天下編輯（2008）。二十一世紀所需的素養。親子天下雙月刊，1（創刊號試閱本）。臺北市，天下。
包克冰、徐琴美（2006）。學校歸屬感與學生發展的探索研究。心理學探新，26（2），51-54。
余民寧（2006）。影響學習成就因素的探討。教育資料與研究，73，11-24。
巫博瀚（2007）。人類動力的基礎—自我效能—兼論自我效能對學習者自我調整學習行為與成就表現之影響。教育與發展期刊，24，49-54。
巫博瀚、賴英娟（2011）。性別、自我效能、工作價值、科學素養及學校層次因素對臺灣青少年學習情緒之影響：個人與情境交互作用之多層次分析。教育科學研究期刊，56，119-149。
阮孝齊（2015）。國中學生學校歸屬感影響模式之研究。當代教育研究季刊，23（3），1-34。
林巧敏（2009）。推動中小學童數位閱讀計畫之探討。臺灣圖書館管理季刊，5（2），49-67。
邱素玲，洪福源（2014）。大學生班級情緒氣氛、學習自我效能、學習倦怠與學習投入關係研究。彰化師大教育學報，25，85-112。
柯華葳（2013）。閱讀是新世紀必要的學習管道，人文與社會科學簡訊，14（4），4-11。
柯華葳、張郁雯、詹益綾、丘嘉慧（2017）。PIRLS 2016臺灣四年級學生閱養素養國家報告。桃園市：國立中央大學。
柯華葳、詹益綾、丘嘉慧（2013）。PIRLS 2011報告：臺灣四年級學生閱讀素養。國家科學委員會科學教育發展處、教育部國民及學前教育署、國立中央大學學習與教學研究所。
柯華葳、詹益綾、張建妤、游婷雅（2008）。PIRLS 2006 報告：臺灣四年級學生閱讀素養。取自國立中央大學學習與教學研究所閱讀與學習研究室網站：https://sites.google.com/site/reading 8learning01/pirls/pirls-2006，2018年6月15 日。
洪兆樂（2013）。非認知技能內涵對國中生學習成就之影響。國立臺灣師範大學教育學系碩士論文，台北市。洪碧霞、林素微、吳裕益（2011）。臺灣九年級學生閱讀樂趣與策略對PISA閱讀素養解釋力之探討。課程與教學，14（4），1-23。
孫劍秋、林孟君（2013）。從臺灣中學生PISA閱讀素養的表現談精進學生閱讀素養的教學策略。中等教育，64（3），35-51。
張佳琳（2010）。美國閱讀教育政策發展之探究。教育資料與研究雙月刊，93，183-216。
張郁雯、柯華葳（2019）。影響數位閱讀表現的學生與環境因素：PIRLS 2016資料探討。教育心理學報，51（1），161-181。
張國祥（2010）。澳門在 PISA 2003 數學素養測試計劃中學校歸屬感相關議題之詳盡分析。課程與教學季刊，13（1），95-116。
張貴琳、黃秀霜、鄒慧英（2010）。從國際比較觀點探討臺灣學生 PISA 2006 閱讀素養表現特徵。課程與教學，13（1），21-46。
張毓仁、柯華葳、邱皓政、歐宗霖、溫福星（2011）。教師閱讀教學行為與學生閱讀態度和閱讀能力自我評價對於閱讀成就之跨層次影響：以 PIRLS 2006為例。教育科學研究期刊，56（2），69-105。
教育部（2009年7月13日）。悅讀101：教育部國民中小學提升閱讀計畫。取自http://www.openbook.moe.edu.tw/。
教育部（2014）。十二年國民基本教育課程綱要總綱。2020年7月4日取自https://www.naer.edu.tw/ezfiles/0/1000/attach/87/pta_18543_581357_62438.pdf
教育部提升國民素養專案案公室（2013）。教育部提升國民素養專案設計報告書。取自 http://literacytw.naer.edu.tw/data/cht/20140801/20140801u4v194.pdf
梁芳瑜（2019）。臺灣國小四年級學生的閱讀自我概念和閱讀興趣對閱讀素養之影響。銘傳大學教育研究所碩士在職專班碩士論文，台北市。陳惠珍（2010）。國中生對任課教師自主支持知覺、自主動機與學習投入之關係研究--以數學科為例（未出版之碩士論文）。國立彰化師範大學，彰化縣。曾志朗（2000）。閱讀是多元智慧成功的基本條件。教師天地，106，4-5。
陽澤（2009）。論學校歸屬感的教育意蕴。中國教育學刊，7，31-34。
劉玉玲、沈淑芬（2015）。數學自我概念、數學學習策略、數學學業情緒與數學學業成就之研究－自我提升模式觀點。教育心理學報，46（4），491-516。
蔡長清、曾鈞麟、耿英蕊（2013）。教師之休閒調適、工作情緒與自我效能之關聯研究─以高雄市國民中學教師為例。運動休閒餐旅研究，8（2），82-112。
蔡清田（2013）。K-12 年級課程體系指引草案擬議研究：公聽會說明資料。臺北市：國家教育研究院。
龔心怡、李靜儀（2016）。國中學生數學自我概念與數學學業成就相互效果模式之縱貫研究－性別差異與城鄉差距之觀點。科學教育學刊，24，511-536。
Arslan, G. (2018). Exploring the Association between School Belonging and Emotional Health among Adolescents. International Journal of Educational Psychology, 7(1), 21-41.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Bandura, A. (1977a). Social learning theory. Englewood Cliffs,NJ: Prentice-Hall.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman
Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9, 75-78.
Bandura, A. (2001). Social cognitive theory of mass communication. Media Psychology, 3, 265-299.
Christenson, S., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement. New York, NY: Springer.
Chun, H. J., & Dickson, G. (2011). A psychoecological model of academic performance among Hispanic adolescents. Journal of Youth and Adolescence, 40(12), 1581-1594.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. 2nd: Hillsdale, NJ: Erlbaum.
Crandall, D. P. (1981). Emulation and Replication: The Unspoken Covenants of School Improvement. Teacher Education and Special Education, 4(2), 13-22.
Duffy, G. G., & Roehler, L. R. (1993). Improving classroom reading instruction: A decision-making approach. New York: McGraw-Hill.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59-109.
Fredricks, J. A., Blumenfeld, P.C., & Paris, A.H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74, 59-109.
Gettys, C. M., & Fowler, F. (1996, November). The relationship of academic and recreational reading attitudes school wide: A beginning study. Paper presented at the annual meeting of the Mid-South Regional Education Association, Tuscaloosa, AL. (ERIC Document Reproduction Service No. ED402568)
Goodenow, C. (1993). Classroom belonging among early adolescent students: Relationships to motivation and achievement. The Journal of Early Adolescence, 13(1), 21-43.
Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62(1), 60-71.
Gummadam, P., L. D. Pittman & M. Ioffe (2016). “School Belonging, Ethnic Identity, and Psychological Adjustment Among Ethnic Minority College Students.” The Journal of Experimental Education 84(2): 289-306.
Hagborg, W. J. (1998). School membership among students with learning disabilities and nondisabled students in a semirural high school. Psychology in the Schools, 35(2), 183-188.
Hagerty, B. M., Williams, R. A., Coyne, J. C., & Early, M. R. (1996). “Sense of Belonging and Indicators of Social and Psychological Functioning.” Archives of Psychiatric Nursing 10(4): 235-244.
Hamm, J. V., & Faircloth, B. S. (2005). The role of friendship in adolescents’ sense of school belonging. New Directions for Child and Adolescent Development, 2005(107), 61-78.
Jenkins, P. H. (1997). School delinquency and the school social bond. Journal of Research in Crime and Delinquency, 34(3), 337-367.
Kendeou, P., Broek, P., Helder, A., & Karlsson, J. (2014). A cognitive view of reading comprehension: Implications for reading difficulties. Learning Disabilities Research & Practice, 29(1), 10-16.
Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262-273.
Liu, Y.-Y., & Lu, Z.-H. (2011). Trajectories of Chinese students’ sense of school belonging and academic achievement over the high school transition period. Learning and Individual Differences, 21(2), 187-190.
Maddux. (1995). Self-efficacy theory: An introduction.(J. E. Maddux Ed.), Adaptation, and adjustment: Theory, research, and application.Self-efficacy. New York: Plenum.
Maslow, A. H. (1954). Motivation and personality. Harpers.
McKenna, M. C., Kear, D. J., & Ellsworth, R. A. (1995). Children’s attitudes toward reading: A national survey. Reading Research Quarterly, 30(4), 934-956.
McMahon, S. D., Parnes, A. L., Keys, C. B., & Viola, J. J. (2008). School belonging among low‐income urban youth with disabilities: Testing a theoretical model. Psychology in the Schools, 45(5), 387-401.
McMahon, S. D., Wernsman, J., & Rose, D. (2009). The relation of classroom environment and school belonging to academic self-efficacy among urban fourth- and fifth-grade students. The Elementary School Journal, 109, 267-281.
motivation to student engagement in science. European Journal of Psychology of Education, 31(4), 557-577.
Mullis, I. V. S., Martin, M. O., Kennedy, L., T. K., & Sainsbury, M. (2009). PIRLS 2011 assessment framework. p.11. Chestnut Hill, MA: Boston College.
Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38, 30-38.
OECD. (2016). PISA 2015 assessment and analytical framework. Paris: OECD Publishing.
Osterman, K. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323-367.
Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotion in education. In P. A. Schutz & R. Pekrun (Eds.) Emotion in education (pp. 13-36). San Diego, CA: Elsevier.
Perfetti, C. A., & Hart, L. (2002). The lexical quality hypothesis. Precursors of Functional Literacy, 11, 67-86.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. NJ: Merrill Prentice-Hall: Upper Saddle River.
Pittman, L. D., & Richmond, A. (2008). University belonging and friendship quality during the transition to college: Links to self perceptions and psychological symptoms. Journal of Experimental Education, 76, 343-361.
Porumbu, D. (2015). Self-efficacy - cognitive-motivational vector in performance achievement. Journal Plus Education / Educatia Plus, 12A, 213-218.
Rohatgi, A., Scherer, R., & Hatlevik, O. E. (2016). The role of ICT self-efficacy for students' ICT use and their achievement in a computer and information literacy test. Computers & Education, 102, 103-116.
Smith, M. C. (1990). A longitudinal investigation of reading attitude development from childhood to adulthood. Journal of Educational Research, 83(4), 215-219.
Stornes, T., Bru, E., & Idsoe, T. (2008). Classroom social structure and motivational climates: On the influence of teachers' involvement, teachers' autonomy support and regulation in relation to motivational climates in school classrooms. Scandinavian Journal of Educational Research, 52(3), 315-329.
Tas, Y. (2016). The contribution of perceived classroom learning environment and
Tews, M. J., Jackson, K., Ramsay, C., & Michel, J. W. (2015). Fun in the College Classroom: Examining Its Nature and Relationship with Student Engagement. College Teaching, 63(1), 16-26.
Vaknin-Nusbaum, V., Nevo, E., Brande, S., & Gambrell, L. (2018). Developmental aspects of reading motivation and reading achievement among second grade low achievers and typical readers. Journal of Research in Reading, 41(3), 438-454.
Van Ryzin, M. J. (2011). Protective factors at school: reciprocal effects among adolescents’ perceptions of the school environment, engagement in learning, and hope. Journal of Youth and Adolescence, 40(12), 1568-1580.
Walker, C. O. (2012). Student perceptions of classroom achievement goals as predictors of belonging and content instrumentality. Social Psychology of Education, 15, 97-107.
Willms, J. D. (2003). Student engagement at school. A sense of belonging and participation. Paris, France: OECD.
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, 51-59.