王茜瑩(1998)。Rudolf Steiner 幼兒教育思想之研究。國立政治大學教育研究 所碩士論文,未出版,台北。
余民寧(1986)。考試焦慮、成就動機、學習習慣與學業成績之研究。國立政治 大學教育研究所碩士論文,未出版,台北。
余民寧(2006)。潛在變項模式。台北:高等教育。
李咏吟(1993)。國中生學習與讀書策略量表之修訂報告。測驗年刊,40,91-116。
呂信慧(2002)。家中手足比較訊息與手足關係研究─以學業表現為例。國立政治大學心理研究所碩士論文,未出版,台北。
李慧賢(1996)。原住民學生創造力發展及其相關因素之研究。國立政治大學教育研究所碩士論文,未出版,台北。
李鴻章(1996)。台東縣原住民父母教育期望、子女知覺與學業成就之關聯與變遷。教育學術彙刊,2,1-21。
林以正(1999)。華人的社會比較:比較什麼?與誰比較?為何比較?。本土心理學研究,11,93-125。
林照真(2004)。英語焦慮症蔓延全台灣。天下雜誌,311。
林麗華、林清文(2003)。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。
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式之檢驗。測驗學刊,54,31-57。
袁以雯(1982)。國中學生考試焦慮的處理─認知行為矯治法的實例研究。國立台灣大學心理研究所碩士論文,未出版,台北。
高淑芳、陸洛(2001)。父母管教態度與高中生升學考試壓力感受之關係。應用心理學刊,6,221-250。
陳明珠(1993)。國小學童考試焦慮、父母管教態度、自我能力評估與學業成就之相關研究。國立彰化師範大學輔導學研究所碩士論文,未出版,台北。
陳建州(2004)。教育期望的性別差異:高中、高職的比較。兩性平等教育季刊,26,43-57。
陳建志(1998)。族群及家庭背景對成績之影響模式─以台東縣原、漢學童作比較。政大教育與心理研究,21,85-106。
陳婉真(2008)。考試焦慮與考試成績表現失常之關係─由考試歷程分析。教育心理學報,40,597-617。
陳綠蓉(1999)。高中生的考試焦慮與鬆弛技術。高中教育,5,56-60。
陳綠蓉(2001)。考試焦慮的矯治與輔導。學生輔導雙月刊,75,80-95。
黃炳城(2004)。國小學生評量經驗的歷程之研究─以一個班級為例。國立高雄師範大學教育學系碩士論文,未出版,高雄。
詹志禹(2005)。台灣地區國小高年級兒童的創意經驗及其家庭因素。教育與心理研究,28,591-615。
楊瑞明(2004)。四技二專多元入學方案之芻議。2008年9月21日取自
http://0rz.net/230VJ。
楊榮祥(1992)。科學教育世界第一─由國際數理教育評鑑結果說起。中等教育,43,8-21。
葉明華、楊國樞(1998)。中國人的家族主義:概念分析與實徵衡鑑。中央研究院民族學研究所集刊,83,169-225。
董玉如(2002)。試煉:分數對學生的意義與作用。國立台北師範學院課程與教學研究所碩士論文,未出版,台北。
駱明慶(2004)。升學機會與家庭背景。經濟論文叢刊,32,417-445。Amabile, T. (1989). Growing up creative: Nurturing a lifetime of creativity. Buffalo, NY: Creative Education Foundation Press.
Beidel, D. C., Turner, S. M., & Taylor-Ferreira, J. C. (1999). Teaching study skills and test-taking strategies to elementary school students. Behavior Modification, 123, 630-692.
Besharat, M. A. (2003). Parental perfectionism and children’s test anxiety. Psychological Reports, 93, 1049-1055.
Buchman, C., & Dalton, B. (2002). Interpersonal influences and educational aspirations in 12 countries: The importance of institutional context. Sociology of Education, 75, 99-122.
Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A., & McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97, 268-274.
Chorpita, B. F., Albano, A. M., & Barlow, D. H. (1996). Cognitive processing in children: Relation to anxiety and family influences. Journal of Clinical Child Psychology, 25, 170-176.
Clark, B. (1992). Growing up gifted (4th Ed.). New York: Macmillan Publishing Company. Cobham, V. E., Dadds, M. R., & Spence, S. H. (1999). Anxious children and their parents: What do they expect?. Journal of Clinical Child Psychology, 28, 220-231.
Domino, G. (1969). Maternal personality correlates of sons’ creativity. Journal of Consulting and Clinical Psychology, 33, 180-183.
Ellis, A. (1973). Humanistic psychotherapy: The rational-emotive approach. New York: Julian Press.
Ellis, A. (1979). The practice of rational-emotive therapy. In A. Ellis & J. Whiteley (Eds.), Theoretical and empirical foundations of rational-emotive therapy (pp. 61-100). Pacific Grove, CA: Brooks/Cole.
Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7, 117-140.
Heaven, P. C., & Ciarrochi, J. (2008). Parental styles, conscientiousness, and academic performance in high school: A three-wave longitudinal study. Personality and Social Psychology Bulletin, 34, 451-461.
Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58, 47-77.
Hwang, K. K. (1987). Face and favor: The Chinese power game. American Journal of Sociology, 92, 945-974.
Kemple, K. M., & Nissenberg, S. A. (2000). Nurturing creativity in early childhood education: Families are part of it. Early Childhood Education Journal, 28, 67-71.
Lane, D. J., & Gibbons, F. X. (2007). Social comparison and satisfaction: Students’ reac- tions after exam feedback predict future academic performance. Journal of Applied Social Psychology, 37, 1363-1384.
Lazarus, R. S. (1991). Emotion and adaptation. New York: Oxford University Press.
Liebert, R. M., & Morris, L. W. (1967). Cognitive and emotional components of test anxiety: A distinction and some initial data. Psychological Reports, 20, 975-978.
Musch, J., & Broeder, A. (1999). Test anxiety versus academic skills: A comparison of two alternative models for predicting performance in a statistics exam. British Journal of Educational Psychology, 69, 105-116.
Pang, V. O. (1991). The relationship of test anxiety and math achievement to parental values in Asian-American and European-American middle school students. Journal of Research and Development in Education, 24, 1-10.
Peleg-Popko, O. (2002). Children’s test anxiety and family interaction patterns. Anxiety, Stress and Coping, 15, 45-59.
Peleg-Popko, O., & Klingman, A. (2002). Family environment, discrepancies between perceived actual and desirable environment, and children’s test and trait anxiety. British Journal of Guidance and Counseling, 30, 451-464.
Petress, K. (2008). What is meant by “active learning”. Education, 128, 566-569.
Piaget, J. (1977). The development of thought: Equilibration of cognitive structures. New York: Viking.
Roblek, T. L. (2004). Examination of the construct of control as a mechanism of anxiety transmission from parent to child. Unpublished master thesis, University of Nevada, Las Vegas.
Seipp. B. (1991). Anxiety and academic performance: A meta-analysis of findings. Anxiety Research, 4, 27-41.
Slade, P. D., & Owens, R. G. (1998). A dual process model of perfectionism based on rein- forcement theory. Behavior Modification, 22, 372-390.
Smyth, F. (1995). Standardized testing in college admission: How the ACT and SAT are used and compared. Journal of College Admission, 148, 24-31.
Spielberger, C. D. (1980). Test Anxiety Inventory. Palo Alto, CA: Consulting Psychologists Press.
Stern, M. (2007). Parents’ academic expectations, children’s perceptions, and the reading achievement of children at varying risk. Unpublished doctoral dissertation, University of Morth Carolina, Chapel Hill.
Thompson, T., & Perry, Z. (2005). Is the poor performance of self-worth protective students linked with social comparison goals? Educational Psychology, 25, 471-490.
Toyama, M. (2007). Social comparison and perceived academic competence in improved academic performance: Performance comparison and learning comparison in junior high school students. Japanese Journal of Educational Psychology, 55, 72-81.
Xing, L-F., Huang, X-Y., & Huang, H-X. (2005). Middle school students’ parent-related test anxiety: Comparisons between United States and China. Chinese Mental Health Journal, 19, 509-512.
Yerkes, R. M., & Dodson, J. D. (1908). The relation of strength of stimulus to rapidity of habit-formation. Journal of Comparative Neurology and Psychology, 18, 459-482.
Zajonc, R. B. (1980). Feeling and thinking: Preferences need no inferences. American Psychologist, 35, 151-175
Zajonc, R. B. (2000). Feeling and thinking: Closing the debate over the independence of affect. In J. P. Forgas (Ed), Feeling and thinking: The role of affect in social cognition(pp. 31-58). New York, NY, US: Cambridge University Press.