壹、中文部分
王文科、王智弘（2009）。教育研究法(增訂第十三版)。臺北：五南。
朱陳翰思（2002）。國民小學教師自我效能感與專業知能關係之研究國民小學教師自我效能感與專業知能關係之研究。未出版碩士論文，國立臺中師範學院國民教育研究所，臺中。
余民寧（2006）。潛在變項模式：SIMPLIS的應用。臺北：高等教育。
吳明隆（2008）。SPSS操作與應用問卷統計分析實務。臺北：五南。
吳明隆（2009）。結構方程模式AMOS 的操作與應用（第二版）。臺北：五南。
吳明隆、涂金堂（2007）。SPSS與統計應用分析（修訂版）。臺北：五南。
吳璧如（2004a）。幼兒職前教師效能感之測量。教育心理學報，36（2），165-184。
吳璧如（2004b）。幼稚園職前教師的教師效能感與任教承諾之關係。教育學刊，23，207-230。
宋秋美、程炳林、周啟葶（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。
李幸（2001）。國民中學學習型組織、教師自我效能與學校效能關係之研究。未出版碩士論文，高雄師範大學教育學系，高雄。
李茂能（2006）。結構方程模式軟體 AMOS 之簡介與及其在測驗編製上之應用。臺北：心理。
李新民、陳密桃（2007） 。實用智能、目標導向、教師自我效能對工作表現之影響探析：以幼兒教師為例。教育學刊，28，63-99。
林三維（2005）。桃園縣國民中學體育教師自我效能與教學效能之相關研究。未出版碩士論文，國立體育學院體育研究所，桃園。
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。
林秋榮（2006）。特殊教育教師自我效能與教學行為調整之研究。未出版博士論文，國立彰化師範大學特殊教育學系，彰化。
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。未出版博士論文，國立彰化師範大學輔導與諮商學系，彰化。
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，38（4），173-194。
林啟超（2009）。高職學生之未來時間觀、成就目標與適應性學習行為間徑路模式之檢驗。教育實踐與研究，22（1），81-112。
林惠珍（2009）。國民小學初任教師自我效能之個案研究。未出版碩士論文，國立臺北教育大學政策與管理研究所，臺北。
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。
柯安南（2004）。國小教師專業能力知覺與教師自我效能感之研究-教師資格檢定觀點。未出版碩士論文，國立中正大學教育研究所，嘉義。
孫志麟（2001）。教師自我效能與教學行為調整的關係-實徵取向的分析。國立臺北師範學院學報，14，109-140。
孫志麟（2002）。教師效能-三元模式的建構與應用。教育研究月刊，104，44-54。
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。
孫志麟（2005）。跨越科層：學校組織對教師自我效能的影響。國立臺北師範學院學報：教育類，18（1），29-61。
徐綺穗（2008）。一位實習教師自我調整學習之研究。教育資料與研究，85，151-174。
張宇樑、吳樎椒（2009）。影響臺中縣市公立國小數學領域初任教師效能感發展因素之個案研究。科學教育學刊，17(1），27-48。
張芳全(2010)。問卷就是要這樣編。台北：心理。
張裕程（2005）。中部四縣市國民小學校長轉型領導、互易領導與教師自我效能關係之研究。未出版碩士論文，國立嘉義大學國民教育研究所，嘉義。
張簡俊彥（2004）。國小實習教師於教育實習中自我調整學習之分析。未出版碩士論文，國立臺中教育大學諮商與教育心理研究所，臺中。
符碧真、黃源河(2016)。實地學習:銜接師資培育理論與實務的藥方?教育科學研究期刊，61(2)，57-84。
許育齡（2006）。教師效能感研究的取向及限制:邁向變動教師效能感的探究。慈濟大學教育研究學刊，2，109-137。
郭明德（1998）。國小教師自我效能、班級經營策略與班級經營成效關係之研究。未出版博士論文，國立高雄師範大學教育研究所，高雄。
郭明德（2002）。教師教學效能之探討與量表之編制。國立台灣體育學院學報，11，61-91。
郭淑珍（2003）。國民小學教師專業自主與教師效能之研究。新竹師院學報，17，23-50。
陳正昌、程炳林、陳新豐、劉子鍵（2009）。多變量分析方法統計軟體應用（5nd ed）。臺北：五南。
陳玉樹、郭銘茜(2013)。四向度成就目標對教師創意教學表現之影響：創意教師自我效能的中介效果與團隊學習行為的跨層級調節效果檢定。教育科學研究期刊，58（3），85-120。
陳美娟（2004）。國民小學教師評鑑與教師自我效能之研究。未出版碩士論文，國立臺中師範學院國民教育研究所，臺中。
陳嘉成（2008）。調節假設或適配假設？－二個相競假設的檢驗與知覺目標結構變化對學習組型影響之研究。教育與心理研究，31（2），27-58。
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（2），69-95。
曾玟瑜（2013）。教學目標導向、求助態度與求助行為之關係。未出版碩士論文，國立成功大學教育研究所，臺南。
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。
黃鈺雯（2013）。國小教師目標導向、自我調整策略與教師效能之相關研究。未出版碩士論文，國立臺南大學教育學系課程與教學碩士班，臺南。
黃儒傑（2007）。初任教師成就目標導向及其教學承諾之研究：以幼稚園教師為例。臺東大學教育學報，18（1），1-28。
黃儒傑（2008)。新手教師成就目標導向、自我調整策略及其教學承諾之研究：以臺中縣市幼稚園為例。國民教育研究學報，21，31-62。
黃儒傑（2009）。初任教師教學承諾及其相關因素：心理取向之探討。臺北：高等教育。
熊淑蘭（2006）。幼兒教師目標導向、教師自我效能與工作表現之相關研究。未出版碩士論文，樹德科技大學幼兒保育系碩士班，高雄。
劉佩雲（1998）。兒童自我調整學習之研究。未出版博士論文，國立政治大學教育學系研究所，臺北。
劉佩雲（2009）。目標導向與趨向或逃避行為之關係探討。課程與教學，12（3），213-240。
潘義祥（2003）。國民小學健康與體育學習領域教師自我效能、教學承諾與教學實踐。未出版博士論文，國立體育學院體育研究所，桃園。
鄭文實（2007）。國小組織氣氛、教師自我效能感與專業評鑑意願之相關研究。未出版之碩士論文，國立臺東大學，臺東。
簡紅珠（2006）。以學習成就為主的教師效能研究與教師評鑑。教育資料與研究，73，75-90。
 
貳、英文部分
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