一、中文部分
李玫蓉（2004）。國中生趨向表現目標、文化價值觀與適應性學習組型之關係。國立成功大學教育研究所碩士論文。李旻樺（2002）。高中學生之自我效能、成功期望、學習任務價值與課業學習動機調整策略之研究。國立彰化師範大學輔導與諮商所碩士論文。林易慧（2005）。課室目標線索與個人目標導向對國小學童解題成就及自我調整學習之影響。國立成功大學教育研究所碩士論文。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。林清山、程炳林（1997）。國中生學習行動控制模式的建構與驗證暨教學輔導策略實驗方案效果之研究（Ι）。國科會專案研究報告。SC86-2413-H-003-010-G10。
侯玫如（2002）。多重目標導向對國中生認知、動機、情感與學習行為之影響。國立成功大學教育研究所碩士論文。張憲卿（2002）。大學生行動控制之研究：學習動機之機轉。國立成功大學教育研究所碩士論文。陳嘉成（1999）。成就目標、動機氣候、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。陳麗芬（1995）。行動控制觀點的自我調節學習及相關研究。國立政治大學教育研究所碩士論文。彭月茵（2002）。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。國立成功大學教育研究所碩士論文。彭淑玲（2004）。四向度課室目標結構、個人目標導向與課業求助行為之關係。國立成功大學教育研究所碩士論文。程炳林（1998）。認知/意動成分與學習表現之關係暨二階驗證性因素分析模式之適配性研究。國科會專案研究報告。NSC87-2413-H-035-002。
程炳林（2000）。行動/狀態導向、目標層次、工作複雜度對國中生行動控制策略與工作表現之影響。教育心理學報，31（1），67-92。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（2002）。大學生學習工作、動機問題與自我調整學習策略之關係。教育心理學報，33（2），79-102。程炳林（2003）。四向度目標導向模式之研究。師大學報：教育類，48（1），15-40。
程炳林、林清山（1998）。行動導向量表編製報告。測驗年刊，45（1），65-82。程炳林、林清山（1999）。國中生學習行動控制模式之驗證及行動控制變項與學習適應之關係。教育心理學報，31（1），1-35。程炳林、林清山（2000）。中學生自我調整學習之研究(1/2）。國科會專案研究報告。NSC89-2413-H-035-001。
程炳林、林清山（2001）。中學生自我調整學習量表之建構及其信效度研究。測驗年刊，48（1），1-41。傅郁雅（2005）。高中生知覺的課室目標結構、學習動機與學業成就之關係。國立成功大學教育研究所碩士論文。劉佩雲（1998）。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。謝岱陵（2003）。國中生四向度目標導向之中介效果分析。國立成功大學教育研究所碩士論文。蘇嘉鈴、程炳林（2005）。國中生行動導向、目標導向與動機調整策略之關係。教育心理學報，36（4），395-415。二、西文部分
Ames, C. (1992). Classroom: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Student’s learning
strategies and motivation process. Journal of Educational Psychology, 80(3),260-267.
Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ:
Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
Beckmann, J. (1994). Volitional correlates of action versus state orientation. In J. Kuhl
& J. Beckman (Eds.), Volition and personality (pp. 297-315). Seattle, WA:Hogrefe & Huber.
Boekaerts, M. (1999).Self-regulated learning：Where we are today. International Journal of Educational Research, 31, 445-457.
Boekaerts, M. (2001). Context sensitivity: Activated motivational beliefs, current
concerns and emotional arousal. In S. Volet & S. Jarvela (Eds.), Motivation in learning contexts: Theoretical advances and methodological implications (pp. 17-31). New York: Pergamon.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of
learning. Educational Researcher, 18(1), 32-42.
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. 83-110). New York: Springer-Verlag.
Corno, L. (1993). The best-laid plans: Modern conceptions and educational research.
Educational Researcher, 22(2), 14-22.
Corno, L. (1994). Student volition and education: Outcomes, influence, and practice. In
D. H., Schunk & B. J., Zimmerman (Eds.), Self-regulation of learning and performance (pp. 229-254). Hillsdale, NJ: Lawrence Erlbaum Associates.
Corno, L., & Kanfer, R. (1993). The role of volition in learning and performance.
Review of Research in Education, 19, 301-341.
Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York: Cambridge University Press.
Csikszentmihalyi, M. (1988). The flow experience and its significance for human
psychology. In M. Csikszentmihalyi, & I. S. Csikszentmihalyi (Eds.), Optimal
experience: Psychological studies of flow in consciousness (pp. 15-35). Cambridge, MA: Cambridge University Press.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in
human behavior. New York: Plenum.
Eccles, J. S. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75-146). San Francisco: Freeman.
Eccles, J. S., & Wigfield, A. (2002). Motivation, beliefs, values, and goals. Annual
Review of Psychology, 53, 109-132.
Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In W. Damon
(Series Ed.) & N. Eisenberg (Volume Ed.), Handbook of child psychology (Vol. 3,
pp. 1017-1095). New York: Wiley.
Ertmer, P. A., & Newby, T. J. (1996). The expert learner: Strategic self-regulated, and
reflective. Instructional Science, 24, 1-24.
Garcia, T., McCann, E. J., Turner, J. E., &
Roska, L. (1998). Modeling the mediating
role of volition in the learning process.
Contemporary Educational Psychology, 23, 392-418.
Garcia, T., & Pintrich, P. R. (1993). Self-schemas, motivational strategies, and
self-regulated learning. Paper presented at the annual meeting of the American
Educational research Association, Atlanta, GA.
Kuhl, J. (1985). Volitional mediators of cognitive-behavior consistency: Self-regulatory
process 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. (1987). Action control: The maintenance of motivational state. In F. Halische
& J. Kuhl (Eds.), Motivation, intention, and volition (pp.279-291). New York: Springer-Verlag.
Kuhl, J. (1994). A theory of action and state orientations. In J. Kuhl & J.
Beckmann (Eds.), Volition and personality (pp.9-46). Seattle, WA: Hogrefe & Huber.
Kuhl, J. (1994). Action versus state orientation: Psychometric properties of the Action Control Scale (ACS-90). In J. Kuhl & J. Beckmann (Eds.), Volition and
personality (pp.47-59). Seattle, WA: Hogrefe & Huber.
Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic
success. School Psychology Review, 31(3), 313-327.
Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student
engagement and learning in the classroom. Reading and Writing Quarterly:
Overcoming learning difficulties, 19(2), 119-137.
Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance.
Englewood Cliffs, NJ: Prentice-Hall.
Markus, H. R., & Wurf, E. (1987). The dynamic self-concept: A social-psychological
perspective. In Rosenzweg, M. R., & Porter, L. W. (Eds.) Annual Review of
Psychology, 38, 299-337. Palo Alto, CA: Annual Reviews.
McCann, E. J. & Garcia, T. (1999). Maintaining motivation and regulating emotion:
Measuring individual differences in academic volitional strategies. Learning and
Individual Differences, 11(3), 259-279.
Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students’ goal orientations and
cognitive engagement in classroom activities. Journal of Education Psychology, 80(4), 514-523.
Pekrun, R. & Frese, M. (1992). Emotions in work and achievement. In C. Cooper & I. Robertson (Eds.), International review of industrial and organizational psychology (Vol. 7, pp. 153-200). Chichester, UK:Wiley.
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 (Vol. 6, pp.117-160). Greenwich, CT: JAJ Press.
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. (2000a). 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. (2000b). Multiple goals , multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544-555.
Pintrich, P. R. (2003). A motivational science perspective on the role of student
motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667-686.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and
self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407.
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.
Pintrich, P. R., & Schrauben, B. (1992). Students’ motivational beliefs and their
cognitive engagement in classroom tasks. In D. H. Schunk & J. L. Meece (Eds.),
Students perceptions in the classroom: Causes and consequences (pp. 149-183). Hillsdales, NJ: Lawrence Erlbaum.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and
applications. Englewood Cliffs, NJ: Prentice Hall Merrill.
Pintrich, P. R., Smith, D. A., & Mckeachie, W. J. (1989). A manual for the use of the
Motivated Strategies for Learning Questionnaire (MSLQ). MI: National Center
for Research to Improve Postsecondary Teaching and Learning.
Renninger, K. A. (2000). Individual interest and its implications for understanding
intrinsic motivation. In C. Sansone, & J. M. Harackiewicz (Eds.) Intrinsic and
extrinsic motivation: The Search for optimal motivation and performance (pp.
375-407). New York: Academic Press.
Rotter, J. B. (1966). Generalized expectancies for internal versus external of
reinforcement. Psychological Monographs, 80(1), 1-28.
Schiefele, U. (1999). Interest & learning from text. Scientific Studies of Reading, 3,
257-280.
Schunk, D. H. (1985). Self-efficacy and school learning. Psychology in the Schools, 22,
208-223.
Schunk, D. H. (1996). Learning theories: An educational perspective. Englewood
Cliffs, NJ: Prentice Hall Merrill.
Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.) (pp. 125-151). Mahwah, NJ: Lawrence Erlbaum.
Schunk, D. H., & Ertmer, P.A. (2000). Self-regulation and academic learning:
Self-efficacy enhancing interventions. In M. Boekaerts, P. R., Pintrich & M.
Zeidner (Eds.), Handbook of self-regulation (pp. 631-649). San Diego, CA: Academic Press.
Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory
competence. Educational Psychologist, 32, 195-208.
Snow, R. E., Corno, L., & Jackson III, D. (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.
Weiner, B. (1980). The role of affect in rational (attributional) approaches to human
motivation. Educational Researcher, 9, 4-11.
Weinstein, C. E., Husman, J., & Dierking D. R. (2000). Self-regulation interventions
with a focus on learning strategies. In M. Boekaerts, P. R. Pintrich, & M. Zeidner
(Eds.), Handbook of self-regulation (pp. 727-747). San Diego, CA: Academic Press.
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.
Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6(1), 49-78.
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation.
Contemporary Educational Psychology, 25, 68-81.
Wolters, C. A. (1998). Self-regulated learning and college students’ regulation of motivation. Journal of Educational Psychology, 90(2), 224-235.
Wolters, C. A. (1999). The relation between high school students’ motivational regulation and
their use of learning strategies, effort, and classroom performance. Learning and Individual Difference, 11(3), 281-299.
Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning
perspective. Journal of Educational Psychology, 95, 179-187.
Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structure
and goal orientations to predict students’ motivation, cognition, and achievement.
Journal of Educational Psychology, 96(2), 236-250.
Wolters, C. A., & Pintrich, P. R. (1998). Contextual differences in student motivation
and self-regulated learning mathematics, English, and social studies classrooms.
Instructional Science, 26, 27-47.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In
M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation
(pp. 13-39). San Diego, CA: Academic Press.
Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical
perspectives (2nd ed.) (pp. 1-37). Mahwah, NJ: Lawrence Erlbaum.
Zimmermann, B., & Kitsantas, A. (1997).
Developmental phases in self-regulation:
Shifting from process to outcome goals. Journal of Educational Psychology, 89(1), 29-36.
Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628.
Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80(1), 284-290.
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated
learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51-59.