| 期刊論文| 1. | Hulleman, C. S.、Schrager, S. M.、Bodmann, S. M.、Harackiewicz, J. M.(2010)。A Meta-Analytic Review of Achievement Goal Measures: Different Labels for the Same Constructs or Different Constructs with Similar Labels?。Psychological Bulletin，136(3)，422-449。   | | 2. | 林麗華、林清文(20031000)。國中生數學科學習之目標導向、社會比較、自我效能與課業壓力關係研究。彰化師大輔導學報，25，87-132。 延伸查詢 | | 3. | Greene, B. A.、DeBacker, T. K.、Ravindran, B.、Krows, A. J.(1999)。Goals, values, and beliefs as predictors of achievement and effort in high school mathematics classes。Sex Roles，40(5/6)，421-458。 | | 4. | Marsh, H. W.、Yeung, A. S.(1998)。Longitudinal Structural Equation Models of Academic Self-concept and Achievement: Gender Differences in the Development of Math and English Constructs。American Educational Research Journal，35(4)，705-738。 | | 5. | Elliot, A. J.、McGregor, H. A.、Gable, S.(1999)。Achievement goals, study strategies, and exam performance: A mediational analysis。Journal of Educational Psychology，91(3)，549-563。 | | 6. | 蘇嘉鈴、程炳林(20050600)。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。 延伸查詢 | | 7. | Xiang, Ping、McBride, Ron、Guan, Jianmin、Solmon, Melinda(2003)。Children's motivation in elementary physical education: An expectancy-value model of achievement choice。Research Quarterly for Exercise and Sport，74(1)，25-35。 | | 8. | Harackiewicz, J. M.、Elliot, A. J.(1993)。Achievement Goals and Intrinsic Motivation。Journal of Personality and Social Psychology，65(5)，904-915。 | | 9. | Eccles, J. S.(1987)。Gender roles and women's achievement-related decisions。Psychology of Women Quarterly，11(2)，135-172。 | | 10. | Marsh, H. W.、Yeung, A. S.(1997)。Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data。Journal of Educational Psychology，89(1)，41-54。 | | 11. | Senko, C.、Hulleman, C. S.、Harackiewicz, J. M.(2011)。Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions。Educational Psychologist，46(1)，26-47。 | | 12. | Brophy, J.(2005)。Goal theorists should move on from performance goals。Educational Psychologist，40(3)，167-176。 | | 13. | Senko, C.、Harackiewicz, J. M.(2005)。Achievement goals, task performance, and interest: Why perceived goal difficulty matters。Personality and Social Psychology Bulletin，31(12)，1739-1753。 | | 14. | Elliot, A. J.、Murayama, K.(2008)。On the measurement of achievement goals: Critique, illustration, and application。Journal of Educational Psychology，100(3)，613-628。 | | 15. | Harackiewicz, J. M.、Barron, K. E.、Tauer, J. M.、Elliot, A. J.(2002)。Predicting Success in College: A Longitudinal Study of Achievement Goals and Ability Measures as Predictors of Interest and Performance from Freshman Year through Graduation。Journal of Educational Psychology，94(3)，562-575。 | | 16. | Harackiewicz, Judith M.、Barron, Kenneth E.、Tauer, John M.、Carter, Suzanne M.、Elliot, Andrew J.(2000)。Short-term and long-term consequences of achievement goals: Predicting interest and performance over time。Journal of Educational Psychology，92(2)，316-330。 | | 17. | 陳易芬(20111200)。職前教師對師資培育課程與教學的看法與建議。彰化師大教育學報，20，21-45。 延伸查詢 | | 18. | Urdan, T. C.(2004)。Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture。Journal of Educational Psychology，96(2)，251-264。 | | 19. | Barkoukis, V.、Ntoumanis, N.、Nikitaras, N.(2007)。Comparing dichotomous and trichotomous approaches to achievement goal theory: an example using motivational regulations as outcome variables。British Journal of Educational Psychology，77(3)，683-702。 | | 20. | Shih, Shu-Shen(2005)。Taiwanese sixth graders' achievement goals and their motivation, strategy use, and grades: An examination of the multiple goal perspective。The Elementary School Journal，106(1)，39-58。 | | 21. | Mascret, N.、Elliot, A. J.、Cury, F.(2017)。The 3x2 achievement goal questionnaire for teachers。Educational Psychology，37(3)，346-361。 | | 22. | Eccles, J. S.、Adler, T. F.、Meece, J. L.(1984)。Sex differences in achievement: A test of alternate theories。Journal of Personality and Social Psychology，46(1)，26-43。 | | 23. | Meece, J. L.、Wigfield, A.、Eccles, J. S.(1990)。Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performances in mathematics。Journal of Educational Psychology，82(1)，60-70。 | | 24. | Al-Emadi, A. A.(2001)。The relationships among achievement, goal orientation, and study strategies。Social behavior and personality，29(8)，823-832。 | | 25. | Coutinho, S. A.、Neuman, G.(2008)。A model of metacognition, achievement goal orientation, learning style and self-efficacy。Learning Environments Research，11(2)，131-151。 | | 26. | Eccles, Jacquelynne S.、Wigfield, Allan(2002)。Motivational Beliefs, Values, and Goals。Annual Review of Psychology，53(1)，109-132。 | | 27. | Wolters, Christopher A.(2004)。Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement。Journal of Educational Psychology，96(2)，236-250。 | | 28. | Pintrich, Paul R.(2000)。Multiple goals, multiple pathways: The role of goal orientation in learning and achievement。Journal of Educational Psychology，92(3)，544-555。 | | 29. | Wigfield, Allan、Eccles, Jacquelynne S.(2000)。Expectancy-value theory of achievement motivation。Contemporary Educational Psychology，25(1)，68-81。 | | 30. | 程炳林(20030400)。四向度目標導向模式之研究。師大學報. 教育類，48(1)，15-40。 延伸查詢 | | 31. | Elliot, A. J.、McGregor, H. A.(2001)。A 2x2 achievement goal framework。Journal of Personality and Social Psychology，80(3)，501-519。 | | 32. | Ames, C.(1992)。Classrooms: Goals, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。 | | 33. | Elliot, Andrew J.(1999)。Approach and avoidance motivation and achievement goals。Educational Psychologist，34(3)，169-189。 | | 34. | Huang, C. J.(2012)。Discriminant and criterion-related validity of achievement goals in predicting academic achievement: A meta-analysis。Journal of Educational Psychology，104(1)，48-73。 | | 35. | Dweck, Carol S.(1986)。Motivational Processes Affecting Learning。American Psychologist，41(10)，1040-1048。 | | 36. | Elliot, A. J.、Church, M. A.(1997)。A hierarchical model of approach and avoidance achievement motivation。Journal of Personality and Social Psychology，72(1)，218-232。 | | 37. | Nicholls, John G.(1984)。Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance。Psychological Review，91(3)，328-346。 | | 38. | Elliot, A. J.、Murayama, K.、Pekrun, R.(2011)。A 3x2 achievement goal model。Journal of Educational Psychology，103(3)，632-648。 | | 39. | Méndez-Giménez, A.、Cecchini-Estrada, J. A.、Fernández-Río, J.、Mendez-Alonso, D.、Prieto-Saborit, J. A.(2017)。3x2 achievement goals, self-determined motivation and life satisfaction in secondary education。Revista de Psicodidáctica，22(2)，150-156。 | | 40. | 吳中勤(20140900)。以多群組結構方程模式檢驗成就目標理論模式的測量恆等性。教育科學研究期刊，59(3)，59-95。 延伸查詢 | | 41. | Elliot, Andrew J.、Harackiewicz, Judith M.(1996)。Approach and Avoidance Achievement Goals and Intrinsic Motivation: A Mediational Analysis。Journal of Personality and Social Psychology，70(3)，461-475。 | | 42. | Elliot, A. J.、Murayama, K.、Kobeisy, A.、Lichtenfeld, S.(2015)。Potential-based achievement goals。British Journal of Educational Psychology，85(2)，192-206。 | | 43. | Borrego, M.(2013)。Conceptual difficulties experienced by trained engineers learning educational research methods。Journal of Engineering Education，96(2)，91-102。 | | 44. | Crombie, G.、Sinclair, N.、Silverthorn, N.、Byrne, B. M.、DuBois, D. L.、Trinneer, A.(2005)。Predictors of young adolescents' math grades and course enrollment intentions: Gender similarities and differences。Sex Roles，52(5)，357-361。 | | 45. | Dompnier, B.、Darnon, C.、Butera, F.(2009)。Faking the desire to learn: A clarification of the link between mastery goals and academic achievement。Psychological Science，20(8)，939-943。 | | 46. | Ning, Hoi Kwan(2016)。Psychometric properties of the 3x2 achievement goal questionnaire in a Hong Kong sample。Journal of Psychoeducational Assessment，36(3)，261-272。 | | 47. | Lower, L. M.、Turner, B. A.(2016)。Examination of the 3x2 achievement goal model in collegiate recreation: Comparison across sport programs。Journal of Amateur Sport，2(2)，75-102。 | | 48. | Mascret, N.、Elliot, A. J.、Cury, F.(2015)。Extending the 3×2 achievement goal model to the sport domain: The 3×2 Achievement Goal Questionnaire for Sport。Psychology of Sport and Exercise，17，7-14。 | | 49. | Plante, I.、O'Keefe, P. A.、Théorêt, M.(2013)。The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: A test of four theoretical conceptions。Motivation and Emotion，37(1)，65-78。 | | 50. | Spinath, B.、Spinath, F. M.、Harlaar, N.、Plomin, R.(2004)。Predicting School Achievement from general cognitive ability, self-perceived ability, and intrinsic value。Intelligence，34(3)，363-374。 | | 51. | Stevens, T.、Wang, K.、Olivarez, A. J.、Hamman, D.(2007)。Use of self-perspectives and their sources to predict the mathematics enrollment intentions of girls and boys。Sex Roles，56(5/6)，351-363。 | | 52. | Wigfield, A.(1994)。Expectancy-value theory of achievement motivation: A developmental perspective。Educational Psychology Review，6(1)，49-78。 | | 53. | Yang, Y.、Taylor, J.、Cao, L.(2016)。The 3x2 achievement goal model in predicting online student test anxiety and help-seeking。International Journal of E-Learning & Distance Education，32(1)，1-16。 | | 54. | Gao, Zan、Kosma, Maria、Harrison, Louis Jr.(2009)。Ability beliefs, task value, and performance as a function of race in a dart-throwing task。Research Quarterly for Exercise and Sport，80(1)，122-130。 | | 55. | 彭淑玲、程炳林(20051000)。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。 延伸查詢 | | 56. | Cury, François、Da Fonseca, David、Elliot, Andrew J.、Moller, Arlen C.(2006)。The Social-Cognitive Model of Achievement Motivation and the 2×2 Achievement Goal Framework。Journal of Personality and Social Psychology，90(4)，666-679。 | | 57. | Harackiewicz, Judith M.、Barron, K. E.、Carter, S. M.、Lehto, A. T.、Elliot, Andrew J.(1997)。Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade。Journal of Personality and Social Psychology，73(6)，1284-1295。 | | 58. | McGregor, H. A.、Elliot, Andrew J.(2002)。Achievement goals as predictors of achievement-relevant processes prior to task engagement。Journal of Educational Psychology，94(2)，381-395。 | 圖書| 1. | Schunk, Dale H.、Pintrich, Paul R.、Meece, Judith L.(2008)。Motivation in education: Theory, research, and applications。Pearson/Merrill Prentice Hall。 | 圖書論文| 1. | Wigfield, Allan、Eccles, Jacquelynne S.(2002)。The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence。Development of achievement motivation。San Diego, CA：Academic Press。 | | 2. | Eccles, J. S.、Adler, T. F.、Futterman, R.、Goff, S. B.、Kaczala, C. M.、Meece, J. L.、Midgley, C.(1983)。Expectancies, values, and academic behaviors。Achievement and achievement motivation。W. H. Freeman。 | | 3. | Eccles, J. S.、Wigfield, A.、Schiefele, U.(1988)。Motivation to succeed。Handbook of child psychology, Vol. 3: Social, emotional, and personality development。New York, NY：Wiley。 | | 4. | Senko, C.、Durik, A. M.、Harackiewicz, J. M.(2008)。Historical perspectives and new directions in achievement goal theory: Understanding the effects of mastery and performance-approach goals。Handbook of motivation science。New York, NY：Guilford Press。 | | 5. | Elliot, A. J.(2005)。A Conceptual History of the Achievement Goal Construct。Handbook of competence and motivation。Guilford Press。 | |