一、中文部分
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宋秋美、程炳林、周啟葶（2010）。課室目標結構對個人目標導向的調節效果。教育心理學報，42（1），99-122。巫博瀚、陸偉明、賴英娟（2011）。所知覺的學習環境對學業情緒之影響：線性混合模式在叢集資料之應用。教育與心理研究，34（1），29-54。
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（3），119-149。李仁豪、余民寧（2008）。二層次結構方程模型的應用：以教育心理學為例。師大學報：教育類，53（3），95-123。李俊青（2007）。學業情緒歷程模式分析（未出版之碩士論文）。國立成功大學，台南市。
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劉佩雲（2009）。課室結構知覺對科學知識信念、學習成就與迷思概念的影響。課程與教學季刊，12（2），135-160。賴英娟（2010）。教師支持、數學自我效能及數學興趣對職業意向之影響。中華輔導與諮商學報，28，1-27。簡嘉菱（2009）。自我決定動機與學業情緒模式之探討（未出版之碩士論文）。國立成功大學，台南市。
二、西文部分
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