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二、中文文獻
吳幸宜譯(1994)：學習理論與教學應用。Gredler, M.E. (1991). Learning and Instruction：Theory Into Practice. 台北：心理出版社。
李明堂(1986)。常模參照回饋、自我參照回饋對國小學童成敗歸因、成就動機、測試焦慮影響之研究。國立高雄師範大學教育研究所碩士論文，未出版，高雄。
季力康(民86)。在體育活動中兒童能力和努力概念發展的研究。體育學報，22輯，93-103頁。
尚榮安譯(2001)。個案研究法。台北: 弘智文化。
林紋宏(2007)，自我調整學習與認知風格對國小自然與生活科技學習影響之研究，國立中山大學教育研究所碩士論文，未出版，高雄市。
紀紋薇（2006）。雲林縣社區大學學員參與程度、學習滿意度對其繼續學習意願影響之研究。國立中正大學成人及繼續教育所碩士論文，未出版，嘉義縣。
張永金，劉清彥（譯）（2002）。Dorothy Rich著。大能力（上）。台北：信誼。
陳怜君、洪聰敏(2006)，桌球選手之心理技能訓練，國民體育季刊，第35卷，第4期，第21-25頁。
彭月茵 (2002)。目標層次、回饋訊息對數學工作表現與學習動機之效果：考量國中生的控制信念。國立成功大學教育研究所碩士論文，未出版，台南市。
曾禹復(2009)。動物同伴平台之任務機制設計：以任務委託促進學生學習目標設定。國立中央大學資訊工程研究所碩士論文，未出版，桃園縣。
曾淑蓉(民80)。普通班和資優班學生性別、年級、數學歸因和數學態度的相關研究。特殊教育學報，6，373-430。
黃英忠、陳儀蓉、黃培文(2003)。「學習成就對努力歸因之影響—以三明治式教學之技專院校餐飲管理科為例」。商管科技季刊，4(2)，149-161。
黃英哲（2002）。運動成就目標與賽前狀態焦慮的關係：以目標涉入為主軸之研究。國立臺灣師範大學體育研究所博士論文，台北市。
鄭茂春(民89)。自我歸因論與學習動機的探討。教師之友，41(2)，10-15。
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