中文部分
江文慈（1999）。情緒調整的發展軌跡與模式建構之研究。國立台灣師範大學教育心理與輔導學系博士論文。
江文慈（2004）。大學生的情緒調整歷程與發展特徵。教育心理學報，35（3），249-268。
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。
林清山、程炳林（1996）。國中生自我調整學習因素與學習表現之關係暨自我調整的閱讀理解教學策略效果之研究。教育心理學報，28，15-58。
林宴瑛（2012）。從人境互動觀點探討目標結構、目標導向、 情緒調整對考試情緒與應試策略之效果：條件化間接效果暨調節效果分析。國立臺灣師範大學教育心理與輔導學系博士論文。
施怡如（2011）。國中生個人目標導向與考試情緒之關係：知覺的測驗威脅與情緒調整之調節效果分析。國立成功大學教育研究所碩士論文
侯玫如（2002）。多重目標導向對國中生認知、動機、情緒與學習行為之影響。國立成功大學教育研究所碩士論文。
徐雅雯（2012）。碩士生的人格特質、情緒調節策略與憂鬱之相關研究。國立政治大學教育研究所碩士論文。
張景媛（1997）。國中生正負向情緒與後設認知、學習動機關係之研究。教育心理學報，29 ，51-76 。
陳婉真（2009）。考試焦慮對考試成績表現失常影響之研究—從考試歷程分析。教育心理學報, 40（4）,597-617。
陳嘉皇（2007）。數學學習情感反應、自我調整能力與成就表現關係之研究。國立屏東教育大學學報,27,1-28。
彭月茵（2007）。研究生學術動機歷程之建構。政治大學教育研究所博士論文。
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（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(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。22
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。
趙曉美（2009）。國小高年級兒童在校情緒表現與教師介入策略之研究－教師的觀點。教育心理學報，41（2），405-425。
鄭衣婷（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。
蕭瑞玲（2002）。國小學童情緒調節及相關因素之研究 國小學童情緒調節及相關因素之研究。國立屏東師範學院教育心理與輔導研究所碩士論文。
賴英娟（2012）。國中生學業情緒之認知評估中介歷程：二階調節效果。國立成功大學教育研究所博士論文。
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。
簡嘉菱（2009）。自我決定動機與學業情緒模式之探討。國立成功大學教育研究所碩士論文。
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。教育心理學學報，44(3)，713-733。
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。
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