Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement : Theory, research, and practice(pp.111-142). New York: Springer-Verlag.
Corno, L. (1993). The best-laid plans: Modern conceptions of volition and
educational research. Educational Researcher, 22(2), 14-22.
Corno, L., & Kanfer, R. (1993). The role of volition in learning and performance. In L. Darling-Hammond (Ed.), Review of research in education (Vol. 19, pp.301-341). Washington, DC: American Educational Research Association.
Cross, D. R., & Paris, S. G. (1988). Developmental and instructional analyses of children’s metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131-142.
Dansereau. D. (1978). The development of a learning strategies curriculum. In H. F. O’Neil (Ed.), Learning strategies(pp.1-29). New York: Academic Press.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Dweck, C. S. (1975). The role of expectations and attributions in the alleviation of learned helplessness. Journal of Personality and Social Psychology, 31(4), 674-685.
Eagly, A. H., & Chaiken, S. (1993). The Psychology of attitudes. Fort Worth: Harcourt Brace Jovanovich.
Entwistle, N. (1987). Motivation to learn: Conceptualisations and practicalities. British Journal of Educational studies, 35, 129-148.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231-235). Hillsdale, NJ: Lawrence Erlbaum Associates.
Flavell, J. H. (1981). Cognitive monitoring. In W. P. Dickson (Ed.), Children’s oral communication skills (pp. 35-60). New York: Academic Press.
Fraenkel, J. R. (1977). How to teach about values: An analytic approach.
Englewood Cliffs, NJ: Prentice-Hall.
Frijda, N. H. (1986). The emotions. New York: Cambridge University.
Gagne’, E. D. (1985). The cognitive psychology of school learning. Boston: Little, Brown and Company.
Gagne’, R. M. (1977). The conditions of learning (3rd ed.). New York: Holt, Rinehart and Winston.
Gardner, H. (1978). Commentary on animal awareness papers. Behavioral and Brain Sciences, 4, 572.
Gaus, G. F. (1990). Value and justification: The foundations of liberal theory. New York: Cambridge University.
Hair, J. F. Jr., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis (5th ed.). Englewood Cliffs, NJ: Prentice-
Hall.
Heckhausen, H., & Kuhl, J. (1985). From wishes to action: The dead ends and short cuts on the long way to action. In M. Frese & J. Sabini(Eds.), Goal-directed behavior: The concept of action in psychology (pp. 134-159) . Hillsdale, NJ: Lawrence Erlbaum Associates.
Hilgard, E. R. (1980). The trilogy of mind: Cognition, affection, and conation. Journal of the History of the Behavioral Sciences, 16, 107-117.
Isen, A. M., Daubman, K. A., & Gorgoglione, J. M. (1987). The influence of positive affect on cognitive organization: Implications for education. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning, and instruction: Vol. 3. Conative and affective process analyses (pp. 143-164). Hillsdale, NJ: Lawrence Erlbaum Associates.
Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Hillsdale, NJ: Lawrence Erlbaum Associates.
Kline, R. B. (1998). Principles and practice of structural equation modeling. New York: Guilford.
Krapp, A., Hidi, S., & Renninger, K. A. (1992). Interest, learning, and development. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development(pp. 3-25). Hillsdale, NJ: Lawrence Erlbaum Associates.
Kuhl, J. (1984). Volitional aspects of achievement motivation and learned
helplessness: Toward a comprehensive theory of action control. In B. A. Maher & W. B. Maher (Eds.), Progress in experimental personality research：Normal personality processes (Vol. 13, pp. 99-170). New York: Academic Press.
Kuhl, J. (1985). Volitional mediators of cognition-behavior consistency:
Self-regulatory processes and action versus state orientation. In J. Kuhl & J. Beckmann (Eds.). Action control: From cognition to behavior (pp. 101-128). New York: Springer-Verlag.
Kuhl, J., & Kazen-Saad, M. (1989). Volition and self-regulation: Memory
mechanisms mediating the maintenance of intentions. In W. A. Hershberger (Ed.), Volitional action : Conation and control(pp. 387-407). North Holland: Elsevier science.
Kurtz, B. E., & Borkowski, J. G. (1984). Children’s metacognition: Exploring relations among knowledge, process, and motivational variables. Journal of Experimental Child Psychology, 37, 335-354.
Lester, F. K., & Kroll, D. L. (1991). Assessing student growth in mathematical problem solving. In G. Kulm (Ed.), Assessing Higher Order Thinking in Mathematics(pp.53-70). Washington, DC: American Association for the Advancement of Science.
Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning, and instruction: Vol. 3. Conative and affective process analyses (pp. 223-253). Hillsdale, NJ: Lawrence Erlbaum Associates.
Marks, H., & Wurf, E. (1987). The dynamic self-concept: A social psychological perspective. Annual review of psychology, 38, 299-337.
Marshall, J. C. & Morton, J. (1978). On the mechanics of Emma. In A. Sinclair, R. J. Jarvella & W. J. M. Levelt (Eds.), The child’s conception of language (pp. 225-239). New York: Springer-Verlag.
Mayer, R. E. (1985). Learning in complex domains: A cognitive analysis
of computer programming. In G. H. Bower(Ed.), The Psychology of Learning and Motivation,(Vol. 19, pp. 89-130).
Mayer, R. E. (1987). Educational psychology: A cognitive approach. Boston: Little, Brown and Company.
McClelland, D. C., Atkinson, J. W., Clark, R. A., & Lowell, E. L. (1976). The achievement motive. New York: Irvington.
McCombs, B. L. (1984). Processes and skills underlying continuing intrinsic motivation to learn: Toward a definition of motivational skills training interventions. Educational Psychologist, 19, 199-218.
Meece, J., Blumefeld, P., & Hoyle, R. (1988). Students’ goal orientation and cognitive engagement in classroom activities. Journal of Educational Psychology, 80(4), 514-523.
Messick, S. (1987). Structural relationships across cognition, personality and style. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning and instruction: Vol. 3. Conative and affective process analyses (pp.35-75). Hillsdale, NJ: Lawrence Erlbaum Associates.
Morris, C. (1956). Varieties of human value. Chicago: University of Chicago.
Nadler, A. (1997). Personality and help seeking: Autonomous versus dependent seeking of help. In G. R. Pierce, B. Lakey, I. G. Sarason, & B. R. Sarason (Eds.), Sourcebook of social support and personality (pp. 379-407). New York: Plenum.
Nelson-Le Gall, S., Gumerman, R. A. & Scott-Jones, D. (1983). Instrumental help-seeking and everyday problem-solving: A developmental perspective. In B. M. DePaulo, A. Nadler & J. D. Fisher (Eds.), New directions in helping (Vol.2, pp. 265-283). New York: Academic Press.
Nelson-Le Gall, S. & Jones, E. (1990). Cognitive-motivational influences on the task-related help-seeking behavior of black children. Child Development, 61(2), 581-589.
Nuttin, J., & Lens, W. (1985). Future time perspective and motivation: Theory and research method. Hillsdale, NJ: Lawrence Erlbaum Associates.
Olson, J. M., & Zanna, M. P. (1993). Attitudes and attitude change. Annual Review of Psychology, 44, 117-154.
Paris, S. G., & Byrnes, J. P. (1989). The constructivist approach to
self-regulation and learning in the classroom. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp.169-200). New York: Springer-
Verlag.
Pekrun, R., & Frese, M. (1992). Emotions in work and achievement. In C. L. Cooper & I. T. Robertson (Eds.), International Review of Industrial and Organizational Psychology, 7, 153-200. New York: Wiley.
Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. In C. Ames & M. L. Maehr (Eds.), Advances in motivation and achievement: Vol. 6. Motivation-
enhancing environments (pp.117-160). Greenwich, CT: JAI.
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459-470.
Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
Pintrich, P. R., & Schrauben, B. (1992). Students’ motivational beliefs and their cognitive engagement in classroom academic tasks. In D. H. Schunk & J. L. Meece (Eds.), Student perceptions in the classroom (pp.149-183). Hillsdale, NJ: Lawrence Erlbaum Associates.
Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Merrill.
Posamentier, A. S., & Stepelman, J. (1995). Teaching secondary school
mathematics: Techniques and enrichment units (4th ed.). Englewood Cliffs, NJ: Merrill.
Prenzel, M. (1992). The selective persistence of interest. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development(pp. 71-398). Hillsdale, NJ: Lawrence Erlbaum Associates.
Renninger, K. A. (1992). Individual interest and development: Implications for theory and practice. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development(pp. 361-395). Hillsdale, NJ: Lawrence Erlbaum Associates.
Reynolds, A. J., & Walberg, H. J. (1992). A structural model of high school mathematics outcomes. Journal of Educational Research, 85(3), 150-158.
Rokeach, M. (1973). The nature of human values. New York: Macmillan.
Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26(3ƀ), 299-323.
Schunk, D. H. (1989). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement : Theory, research, and practice (pp.83-110). New York: Springer-Verlag.
Skemp, R. R. (1989). Mathematics in the primary school. London: Routledge.
Snow, R. E., Corno, L., & Jackson D. III. (1996). Individual differences in
affective and conative functions. In D. C. Berliner & R. C. Calfee (Eds.),Handbook of educational psychology (pp.243-310). New York: Macmillan.
Snowman, J. (1986). Learning tactics and strategies. In G. D. Phye & T. Andre (Eds.), Cognitive classroom learning: understanding, thinking, and problem solving (pp. 243-275). New York: Academic Press.
TIMSS (Third International Mathematics and Science Study) (1996). TIMSS mathematics items: released set for population 2 (seventh and eighth grades). Boston: International Association for the Evaluation of Educational Achievement(IEA).
TIMSS-REPEAT (Third International Mathematics and Science Study-Repeat) (2000). TIMSS 1999 international mathematics report: Findings from IEA’s repeat of the Third International Mathematics and Science Study at the eighth grade. Boston: International Association for the Evaluation of Educational Achievement(IEA).
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard university.
Weinert, F. E. (1987). Introduction and overview: Metacognition and motivation as determinants of effective learning and understanding. In F. E. Weinert, & R. H. Kluwe. Metacognition, motivation, and understanding (pp.1-16). Hillsdale, NJ: Lawrence Erlbaum Associates.
Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 315-327). New York: Macmillan.
Weinstein, C. E., & Underwood. V. L. (1985). Learning strategies: The how of learning. In J. W. Segal, S. F. Chipman. & R. Glaser (Eds.), Thinking and learning skills: Relating instruction to research(pp. 241-258). Hillsdale, NJ: Lawrence Erlbaum Associates.
White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66(5), 297-333.
Wilson, J. W. (1971). In Bloom, B. S., Hastings J. T. & Madaus, G. F. (1971). Handbook on formative and summative evaluation of student learning. New York: McGraw-Hill.
Zimmerman, B. J. (1989). Models of self-regulated learning and academic achievement. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement (pp.1-25). New York: Springer- Verlag.
Zimmerman, B. J. (1994). Dimensions of academic self-regulation: A conceptual framework for education. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance (pp.3-24). Hillsdale, NJ: Lawrence Erlbaum Associates.