一、中文部分
于若蓉、朱敬一(1998)。臺大「惠我良多」？－論各大學畢業生初出校門的表現。經濟論文叢刊，26(1)，65-89。王依慈(2004)。學生家庭背景因素對學業成就之影響－以基隆市為例(未出版之碩士論文)。銘傳大學，臺北市。王枝燦(2009)。家庭結構對青少年子女學習成就之影響(未出版之博士論文)。國立政治大學，臺北市。王麗雲、游錦雲(2005)。學童社經背景與暑期經驗對暑期學習成就進展影響之研究。教育研究集刊，51(4)，1-41。田芳華、傅祖壇(2009)。大學多元入學制度：學生家庭社經背景與學業成就之比較。教育科學研究期刊，54(1)，209-233。石培欣(2000)。國民中學學生家庭環境、同儕關係與學業成就之相關研究(未出版之碩士論文)。國立高雄師範大學，高雄市。江滿堂(2008)。國民小學校長多元領導型態、團體動力、學校組織文化特質與學校效能關係之研究(未出版之博士論文)。國立屏東教育大學，屏東市。何秋蓮(2008)。國中生家庭社經地位、文化資本、教育期望對其學業成就影響之研究─以臺南縣國中基本學力測驗為例(未出版之碩士論文)。國立嘉義大學，嘉義縣。余民寧(2006a)。影響學習成就因素的探討。教育資料與研究，73，11-24。余民寧(2006b)。潛在變項模式SIMPLIS的應用。臺北市：高等教育。
余民寧、趙珮晴、許嘉家(2009)。影響國中小女學生學業成就與學習興趣因素：以台灣國際數學與科學教育成就趨勢調查(TIMSS)資料為例。教育資料與研究，87，79-104。余民寧、韓珮華(2009)。教學方式對數學學習興趣與數學成就之影響：以TIMSS 2003台灣資料為例。測驗學刊，56(1)，19-48。吳坤璋、黃台珠、吳裕益(2005)。影響中小學學生科學學習成就的因素之比較研究。教育心理學報，37(2)，147-171。吳坤璋、黃台珠、吳裕益(2006)。以結構方程模式檢驗影響國小學生對科學的態度之理論模式。師大學報：科學教育類，51(1, 2)，83-106。吳明隆(1998)。國小學童家庭結構、學業成就及偏差行為關係之研究。訓育研究，37(4)，35-54。吳明隆(2009)。結構方程模式AMOS的操作與應用。臺北市：五南。
吳清山(1998)。學校效能研究。臺北市：五南。
吳清山(2007)。教育行政議題研究。臺北市：高等教育。
吳清山、林天祐(2005)。教育新辭書。臺北市：高等教育。
吳清基(1995)。教師與進修。臺北市：師大書苑。
吳慧瑛(2007)。家庭背景與教育成就：五個出生世代的比較分析。人口學刊，34，109-143。吳靜吉、程炳林(1993)。國民中小學生學習動機、學習策略與學業成績之相關研究。國立政治大學學報，66，13-39。巫有鎰(1999)。影響國小學生學業成就的因果機制－以臺北市和臺東縣作比較。教育研究集刊，43，213-242。巫有鎰(2005)。學校與非學校因素對臺東縣國小學生學業成就的影響：結合教育機會均等與學校效能研究的分析模式(未出版之碩士論文)。國立屏東師範學院，屏東市。巫有鎰(2007)。學校與非學校因素對臺東縣原、漢國小學生學業成就的影響。臺灣教育社會學研究，7(1)，29-67。李仁豪、余民寧(2008)。二層次結構方程式模型的應用：以教育心理學為例。師大學報：教育類53(3)，95-123。李介至、陳泉源、梁滄郎(2010)。防禦悲觀者的動機分析及在成就評價後之情緒反應：以潛在成長模式分析為例。教育心理學報，41(4)，733-749。
李茂能(2009)。圖解AMOS在學術研究之應用。臺北市：五南。
李敦仁、余民寧(2005)。社經地位、手足數目、家庭教育資源與教育成就結構關係模式之驗證：以TEPS資料庫為例。臺灣教育社會學研究，5(2)，1-47。李懿芳、江芳盛(2008)。有效的學校領導對數學學習成就之影響：以TIMSS 2003臺灣調查資料為例。教育政策論壇，11(2)，107-130。周新富(2003)。家庭社經地位、家長參與學習與國中生能力分組關係之研究。臺灣教育社會學研究，4(2)，113-153林天祐(1997)。學校經營與教育品質。教育資料與研究，19，28-32。林天祐(2001)。新論「降低班級學生數」與「學習成就」之關係。課程與教學通訊，6，11-12。
林生傳(2005)。教育社會學。高雄市：巨流。
林秀珍(2008)。探究以統計過程為基礎之統計教學活動之成效－利用Census at school教學網站(未出版之碩士論文)。國立臺北教育大學，臺北市。林秀勤、張憲庭、游錦雲(2009)。霸凌現象與學生偏差行為對友善校園影響之研究。初等教育學刊，32，75-103。林定香、翁士傑(2007)。潛在成長曲線模式之選模指標比較及影響選模表現因數之探究。統計與資訊評論，9，103-129。林明地(1999)。家長參與學校教育的研究與實際：對教育改革的啟示。教育研究資訊，7(2)，61-79。林明地(2002)。創意的學校經營。現代教育論壇，12，285-296。
林俊瑩(2007)。檢視個人與家庭因素、學校因素對學生學業成就的影響：以SEM與HLM分析我國國中教育階段機會均等及相關問題(未出版之博士論文)。高雄師範大學，高雄市。林俊瑩、吳裕益(2007)。家庭因素、學校因素對學生學業成就的影響－階層線性模式的分析。教育研究集刊，53(4)，107-144。林俊瑩、黃毅志(2008)。影響臺灣地區學生學業成就的可能機制：結構方程模式的探究。臺灣教育社會學研究，8(1)，45-88。林原宏(1997)。階層線性模式之理論。測驗統計簡訊，15，17-26。林淑玲、馬信行(1983)。家庭社經背景對學前教育的影響及學前教育對小學學業成績的影響。政大教育與心理研究，6，19-39。林新發(1996)。兩岸中小學教師在職進修制度之比較。國北師院學報，9，85-110。林碧芳(2009)。從文化資本探討才藝學習對學習成就的影響。教育與社會研究，17，111-134。邱皓政(2003)。結構方程模式－LISREL的理論、技術與應用。臺北市：雙葉。
邱皓政(2007)。多層次模型分析導論。臺北市：五南。
邱皓政(2009)。量化研究與統計分析－SPSS中文視窗版資料分析範例解析(3版)。臺北市：五南。
侯世昌(2002)。國民小學教育家長期望、參與學校教育與學校效能之研究(未出版之博士論文)。國立臺灣師範大學，臺北市。侯雅齡(2009)。幼稚園在動手做科學活動歷程之心流研究：以潛在成長模式進行分析。特殊教育研究學刊，34(3)，81-105。孫旻儀、蔡明學(2007)。社經地位和學生學業成就關係之後設分析。國教學報，19，199-222。孫清山、黃毅志(1996)。補習教育、文化資本與教育取得。臺灣社會學刊，19，95-139。翁士傑(2006)。影響潛在成長曲線模型選擇之因子探討(未出版之碩士論文)。國立臺北大學，臺北市。馬信行(1985)。家庭文化背景學業成績之關係。國立政治大學學報，51，139-165。馬信行(2008)。影響學生學業成就之因素：對美國國家長期教育追蹤調查研究結果之綜合分析。教育政策論壇，11(4)，1-31。高新建、吳幼吾(1997)。階層線性模式在內屬結構教育資料上的應用。教育研究資訊，5(2)，31-50。張芳全(2006)。影響數學成就因素在結構方程式模型檢定：以2003年台灣國二生TIMSS 資料為例。國立臺北教育大學學報，19(2)，163-196。
張春興(1981)。高中生的自我知覺與對父母期待知覺間的差距與其學業成績的關係。教育心理學報，14，31-40。張苙雲(2009)。臺灣教育長期追蹤資料庫：資料使用手冊(2009.09.01版)。臺北市：中央研究院調查研究專題中心。張苙雲、歐淑萍(2005)。教育研究的基礎建設：簡介『臺灣教育長期追蹤資料庫』計畫。教育研究與發展期刊，1(3)，255-273。張淳熙(2008)。從文化資本與社會資本探究東南亞裔新移民子女學業成就與自我效能之共變結構模式(未出版之碩士論文)。國立臺北教育大學，臺北市。許玉芳(2008)。國小學童的教師期望、父母期望與自我效能、學業成就之相關研究(未出版之碩士論文)。國立屏東教育大學，屏東市。許修龍(2007)。家庭社經地位、教育資源與學業成就關係之研究－以嘉義縣國中三年級學生為例(未出版之碩士論文)。國立嘉義大學，嘉義市。許崇憲(2002)。家庭背景因素與子女學業成就之關係：臺灣樣本的後設分析。中正教育研究，1(2)，25-62。陳正昌(1994a)。北部三縣市家庭教育資源與國小學生學業成就之關係。教育研究雙月刊，39，37-43。陳正昌(1994b)。從教育機會均等觀點探討家庭、學校與國小學生學業成就之關係(未出版之博士論文)。國立政治大學，臺北市。陳怡靖、鄭燿男(2000)。臺灣地區教育階層化之變遷：檢證社會資本論、文化資本論及財務資本論在臺灣的適用性。國家科學委員會研究彙集：人文與社會科學，13(3)，416-434。陳青達、鄭勝耀(2008)。文化資本與學習成就之相關研究：以雲林縣國民小學六年級學生為例。新竹教育大學學報，25(1)，79-98。陳奎憙(1997)。教育社會學研究(9版)。臺北市：師大書苑。
陳建州、劉正(2001)。重探學校教育功能－家庭背景因素影響力變化之研究。臺東師院學報，12(上)，115-144。陳家如(2006)。學校因素對學生學業成就的影響(未出版之碩士論文)。國立臺北大學，臺北縣。陳順宇(2007)。結構方程模式AMOS操作。臺北市：心理。
陳曉佳(2004)。臺灣地區國中學生文化資本、習性與學業成就之關係(未出版之碩士論文)。國立臺灣師範大學，臺北市。彭森明(1999)。中小學教師基本素質規範與師資培育。載於高雄師範大學教育學系(主編)，中小學教師素質與評量研討會研討報告－會議手冊暨論文實錄 (頁21-38)。臺北市：教育部。
曾琡雅(2004)。影響個人與組織適配及個人與工作適配長期變化因素之研究(未出版之碩士論文)。國立臺灣科技大學，臺北市。湯志民(2006)。學校建築與校園規劃(3版)。臺北市：五南。
黃芳銘(2007)。結構方程模式--理論與應用。臺北市：五南。
黃信誠(2002)。家庭教育資本與學生學習態度之研究－居住嘉義偏遠地區與一般地區國中生之比較(未出版之碩士論文)。南華大學，嘉義縣。黃敏雄(2008)。班級同質程度、家庭背景及數學表現：運用雙重差分法的跨國分析。臺灣社會學刊，40，1-44。黃富順(1974)。影響國中學生學業成就的家庭因素。教育研究集刊，16，383-486。黃鈺婷(2007)。復原力的力量：個人與來自家庭、學校脈絡中的保護機制對青少年憂鬱症狀改變之影響(未出版之博士論文)。國立政治大學，臺北市。黃德祥(2000)。青少年發展與輔導。臺北市：五南。
黃德祥、謝龍卿、薛秀宜、洪佩圓(2003)。國小、國中與高中學生希望、樂觀與學業成就之相關研究。彰化師大教育學報，5，33-61。黃毅志、陳怡靖(2005)。臺灣的升學問題：理論與研究之檢討。臺灣教社會學研究，5(1)，77-118。楊志堅、吳齊殷(2001)。潛藏轉移模式在社會學縱貫研究之應用：以青少年暴力行為發展研究為例。調查研究，9，5-33。楊志堅、許天維、蔡良庭(2006)。學生國語文學習成就影響因素之研究－以TASA2005為例。載於臺灣教育研究的回顧與展望論文研討會論文輯(頁10-26)，國立教育研究院籌備處，臺北縣。
楊志堅、劉心筠、楊志強(2004)。縱貫研究以潛在成長模式分析之樣本數與檢定力研究。教育與心理研究，27(3)，603-626。楊惠珍(2008)。父母成就信念及父母親職行為對兒童學業成就表現的影響模式探討。人文與社會學報，2(2)，149-190。
溫福星(2006)。階層線性模式：原理、方法與應用。臺北市：雙葉。
鄒浮安(1994)。家庭社經地位與學業成就之關係：後設分析。教育研究資訊，2(3)，38-47。翟本瑞(2002)。家庭文化資本對學校教育影響之研究：以農業縣山區小學為例。教育與社會研究，4，181-195。劉心筠(2002)。潛藏成長模式檢定力研究(未出版之碩士論文)。國立臺中師範學院，臺中市。劉春榮(1993)。國民小學組織結構、組織承諾與學校效能關係研究(未出版之博士論文)。國立政治大學，臺北市。劉湘川、林原宏(1996)。線性結構關係的時間序列模式。國民研究教育集刊，4，23-51。潘慧玲(1999)。學校效能相關概念的釐析。教育研究資訊，7(5)，138-153。鄭燕祥(2001)。學校效能及校本管理：發展的機制。臺北市：心理。
蕭佳純、董旭英、饒夢霞(2009)。以結構方程式探討家庭教育資源、學習態度、班級互動在學習成效的作用。教育科學研究期刊，54(2)，135-162。賴協志(2008)。國民小學校長知識領導、組織學習與學校效能關係之研究(未出版之博士論文)。臺北市立教育大學，臺北市。駱明慶(2002)。誰是臺大學生？－性別、省籍與城鄉差異。經濟論文叢刊，30(1)，113-147。謝亞恆(2007)。影響國中階段學生學業成就成長量的個人、家庭及學校因素之研究(未出版之博士論文)。國立高雄師範大學，高雄市。謝孟穎(2003)。家長社經背景與學生學業成就關聯性之研究。教育研究集刊，49(2)，255-287。簡茂發(1984)。高級中學學生家庭社經背景、教師期望與學業成就之關係。國立臺灣師範大學教育研究所集刊，26，1-97。魏麗敏、黃德祥(2001)。國中與高中學生家庭環境、學習投入狀況與自我調節學習及成就之研究。中華輔導學報，10，63-118。蘇船利、黃毅志(2009)。文化資本透過學校社會資本對臺東縣國二學生學業成績之影響。教育研究集刊，55(3)，99-129。刘红云(2007)。如何描述发展趋势的差异：潜变量混合增长模型。心理科学发展，15(3)，539-544。
刘红云、孟庆茂(2003)。纵向数据分析方法。心理科学发展，11(5)，586-592。
刘红云、张雷(2005)。追踪数据分析方法及其应用。北京市：教育科学出版社。
许碧云、陈炳为、陈启光(2007)。结构方程模型在重复测量数据中的应用。现代预防医学，34(20)，3805-3807。
林丰勋(2005)。心理学纵向研究方法的新进展。济南大学学报，15(5)，79-92。
二、英文部分
Adelmann, P. K. (2005). Social environmental factors and preteen health-related behaviors. Journal of Adolescent Health, 36, 36-47.
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