一、中文部分
PREFACE（2022年3月27日）。教育4.0的來臨-科技與教育的融合報告內容整合。世界經濟論壇。https://www.preface.ai/blog/kids-learning/wef-%E5%A0%B1%E5%91%8A/
丁毓珊與葉玉珠（2021）。國中生學習心向、學習自我效能與學習適應之關係：以自我調整學習為中介變項之路徑模式分析。教育研究與發展期刊，17（2）83-117。https://doi.org/10.6925/SCJ.202106_17(2).0003
王文科與王智弘（2020）。教育研究法（增訂第十九版）。五南。
王如哲（2010）。解析「學生學習成效」。評鑑雙月刊，27，62-62。https://doi.org/10.6445/EB.201009.0062
王俊斌（2022）。複合性認同，全球素養與新多元文化教育。課程研究，17（1），41-68. https://doi.org/10.53106/181653382022031701003
王政彥（2015）。成人英語自我調控學習素養、學習風格與適性教學策略之發展-兩岸四地都會區的比較研究。（行政院國家科學委員會專題研究成果報告編號：MOST104-2410-H017-015-MY2）。
田慧與陳美如（2020）。自主學習的理念與教學設計。教育研究月刊，309，41-58。https://doi.org/10.3966/168063602020010309003
朱奕儒（2022）。虛擬實境探究式學習應用於跨領域教學對學生自然科學學習成效與國際觀之影響〔未出版之碩士論文〕。國立台中教育大學。
何澤浩與曹良才（2023）。面向沉浸式元宇宙的顯示-互動與應用。科技導報，41(5)，6-14。
吳明隆與涂金堂（2011）。SPSS與統計應用分析。五南。
吳政達（2020）。學校知識治理對教師知識分享與知識轉移之影響：社會資本的中介效果分析。教育研究與發展，16（3），31-65。https://doi.org/10.6925/SCJ.202009_16(3).0002
吳珮青（2022）。國民小學校長空間領導、教師知識分享與學校競爭優勢關係之研究〔未出版之博士論文〕。國立政治大學。http://doi.org/10.6814/NCCU202200227
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呂俊毅（2017）。公部門團隊成員行動化知識分享行為之研究-科技信任與雙元性知識分享之調節效果〔未出版之博士論文〕。國立臺灣師範大學。
李重毅與廖晧圭（2011）。國民小學教師知識分享與專業成長關係之研究。學校行政，74，38-59。https://doi.org/10.6423/HHHC.201107.0038
林倚萱（2012）。中學實習教師自我調整學習歷程及其教師自我效能之研究〔未出版之博士論文〕。國立彰化師範大學。
林堂馨（2019）。國小六年級學生自然與生活科技領域自主學習方案之建構及成效研究〔未出版之博士論文〕。國立中正大學。
林進材（2015）。教學理論與方法。五南。
林意雪（2022）。大學社會實踐課程的自主學習：從教師到學生中心的鷹架支持。新實踐集刊，3，109-152。https://doi.org/10.29634/JNP.202209_(3).0003
林麗娟（2012）。自調式學習。國家教育研究院。https://terms.naer.edu.tw/detail/711a13d43bba0452cf6965f3720c09ce/?startswith=zh&seq=1
邱皓政（2021）。量化研究與統計分析：SPSS與R資料分析範例解析。五南。
侯惠澤（2008）。線上知識分享討論活動與其行為模式探究：以教師/學生社群為例〔未出版之博士論文〕。國立臺灣師範大學。
姜秀勤（2016）。「囚徒困境」視角下的教師知識分享。當代教育科學，6，24-27。
施佳成（2021）。支持自主學習策略和IBSE整合實踐的框架─科技教育的特色教學法〔未出版之博士論文〕。國立東華大學。
柯重吉（2023）。遠距教學品質如何精進。臺灣教育評論月刊，12（2），32-37。
柯麗卿（2009）。獨立研究指導教師教學效能量表之發展及其相關因素之研究〔未出版之博士論文〕。國立高雄師範大學。
洪淑華（2023）。以自主學習與科技接受模式探討國小學生因材網學習成效之研究〔未出版之博士論文〕。國立屏東大學。
孫志麟（2003）。教師自我效能的概念與測量。教育心理學報，34（2），139-156。https://doi.org/10.6251/BEP.20020619
孫志麟（2022）。證據說了什麼?國民中小學教師專業發展的樣貌。師資培育與教師專業發展期刊，15（1），1-27。 https://doi.org/10.53106/207136492022041501001
秦夢群（2019）。教育領導理論與應用。五南。
翁暄睿與陳慧綺（2020）。國民小學教師專業學習社群對教師教學創新影響之研究：以正向心理資本為中介變項。師資培育與教師專業發展期刊，13（3），113-138。https://doi.org/10.3966/207136492020121303005
袁慶華、胡炬波與王裕豪（2009）。中文版沉浸體驗量表（FSS）在中國大學生中的試用。中國臨床心理學雜志，5，559-561。
張奕儂（2020）。科技大學教師專業社群知識分享意願與行為之個案研究〔未出版之碩士論文〕。國立台中教育大學。
張珈瑛（2022）。由舞蹈遊戲探討體驗者沉浸體驗，體驗價值及真實快樂之關係。運動休閒管理學報，19（1），119-143。 https://doi.org/10.6214/JSRM.202206_19(1).0007
張義雄與陳儒晰（2020）。數位教學效能與使用意向的關係：專業信心和知識分享的中介作用。數位學習科技期刊，12（2），55-74。https://doi.org/10.3966/2071260X2020041202003
張嘉玲（2021）。國際教育融入跨領域視訊教學之課程設計與實踐-自主學習之探究〔未出版之博士論文〕。國立暨南國際大學。https://doi.org/10.6837/ncnu202100085
張錫勳（2020）。國中科學探究教學之教師實務知識研究〔未出版之博士論文〕。國立台灣師範大學。http://doi.org/10.6345/NTNU202000951
教育部（1998）。邁向學習社會白皮書。作者。https://bit.ly/3ONkha3
教育部（2002）。終身學習法。作者。https://law.moj.gov.tw/LawClass/LawHistory.aspx?pcode=H0080048
教育部（2010）。中小學教師專業學習社群手冊(再版)。作者。https://reurl.cc/jDlEMy
教育部（2014）。十二年國民基本教育課程綱要總綱。作者。 https://cirn.moe.edu.tw/WebNews/details.aspx?sid=11&mid=50&nid=1618
教育部（2019）。十二年國教課綱。作者。https://www.naer.edu.tw/PageSyllabus?fid=52
教育部（2021）。學習社會白皮書。作者。https://bit.ly/3GUP7fb
教育部（2023）。教育部科技輔助自主學習推動計畫。作者。https://srl.ntue.edu.tw/
許家瑜（2022）。基於動態評量之虛擬實境遊戲對國小學生自然科學習成效之影響〔未出版之碩士論文〕。國立台中教育大學。
許惟翔（2016）。教師人格特質、教師組織承諾與學校知識管理對教師教學效能之多層次分析研究〔未出版之博士論文〕。國立臺南大學。
許籐繼與倪靜宜（2019）。國小教師領導與教學效能現況及其結構關係模式之分析。臺北市立大學學報，教育類，50（2），59-84。https://doi.org/10.6336/JUTEE.201912_50(2).0003
連倖誼與張雅筑（2017）。教師專業學習社群信念與教學效能之研究。師資培育與教師專業發展期刊，10（1），75-103。https://doi.org/10.3966/207136492017041001004
郭伯臣（2020a）。校園防疫與中小學數位學習之現況與未來。國土及公共治理季刊，8（4），72-79。https://bit.ly/3AJx0F1
郭伯臣（2020b）。科技輔助自主學習。教育部。https://bit.ly/3GOfvHg
郭伯臣與劉文惠（2020）。數位學習新趨勢-個人化學習與人工智慧導入。師友雙月刊，620，11-14。https://bit.ly/3XAGbBm
郭智玲（2018）。幼兒數學自主學習創新教學模式之行動研究〔未出版之博士論文〕。國立高雄師範大學。
陳立先（2018）。利用自我調整理論與鷹架呈現機制探討遊戲式數位學習中的問題解決歷程。〔未出版之博士論文〕國立交通大學。
陳君武（2021）。國民中學促進自主學習課堂評估指標建構之研究〔未出版之博士論文〕。國立政治大學。http://doi.org/10.6814/NCCU202100741
陳佳琳與張美珍（2022）。數位科技融入數學科對偏鄉國民小學學生學習成效影響之研究-以因材網為例。工業科技教育學刊，15，188-206。https://doi.org/10.6306/JITE.202211_(15).0011
陳怡伊（2021）。外籍成人華語學習者知覺華語教師教學效能與學業成就表現關係之研究-以自我調控學習為中介變項〔未出版之博士論文〕。國立高雄師範大學。
陳冠妃（2017）。國中生樂觀解釋型態、自我效能、自我調節與學習行為關係之研究〔未出版之博士論文〕。國立高雄師範大學。
陳奕璇（2022）。從108課綱科技領域之增加談偏遠地區教師的教學負荷。臺灣教育評論月刊，11（3），26-29。
陳添丁（2018）。國民小學校長學習領導、學校組織學習與教師教學效能關係之研究〔未出版之博士論文〕。國立政治大學。http://doi.org/10.6814/DIS.NCCU.EDU.018.2018.F02
陳寬裕（2021）。論文統計完全攻略統計小白也能變達人。五南。
彭漣漪與黃啟菱（2016）。教育3.0數位力顛覆學習。未來親子學習平台。https://futureparenting.cwgv.com.tw/family/content/index/3212
曾繁絹（2016）。自我調節歷程與社群商務知識分享之關聯性研究。電子商務研究，14（3），335-364。
游淑萍（2015）。團隊斷層、團隊創新氣候對團隊知識分享行為之影響〔未出版之博士論文〕。國立臺北大學。
馮素珍、紀惠英、范熾文與胡政清（2018）。一所國民小學行政人員知識分享之個案研究。學校行政，114，12-37。https://doi.org/10.6423/HHHC.201803_(114).0002
馮莉雅、曾素秋與陳昭宇（2020）。以系統動態學觀點探討影響中小學教師專業發展因素：以教學訪問教師計畫為例。課程與教學，23（4），153-196。https://doi.org/10.6384/CIQ.202010_23(4).0006
黃丞傑（2020）。臺灣地區公立國民小學校長正向領導、教師專業社群文化與教學效能關係之研究〔未出版之博士論文〕。國立臺北教育大學。
黃俊傑與鍾佳慧（2014）。大學生學習策略與自我調節學習能力對學習成效之影響研究。教育科學研究期刊，59（2），95-120。
黃建翔與吳清山（2021）。國民中學校長創新領導,教師專業學習社群與教師教學創新表現關係之研究。教育學報，49（1），51-72。
黃秋霞與楊志強（2020）。國小數學科互動式體積AR輔助學習軟體應用之探討。特殊教育發展期刊，70，17-34。https://doi.org/10.7034/DSE.202012_(70).0002
黃國將（2021）。偏鄉小學COVID-19疫情期間透過遠距教學實踐SDG4的挑戰與因應。臺灣教育評論月刊，10（9），153-158。
葉子明與周君芳（2020）。資訊素養、資訊科技融入教學對國小教師專業成長及教學效能影響之研究。全球科技管理與教育期刊，9（1），20-41。https:// doi.org/10.6617/GTME.202003_9(1).0002
葉倩亨（2004）。國民中學教師人情特質、人際情感、組織文化與知識分享關係之研究〔未出版之博士論文〕。國立政治大學。
葉淑琴、李秋霞與謝美慧（2021）。論知識管理。領導護理，22（1），1-9。https://doi.org/10.29494/LN.202103_22(1).0001
趙驛與龔心怡（2021）。國中教師人格特質對教學效能影響之研究：以工作壓力為中介變項。師資培育與教師專業發展期刊，14（2），27-55。 https://doi.org/10.3966/207136492021081402002
劉倚禔與吳勁甫（2017）。教師專業學習社群與教師教學效能關係之後設分析。教育科學期刊，16（1），157-169。
劉詩華（2022）。探討沉浸體驗在社群媒體行銷中對行為意圖之影響-以Instagram使用者為例〔未出版之碩士論文〕。中原大學。
蔡金倉（2018）。以整合性科技接受模式探討軍中消費者網購行為〔未出版之博士論文〕。元智大學。
蔡清田（2022）。核心素養的課程發展與設計：課程學的想像。五南。
蔡進雄（2003）。學校行政與教學研究。高雄復文。
蔡瑞君（2020）。消失或加劇的社會距離?新型冠狀病毒疫情下課程與教學數位化面臨的挑戰與契機。課程研究，15（1），35-51。 https://doi.org/10.3966/181653382020031501003
鄧志偉（2006）。知識分享行為與教師專業發展。教育科學，22（4），47-50。
盧姵綺（2010）。Web2.0知識共構社群對大學生藝術通識課程學習影響之研究〔未出版之博士論文〕。國立臺灣師範大學。
蕭佳純（2017）。在職進修教師創意教學自我效能發展之縱貫性研究。教育科學研究期刊，62（3）， 25-55。https://doi.org/10.6209/JORIES.2017.62(3).02
蕭若綺（2022）。探究教師專業學習網絡的港灣：Shulman與Shulman的教師學習社群2.0版〔未出版之博士論文〕。國立陽明交通大學。
賴英娟與巫博瀚（2022）。國中生所知覺到的教師自主支持、自我效能、任務價值對學習投入之影響。教育心理學報，53（3），543-564。 https://doi.org/10.6251/BEP.202203_53(3).0002
謝幸吟、張正平與郭俊麟（2017）。教師專業學習社群知識分享、創意教學與社群召集人轉型領導關係之研究。師資培育與教師專業發展期刊，10（2），139-166。http://doi.org/10.3966/207136492017081002006。
謝傳崇與林庭律（2021）。臺灣高等教育實踐永續發展指標（SDGs）的意涵與重要性。臺灣教育評論月刊，10（4），31-34。
鍾沛涵（2021）。國小學童知覺教師正向領導與學生學習表現關係-自我效能、自我調節的中介效果與感恩特質的調節效果〔未出版之博士論文〕。國立臺南大學。
藍秀雯與張弘勳（2020）。教保服務人員知識分享與專業發展之研究。學校行政，128，296-318。http://doi.org/10.6423/HHHC.202007_(128).0011
羅希哲、劉一慧與孟祥仁（2007）。國小教師知識分享現況及行爲模式比較之研究。人文社會科學研究，1（1），99-122。https://doi.org/10.6284/NPUSTHSSR.2007.1(1)5
羅希哲與盧家湄（2023）。科技領航、贏得未來：元宇宙教育的技職人才培育。師友雙月刊，638，31-37。https://doi.org/10.53106/266336712023040638005
羅清俊（2007）。社會科學研究方法：如何做好量化研究（初版）。威仕曼。
蘇衍丞（2017）。雲林縣國小校長知識領導、學習型組織與教師教學效能之研究〔未出版之博士論文〕。國立嘉義大學。

二、英文部分
Anderson, J. & Gerbing, D. (1988) Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103, 411-423.https://doi.org/10.1037/0033-2909.103.3.411
Artuch-Garde, R., González-Torres, M. del C., de la Fuente, J., Vera, M. M., Fernández-Cabezas, M., & López-García, M. (2017). Relationship between resilience and self-regulation: A study of Spanish youth at risk of social exclusion. Frontiers in Psychology, 8, 612. https://doi.org/10.3389/fpsyg.2017.00612
Awidi, I. T., & Paynterb, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128, 269-283. https://doi.org/10.1016/j.compedu.2018.09.013
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