تدوین مدل رضایتمندی تحصیلی در دانش‌آموزان تیزهوش بر اساس عوامل مؤثر بر آن: یک مطالعه داده‌بنیاد

 

 

 

References

 

 

Abu-Jaber, A. (2011). Educational programs for gifted students. Teacher Mission Journal, 49 (4), 23-27.

Anthony, R., Artlino, J., Holmboe, S., Steven, J., & Durnin, S. (2012). Can achievement emotions be used to better understand motivation, learning, and performance in medical education? Medical Teacher, 34 (3), 240-244.

Baños, R., Fuentesal, J., Conte, L., Ortiz-Camacho, M., & Zamarripa, J. (2020). Satisfaction, Enjoyment and Boredom with Physical Education as Mediator between Autonomy Support and Academic Performance in Physical Education. International journal of environmental research and public health, 17(23), 8898. https://doi.org/10.3390/ijerph17238898

Bates, E. A., Kaye, L. K., & McCann, J. J. (2017). A snapshot of the student experience: exploring student satisfaction through the use of photographic elicitation. Journal of Further and Higher Education, 1-14.

Baykal, U., Sokmen, S., Korkmaz, S., & Akgun, E. (2005). Determining student satisfaction in a nursing college. Nurse Educational Today, 25 (4), 255-262.

Beard, K., Hoy, W., & Hoy, A. (2010). Academic optimism of individual teachers: Confirming a new construct. Teaching and Teacher Education, 26, 1136-1144.

Braten, I., & Stromos, H. (2004). Epistemological belief and implicit theories of intelligence as predictors of achievement goals. Contemporary Educational Psychology, 29, 374-388.

Bryant, J., & Bodfish, S. (2014). The relationship of student satisfaction to key indicators for colleges and universities. National Research Report.

Carvalho, R. G. G. (2016). Gender differences in academic achievement: The mediating role of personality. Personality and Individual Differences, 94, 54-58.

Chen, S. H., Main, A., Zhao, Q., Bunge, S. A., Lau, N., & Chu, K. (2015). Effortful control and early academic achievement and satisfaction of Chinese American children in immigrant families. Early Childhood Research Quarterly, 30, 45-56.

Dhaqane, M. K., & Afrah, N. A. (2016). Satisfaction of student and academic performance in Benadir University. Journal of Education and Practice, 7 (24), 59-63.

Dunne, M. P., Sun, J., Nguyen, N. D., Truc, T., Loan, K. X., & Dixon, J. (2010). The influence of educational pressure on the mental health of the adolescence in east Asia. Journal of Science Research, Hue University, 6 (1), 18-27.

El Ansari, W., & Oskrochi, R. (2004). What realy affects health professions students’ satisfaction with their educational experience? Implications for practice and research. Nurse Educational Today, 24 (8), 55-644.

Erdogan,Y., Bayram, S., & Deniz, L. (2008). Factors that Influence Academic Achievement and Attitudes in Web Based Education. International Journal of Instruction, 1 (1), 31-48.

  Figuera Gazo, P., Llanes Ordóñez, J., Torrado Fonseca, M., Valls Figuera, R.-G., & Buxarrais Estrada, M. R. (2020). Reasons for Course Selection and Academic Satisfaction among Master’s Degree Students. Journal of Hispanic Higher Education. https://doi.org/10.1177/1538192720954573

Fleming, A., Oertle, K., Plotner, A., & Hakun, J. (2017). Influence of social factors on student satisfaction among college students with disabilities. Journal of College Student Development, 58 (2), 215-228.

Foster, T. A. (2013). An exploration of academic resilience among rural gifted students living in poverty, Unpublished doctoral dissertation, School of Education, Piedmont College.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. (2004). School engagement: potential of the concept: state of the evidence. Review of Educational Research, 74, 59-119.

Freeman, J., Raffan, J., & Warwick, I. (2010). Worldwide provision to develop gifts and talents: An international survey. Research Report.

Gadbois, S., & Sturgeon, R. (2011). Academic self-handicapping: Relationships with learning specific and general self-perceptions and academic performance over time. British Journal of Educational Psychology, 81 (2), 22-207.

Goetz, T., Sticca, F., Pekrun, R., Murayama, K., & Elliot, A. J. (2016). Intra individual relations between achievement goals and discrete achievement emotions: an experience sampling approach. Learning and Instruction, 41 (1), 115-125.

Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10523-1

Halamandaris, K. F., & Power, K. G. (1999). Individual differences, social support and coping with the examination stress; a study of the psychosocial and academic adjustment of first year home students. Personality and Individual Differences,15, 665-685.

Hanssen, T., & Solvoll, G. (2015). The importance of university facilities for student satisfaction at a Norwegian University. Research in Higher Education, 33 (13), 744-759.

Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Abington, Oxon: Routledge.

Holt, L. J. (2014). Attitudes about help-seeking mediate the relation between parent attachment and academic adjustment in first-year college students. Journal of College Student Development, 55 (4), 418-423.

Hoy, W., Tarter, C., & Hoy, A. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43 (3), 425-446.

Khalaf, M. A. (2014). Validity and reliability of the academic resilience scale in Egyptian context. Us-China Education Review, 4 (3), 202-210.

Knorzer, L., Brunken, R., & Park, B. (2016). Facilitators or suppressors: Effects of experimentally induced emotions on multimedia learning. Learning and Instruction, 44 (1), 97-107.

Lane, K. L., Barton-Arwood, S. M., Nelson, J. R., & Wehby, J. (2008). Academic performance of students with emotional and behavioral disorders served in a self-contained setting. Journal of Behavioral Education, 17 (1), 43-62.

Lent, R. W., Do Ceu Taveira, M., Sheu, H. B., & Singley, D. (2009). Social cognitive predictors of academic adjustment and life satisfaction in portuguese college students: A longitudinal analysis. Journal of Vocational Behavior, 74, 190-198.

Linnenbrink, E. A., & Pintruch, P. R. (2002). Achievement goals in the classroom; student learning strategies and motivation process. Journal of Educational Psychology, 80, 260-267.

Luthans, F., Youssef, C. M., & Avolio, B. J. (2007). Psychological capital: Developing the human competitive edge. Oxford University Press Oxford.

Machell, K. A., Blalock, D. V., Kashdan, T. B., & Yuen, M. (2016). Satisfaction at the cost of ambition: The mixed results of a supportive, interactive environment on socially anxious teenagers. Personality and Individual Differences, 89, 166-171.

Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job Burnout. Annual Review of Psychology, 52, 397-422.

Nesbitt, K. T., Baker-Ward, L., & Willoughby, M. T. (2013). Executive function mediates socio-economic and racial differences in early academic achievement and satisfaction. Early Childhood Research Quarterly, 28 (4), 774-783.

Neumann, Y. (1990). Quality of learning Experience and students’ college outcome. International Journal of Educational management, 7 (1), 1-16.

Olatunde, P. (2009). Students Attitude towards Mathematics and Satisfaction in some selected secondary schools in Southwestern Nigeria. European Journal of Scientific Research, 36 (3), 336-341.

Park, S. W., Sperling, R. A. (2012). Academic procrastinators and their self-regulation. Psychology, 3 (1), 12-23.

Ray, B. D. (2010). Academic achievement, satisfaction and demographic traits homeschool students: A nationwide study. Academic Leadership: The Online Journal, 8, 1-31.

Senicar, M. Z. (2016). The challenges of planning individualized programs for gifted students. Research in Pedagogy, 6 (2), 138-153.

Simoes, C., Matos, M. G., Tome, G., Ferreira, M., & Chainho, H. (2010). School satisfaction and academic achievement: the effect of school and internal assets as moderators of this relation in adolescents with special needs. Procedia Social and Behavioral Sciences, 9, 1177-1181.

Snyder, C. R., Rand, K. L., & Sigmon, D. R. (2002). Hope theory: Handbook of positive psychology, 257-276. Oxford, United Kingdom: Oxford University Press.

Tan, J. B., & Yates, Sh. (2011). Academic expectations as sources of stress in Asian Students. Social Psychological Education, 14, 389-407.

Umbach, P. D., & Porter, S. R. (2002). How do academic departments impact student satisfaction? Understanding the contextual effects of departments. Research in Higher Education, 43 (2), 34-209.

Van Den Oorrd, E. J. C. G., & Rossem, R. V. (2002). Differences in First Graders’ s SchoolAdjustment: the role of Classroom Characteristics and Social Structure of the Group. Journal of School Psychology, 40, 371-394.

Verner-Filion, J., & Gaudreau, P. (2010). From perfectionism to academic adjustment: The mediating role of achievement goals. Personality and Individual Differences, 49, 181-186.

Zhang, Y., Gan, Y., & Cham, H. (2007). Perfectionism, academic burnout and end engagement. Among Chinese college students. A structural equation modeling analysis. Personality and Individual differences, 43 (6), 1529-1540.