中文部分
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施淑慎(2005,10月)。教室目標結構與成就目標取向對國小學童自我阻礙行為及考試焦慮之預測作用。台灣心理學會主辦「台灣心理學會第四十四屆年會」宣讀之論文(中壢)。施淑慎(2006)。教室目標結構與成就目標取向對國小學童自我阻礙行為及考試焦慮之預測作用。教育與心理研究,29(3),517-546。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(1),15-40。彭淑玲(2010)。創造力動機歷程模式:未來目標、課室目標結構、自我決定動機、自我調整學習策略與創造力之關係。國立台灣師範大學教育心理與輔導研究所博士論文。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:教育類,50,69-95。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。
楊岫穎(2003)。國中生自我設限的情境及歷程因素之研究。國立成功大學教育研究所碩士論文。
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