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壹、中文部分
王筱婷(2016)。人格特質對股票投資續擴承諾行為與績效之探討(未出版之碩士論文)。南華大學，嘉義縣。
李仁豪、鍾芯瑜(2020)。中文版簡式「五大人格量表」BFI的發展。測驗學刊，67(4)，271 – 299。
李坤崇(2006)。教學評量。新北市：心理出版社。
林進材(2000)。有效教學—理論與策略。臺北市：五南文化出版。
林清山(2000)。學習理論與教學心理學的互動。教育研究集刊，45，1-13。
柯澍馨、林亭如(2007)。台灣地區高職餐飲科教師效能信念與有效教學行為之研究。學校行政，51，72-92。
徐諶(1995)。教材多元並非教學萬靈丹－黃政傑教授談教材多元化的先決條件。師友月刊，314，6-8。
張春興(2001)。教育心理學。臺北市：東華書局。
張春興、林清山(1989)。教育心理學。臺北市：東華書局。
張淑惠、蔡銘修(2019)。讓教室變成遊戲室－以即時回饋系統輔助技能檢定學科模擬測驗。臺灣教育評論月刊
，8(4)，98-102。
張蕊苓(1999)。兒童學習動機內化歷程中的影響因素探討。花蓮師院學報，9，33-60。
陳木金(1997)。國民小學教師領導技巧、班級經營策略與教學效能關係之研究(未出版之博士論文)。國立政治大學，臺北市。
教育部統計資訊(2020)。歷年度各級教育簡況：表A1 - 2 各級學校專任教師人數https://stats.moe.gov.tw/files/ebook/Education_Statistics/110/110edu_EXCEL.htm
許美瑞(2007)。台灣教師與廚師對中餐烹調技術士技能檢定意見之調查分析。餐旅暨家政學刊，4(4)，315-332。
黃文振(1996)。落實技能檢定開展職業證照制度新紀元。就業與訓練，14，92-95。
黃家杰、陳美芳、陳長益、李乙明、呂金燮(2010)。教師區分性教學行為觀察量表(學生版)之編製。特殊教育研究學刊，35(1)，63-82。
曾淑惠(2008)。職業類科教師有效教學的關鍵。教育研究與發展期刊，4(2)，205-230。
蕭錫齊(2000)。技能檢定委託相關機構團體辦理之行性研究。台北勞工委員會職業練委託研究報告。
謝錫湖(2002)。技能檢定術科測驗對高職模具科技能學習影響之研究(未出版之碩士論文)。國立台北科技大學，臺北市。
蘇景進(2019)。探討高職學生技能檢定情形及高職優質化對技能檢定之提升效果。台灣教育，716，59-70。
貳、英文部分
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Bergold, S., & Steinmayr, R. (2018). Personality and intelligence interact in the prediction of academic achievement. Journal of Intelligence, 6(2), 27-32.
Blazar, D. (2016). Teacher and teaching effects on students' academic performance, attitudes, and behaviors. Harvard University.
Blossfeld, G. J., Blossfeld, P. N., & Blossfeld, H.-P. (2019). A sociological perspective on education as a lifelong process. In Research handbook on the sociology of education. Edward Elgar Publishing.
Borich, G. D. (2016). Observation skills for effective teaching: research-based practice. Routledge.
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De Fruyt, F., Wille, B., & John, O. P. (2015). Employability in the 21st century: Complex (interactive) problem solving and other essential skills. Industrial and Organizational Psychology, 8(2), 276-281.
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Duncan, G. J., & Brooks-Gunn, J. (1997). Consequences of growing up poor. Russell Sage Foundation.
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Goldberg, L. R. (1981). Language and individual differences: The search for universals in personality lexicons. Review of personality and social psychology, 2(1), 141-165.
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Hallam, S., & Ireson, J. (2006). Secondary school pupils' preferences for different types of structured grouping practices. British Educational Research Journal, 32(4), 583-599.
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