一、中文部分
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巫博瀚、陸偉明、賴英娟（2011）。所知覺的學習環境對學業情緒之影響：線性混合模式在叢集資料之應用。教育與心理研究，34(1)，29-54。
巫博瀚、賴英娟（2011）。性別、自我效能、工作價值、科學素養及學校層次因素對臺灣青少年學習情緒之影響：個人與情境交互作用之多層次分析。教育科學研究期刊，56(3)，119-149。洪有義（1978）。肢體殘障學生的內外制握信念之研究。教育心理學報，11，131-157。施淑慎（2008）。學習情境中之自主支持與國中生成就相關歷程間關係之探討。國立政治大學教育與心理研究，31，1-26。施淑慎、曾瓊慧、蔡雅如（2007）。國小學童之成就目標、動機與情感中介歷程以及學業成就間路徑模型之檢驗。測驗學刊，54(1)，31-57。陳金水（1988）。國民中學教師制握信念、工作經驗與組織承諾之關係(未出版之碩士論文)。國立高雄師範大學，高雄市。陳彥君（2012）。大學生之內外控人格特質、生活壓力與健康狀況之相關研究(未出版之碩士論文)。國立中山大學，高雄市。張春興（1994）。教育心理學-三化取向的理論與實踐。台北市：東華。
許雅萍（2008）。父母語言暴力、父母角色認同、社會支持與制握信念對台南市國中生情緒穩定影響之研究(未出版之碩士論文)。國立成功大學，台南市。黃堅厚（1979）。國小及國中學生內外控信念之研究。教育心理學報，12，1-14。黃堅厚（1999）。人格心理學。臺北市：心理。
黃豊茜（2010）。學業情緒歷程模式:探析情緒調整策略的效果(未出版之碩士論文)。國立成功大學，台南市。劉憶先（2011）。管理教練技能對員工工作焦慮之影響—以員工外在制握信念為中介變項(未出版之碩士論文)。國立中央大學，桃園市。賴英娟（2012）。國中生學業情緒之認知評估中介歷程：二階調節效果(未出版之博士論文)。國立成功大學，台南市。濮世緯（1996）。國小校長轉型領導、教師制握信念與教師職業倦怠關係之研究(未出版之碩士論文)。國立政治大學，台北市。二、英文部分
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