一、中文部分
王明傑（2003）。國小學生自我調整學習模式之驗證暨應用性向與事件評量融入社會領域之自我調整閱讀理解教學效果之研究。國立台灣師範大學教育心理與輔導研究所博士論文。
何宗翰（1998）。主修領域背景對大學生知識信念與學習策略的影響。國立政治大學教育研究所碩士論文。
吳青蓉（2002）。英語學習歷程模式之驗證暨「主題建構式語言學習策略」對國中生英語學習表現影響之研究。國立台灣師範大學教育心理與輔導研究所博士論文。李茂能（1994）。共變數分析的基本假設與應用。嘉義師院學報，8期，145-170頁。
岳修平譯（1998）。教學心理學－學習的認知基礎。台北：遠流。
林紀慧（2001a）。國小學童知識信念的發展以及與學業成績之相關研究。台中師院學報，15期，191-206頁。林紀慧（2001b）。知識學習信念與不同電腦繪圖型態的國小電腦數學學習成效研究。新竹師院學報，14期，69-85頁。林清山（1988）。多變項分析統計法。台北：東華。
林清山譯（1990）。教育心理學－認知取向。台北：遠流。
林清儀（1994）。幼童之不同信念發展研究。私立中國文化大學兒童福利研究所碩士論文。
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范德鑫（1992）。共變數分析功能、假設及使用之限制。師大學報，37期，133-163頁。唐淑華（2000）。以讀書治療挑戰低成較學生之知識信念的實驗研究。中華輔導學報，8期，21-50頁。張春興（1989）。張氏心理學辭典。台北：東華。
張景媛（1994）。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。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。
許雅真（2002）。教師團隊的對話、反思與行動歷程。國立台灣師範大學社會教育研究所碩士論文。
陳正昌、程炳林（1998）。SPSS、SAS、BMDP統計軟體在多變量統計上的應用。台北：五南。
陳正昌、程炳林、陳新豐與劉子鍵（2003）。多變量分析方法－統計軟體應用。台北：五南。
陳向明（2002）。社會科學質的研究。台北：五南。程炳林（1995）。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（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卷，1期，67-92頁。程炳林、林清山（1998）。行動導向量表編製報告。測驗年刊，45輯，1期，65-81頁。程炳林、林清山（2002）。學習歷程前決策與後決策階段中行動控制的中介角色。教育心理學報，34卷，1期，43-60頁。黃芳銘（2002）。結構方程模式：理論與應用。台北：五南。
蔡美玲譯（1995）。對抗生命衝擊的女人：女性自我、聲音與心智的發展。台北：遠流。
藍雅慧（2002）。知情意整合的國中生數學學習歷程模式之建構。國立台灣師範大學教育心理與輔導研究所碩士論文。二、西文部分
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