中文部分
宋秋美、程炳林、周啓葶（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。
李俊青（2007）：學業情緒歷程模式之分析。國立成功大學教育研究所碩士論文。
林邦傑（1995）：中小學生學習及讀書策略量表的修訂。教育部輔導工作六年計劃研究報告。
林易慧、程炳林（2006）：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。教育心理學報，37(3)，231-255。林宴瑛、程炳林（2007）：個人目標導向、課室目標結構與自我調整學習策略之潛在改變量分析。教育心理學報，39（2），173-194。林宴瑛、程炳林（2012）：環境目標結構與控制-價值信念對學業情緒之效果。教育心理學報，44(1)，49-72。吳青蓉、張景媛（2003）：國中生英語學習歷程模式之驗證。教育心理學報，35（2），121-140。吳靜吉、程炳林（1992）：激勵的學習策略量表之修訂。中國測驗學會測驗年刊，39，59-78。侯玫如、程炳林、于富雲（2004）：國中生多重目標導向與其自我調整學習之關係。教育心理學報，35（3），221-248。施佩君（2012）：國文教室好好玩：探究國中國文科興趣發展歷程。國立成功大學教育研究所碩士論文。
程炳林（2002）：多重目標導向、動機問題與調整策略之交互作用。師大學報：教育類，47（1），36-58。
程炳林（2003）：四向度目標導向模式之研究。師大學報：教育類，48 卷，1期，39-58。
程炳林（2005）：個人目標導向、課室目標結構與測量階段對國中生自我調整學習之交互效果。國科會專案研究報告。NSC 94-2413-H-006-006。
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。NSC 89-2413-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。
彭淑玲、程炳林（2005）：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。師大學報，50(2)，69-95。楊淑晴（1997）：高中學生英文學習策略與英文性向之相關研究。人文及社會學科教學通訊，45 期，119-140。
簡嘉菱、程炳林（2013）：環境目標結構、自我決定動機與學業情緒之關係。教育心理學報，44(3)，713-733。張映芬、程炳林（2011）：國中生動機涉入之分類結構及其相關因素探討。教育心理學報，43(2)，521-546。陳正昌、程炳林、陳新豐、劉子鍵（2011）：多變量分析方法－統計軟體應用（六版）。臺北市：五南。
黃豊茜（2010）：學業情緒歷程模式：探析情緒調整策略的效果。國立成功大學教育研究所碩士論文。
鄭依婷（2007）：國中生學業情緒與學業成就之相關研究。國立成功大學教育研究所碩士論文。
賴美璇（2006）：動機調整策略融入英語科之教學效果。國立成功大學教育研究所碩士論文。
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。
英文部分
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