王保進（2011）。引導學生學習成效品質保證機制之推動與落實：論第二週期系 所評鑑之核心內涵。評鑑雙月刊，32，36-40。
宋花玲、黃品賢、董英、陳學芬、戎芬、金如鋒（2012）。研究生醫學統計學課 程的學習取向研究。中醫教育，31（6），43-46。
吳齊殷譯（1999）。量表的發展：理論與應用。臺北市：弘智。
梁丹嬰、王才康（2008）。基於 Biggs 3P 學習模型之大學生學習取向研究。廣東 科技，22，42-44。
教育部（2006）。獎勵大學教學卓越計畫 95 年度作業手冊。臺北市：作者。
黃政傑（2007）。我國大學課程教學的改革方向與未來。課程與教學季刊，10
（4），1-14。
符碧真（2007）。大學教學與評量方式之研究。台灣高教研究電子報，10，9-17。
劉鎔毓（2007）。大學生課業學習相關經驗分析：一般生與技職生之比較。課程 研究，2（2），91-121。
Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5, 243-260.
Berberoglu, G., & Hei, L. (2003). A comparison of university students’ approaches to learning across Taiwan and Turkey. International Journal of Testing, 3(2), 173-187.
Bernardo, A. B. I. (2003). Approaches to learning and academic achievement of Filipino students. The Journal of Genetic Psychology, 164(1), 101-114.
Biggs, J. B. (1987). Students approaches to learning and studying. Hawthorn, Vic:
Australian Council for Educational Research.
Biggs, J. B. (1989). Approaches to the enhancement of tertiary teaching. Higher Education Research & Development, 8, 7-25.
Biggs, J. B. (1993). What do inventories of student’s learning processes really measure?
A theoretical review and clarifi cation. British Journal of Educational Psychology, 63, 1-17.
Biggs, J. (2001). Enhancing learning: A matter of style or approach? In R. J. Sternberg &
L. F. Zhang (Eds.), Perspectives on thinking, learning, and cognitive styles (pp. 73-102). Mahwah, NJ: Lawrence Erlbaum Associates.
Biggs, J., Kember, D., & Leung, D. Y. (2001). The revise two-factor study process questionnaire: R-SPQ-2F. British Journal of Education Psychology, 71, 133-149.
Biggs, J., & Moore, P. (1993). The process of learning (3rd ed.). New York, NY: Prentice Hall.
Biggs, J. B., & Tang, C. (1999). Teaching for quality learning at university: What the student does. Buckingham, England: Open University Press.
Biggs, J. B., & Tang, C. (2003). Teaching for quality learning at university (2nd ed.).
Berkshire, England: Open University Press.
Biggs, J. B., & Tang, C. (2011). Teaching for quality learning at university (4th ed.).
Berkshire, England: Open University Press.
Canakkale, B. C. (2016). Approaches to learning and age in predicting college students’
academic achievement. Journal of College Teaching & Learning, 13(1), 21-28.
Cantwell, R., & Grayson, R. (2002). Individual differences among enabling students:
A comparison across three enabling programmes. Journal of Further and Higher Education, 26(4), 293-306.
Chamorro-Premuzic, T., & Furnham, A. (2009). Mainly openness: The relationship between the Big Five personality traits and learning approaches. Learning and Individual Differences, 19, 524-529.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences(2nd ed.).
Hillsdale, NJ: Erlbaum.
Crawford, K., Gordon, S., Nicholas, J., & Prosser, M. (1998). Qualitatively different experiences of learning mathematics at university. Learning and instruction, 8, 455-568.
Dart, B., Burnett, P., Purdie, N., Boulton-Lewis, G., Campbell, J. & Smith, D. (2000).
Students’ conceptions of learning, the classroom environment, and approaches to Learning. Journal of Educational Research, 93(4), 262-270.
Diseth, A. (2007). Students’ evaluation of teaching, approaches to learning, and academic achievement. Scandinavian Journal of Educational Research, 51(2), 185-204.
Donnon, T., & Hecker, K. (2008). A model of approaches to learning and academic achievement of students from an inquiry based bachelor of health sciences program.
Canadian Journal of Higher Education, 38(1), 1-19.
Duff, A., Boyle, E., Dunleavy, K., & Ferguson, J. (2004). The relationship between personality, approach to learning and academic performance. Personality and Individual Differences, 36, 1907-1920.
Edmunds, R., & Richardson, J. (2009). Conceptions of learning, approaches to studying and personal development in UK higher education. British Journal of Educational Psychology, 79, 295-309.
Eley, M. G. (1992). Differential adoption of study approaches within individual students.
Higher Education, 23, 231-254.
Entwistle, N. J., & Ramsden, P. (1983). Understanding student learning. London, England: Croom Helm.
Entwistle, N. J. (1987). Understanding classroom learning. London, England: Hodder and Stoughton.
Entwistle, N. (2005). Learning outcomes and ways of thinking across contrasting disciplines and settings in higher education. The Curriculum Journal,16(1), 67 -82.
doi: 10.1080/0958517042000336818
Furnham, A., Christopher, A. N., Garwood, J., & Martin, G. N. (2007). Approaches to learning and the acquisition of general knowledge. Personality and Individual Differences, 43, 1563-1571.
Gijbels, D., Van de Watering, G., Dochy, F., & Van den Bossche, P. (2005). The relationship between students’ approaches to learning and the assessment of learning outcomes. European Journal of Psychology of Education, 20(4), 327-341.
Kember, D., & Leung, D. (1998). The dimensionality of approaches to learning: An investigation with confi rmatory factor analysis on the structure of the SPQ and LPQ.
British Journal of Educational Psychology, 68, 395-407.
Kember, D., Biggs, J., & Leung, D. Y. P. (2004).Examining the multidimensionality of approaches to learning through the development of a revised version of the Learning Process Questionnaire. British Journal of Educational Psychology, 74, 261-280.
Kember, D., & Leung, D.Y. P. (1998). The dimensionality of approaches to learning: An investigation with confi rmatory factor analysis on the structure of the SPQ and LPQ.
British Journal of Educational Psychology, 68, 395-407.
Kember, D., Leung, D. Y. P., & McNaught, C. (2008). A workshop activity to demonstrate that approaches to learning are infl uenced by the teaching and learning environment.
Active Learning in Higher Education, 9, 43-56.
Lucas, U. (2001). Deep and surface approaches to learning within introductory accounting: A phenomenographic study. Accounting Education, 10(2),161-184.
Marrs, H., & Sigler, E. A. (2012). Male academic performance in college: The possible role of study strategies. Psychology of Men & Masculinity, 13(2), 227-241.
Marton, F. (1976). On non-verbatim learning: II. The erosion of a task induced learning algorithm. Scandinavian Journal of Psychology, 17, 41-48.
Marton, F., & Säljö, R. (1976a). On qualitative differences in learning I: Outcome and process. British Journal of Educational Psychology, 46(1), 4-11.
Marton, F., & Säljö, R. (1976b). On qualitative differences in learning II: Outcome as a function of the learner’s conception of the task. British Journal of Educational Psychology, 46(2), 115-127.
Papinczak, T., Young, L., Groves, M., & Haynes, M. (2008). Effects of a metacognitive intervention on students’ approaches to learning and self efficacy in a first year medical course. Advances in Health Sciences Education, 13, 213-232.
Paver, B., & Gammie, E. (2005). Constructed gender, approach to learning and academic performance. Accounting education: An international journal, 14(4), 427-444.
Prosser, M., & Trigwell, K. (1999). Understanding learning and teaching: The experience in higher education. Buckingham, England: Open University Press.
Ramsden, P. (2003). Learning to teach in higher education. London, England: Routledge Falmer.
Sadler-Smith, E. (1996). Approaches to studying: Age, gender and academic performance. Educational Studies, 22(3), 367-379
Säljö, R. (1975). Qualitative differences in learning as a function of the learner’s conception of a task. Göteborg, Sweden: Acta Universitatis Gothoburgensis.
Schmeck, R. R. (1988). Strategies and styles of learning: An integration of varied perspectives. In Ronald Ray Schmeck (Ed.), Learning strategies and learning styles (pp. 317-347). New York, NY: Plemun Press.
Serife, A. K. (2008). A conceptual analysis on the approaches to learning. Education Sciences: Theory & Practice, 8(3), 707-720.
Sharma, D. S. (1997). Accounting students’ learning conceptions, approaches to learning, and the influence of the learning-teaching context on approaches to learning.
Accounting Education, 6(2), 125-146.
Smith, S. N., & Miller, R. J. (2005). Learning approaches: Examination type, discipline of study, and gender. Educational Psychology, 25(1), 43-53.
Snelgrove, S. & Salter, J. (2003). Approaches to learning: Psychometric testing of a study process questionnaire. Journal of Advanced Nursing, 43(5), 496-505.
Tetik, C., Gurpinar, E., & Bati, H. (2009). Students’ learning approaches at medical schools applying different curricula in Turkey. Kuwait Medical Journal, 41(4), 311-316.
Tiwari, A., Chan, S., Wong, E., Wong, D., Chui, C., Wong, A., & Patil, N. (2006). The effect of problem-based learning on students’ approaches to learning in the context of clinical nursing education. Nurse Education Today, 26, 430-438.
Valk, A., & Marandi, T. (2005). How to support deep learning at a university? In F. E. H.
Tay, T.S. Chuan & S. Han-Ming (Eds.), Proceedings of the international conference on education 2005. National University of Singapore.
Wong, N. Y., Lin, W. Y., & Watkins, D. (1996). Cross-cultural validation of models of approaches to learning: An application of confi rmatory factor analysis. Educational Psychology, 16(3), 317-327.
Zeegers, P. (2001). Approaches to learning in science: A longitudinal study. British Journal of Educational Psychology, 71(1), 115-132.
Zeegers, P. (2002). A revision of the Biggs Study Process Questionnaire (R-SPQ). Higher Education Research and Development, 21, 73-92.
Zeegers, P. (2004). Student learning in higher education: A path analysis of academic achievement in science. Higher Education Research and Development, 23(1),
35-56.
Zhang, L. F., & Sternberg, R. J. (2000). Are learning approaches and thinking styles related? A study in two Chinese populations. The Journal of Psychology, 134(5), 469-489.