بررسی رابطه‏ی اهداف پیشرفت با عملکرد حافظه‏ی فعال: نقش واسطه‏ای عواطف

Alloway, T. P., & Carpenter, R. K. (2020). The relationship among children’s learning disabilities, working memory, and problem behaviours in a classroom setting: Three case studies. The Educational and Developmental Psychologist, 37(1), 4-10. https://psycnet.apa.org/doi/10.1017/edp.2020.1

Amiri S, Ghasemi Navvab A, Abdollahi M H. (2015). Comparative study of working memory performance, behavioral activation system (BAS) and behavioral inhibition (BIS) based on the dimensions of stress in adolescents. Journal of Cognitive Psychology; 2(4)(4), 10-22. [In Persian]

Avery, R. E., & Smillie, L. D. (2013). The impact of achievement goal states on working memory. Motivation and Emotion, 37(1), 39-49. https://psycnet.apa.org/doi/10.1007/s11031-012-9287-4

Baddeley, A., Hitch, G., & Allen, R. (2021). A multicomponent model of working memory. In R. H. Logie, V. Camos, & N. Cowan (Eds.), Working memory: State of the science (pp. 10–43). Oxford University Press. https://doi.org/10.1093/oso/9780198842286.003.0002

Blanchette, I., & Richards, A. (2010). The influence of affect on higher level cognition: A review of research on interpretation, judgement, decision making and reasoning. Cognition & Emotion, 24(4), 561-595. https://psycnet.apa.org/doi/10.1080/02699930903132496

Brandenburg, J., Klesczewski, J., Fischbach, A., Schuchardt, K., Büttner, G., & Hasselhorn, M. (2015). Working memory in children with learning disabilities in reading versus spelling: Searching for overlapping and specific cognitive factors. Journal of learning disabilities, 48(6), 622-634. https://doi.org/10.1177/0022219414521665

Brose, A., Lövdén, M., & Schmiedek, F. (2014). Daily fluctuations in positive affect positively co-vary with working memory performance. Emotion, 14(1), 1. https://psycnet.apa.org/doi/10.1037/a0035210

Brose, A., Schmiedek, F., Lövdén, M., & Lindenberger, U. (2012). Daily variability in working memory is coupled with negative affect: the role of attention and motivation. Emotion, 12(3), 605. https://psycnet.apa.org/doi/10.1037/a0024436

Çalışkanel, G. (2013). The Relationship between working memory, English (L2) and academic achievement in12-14 year-old Turkish students: the effect of age and gender (Master's thesis).

Chai, W. J., Abd Hamid, A. I., & Abdullah, J. M. (2018). Working memory from the psychological and neurosciences perspectives: a review. Frontiers in psychology, 9, 401. https://doi.org/10.3389/fpsyg.2018.00401

Díaz-García, A., González-Robles, A., Mor, S., Mira, A., Quero, S., García-Palacios, A., ... & Botella, C. (2020). Positive and Negative Affect Schedule (PANAS): psychometric properties of the online Spanish version in a clinical sample with emotional disorders. BMC psychiatry, 20(1), 56. https://psycnet.apa.org/doi/10.1186/s12888-020-2472-1

Dziemian, S., Appenzeller, S., Von Bastian, C. C., Jäncke, L., & Langer, N. (2021). Working Memory Training Effects on White Matter Integrity in Young and Older Adults. Frontiers in human neuroscience, 15. https://doi.org/10.3389/fnhum.2021.605213

Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. EducationalPsychologist, 34(3),169–189. https://doi.org/10.1207/s15326985ep3403_3

Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70(3), 461–475. https://doi.org/10.1037/0022-3514.70.3.461

Ellis, H. C., & Ashbrook, P. W. (1988). Resource allocation model of the effects of depressed mood states on memory. In K. Fiedler & J. Forgas (Eds.), Affect, cognition, and social behavior (pp. 25– 43). Göttingen: Hogrefe

Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: attentional control theory. Emotion, 7(2), 336. https://psycnet.apa.org/doi/10.1037/1528-3542.7.2.336

Figueira, J. S., Pacheco, L. B., Lobo, I., Volchan, E., Pereira, M. G., de Oliveira, L., & David, I. A. (2018). Keep that in mind! The role of positive affect in working memory for maintaining goal-relevant information. Frontiers in psychology, 9, 1228. https://doi.org/10.3389%2Ffpsyg.2018.01228

Friso-van den Bos, I., & van de Weijer-Bergsma, E. (2020). Classroom versus individual working memory assessment: predicting academic achievement and the role of attention and response inhibition. Memory, 28(1), 70-82. https://doi.org/10.1080/09658211.2019.1682170

Goetz, T., Sticca, F., Pekrun, R., Murayama, K., & Elliot, A. J. (2016). Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach. Learning and Instruction, 41,115-125. https://psycnet.apa.org/doi/10.1016/j.learninstruc.2015.10.007

Goncalves, T., Niemivirta, M., & Lemos, M. S. (2017). Identification of students' multiple achievement and social goal profiles and analysis of their stability and adaptability. Learning and Individual Differences, 54, 149-159. https://doi.org/10.1016/j.lindif.2017.01.019

Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136(3), 422–449. https://doi.org/10.1037/a0018947

Kroustallaki, D., Kokkinaki, T., Sideridis, G. D., & Simos, P. G. (2015). Exploring students’ affect and achievement goals in the context of an intervention to improve web searching skills. Computers in human behavior, 49, 156-170. https://doi.org/10.1016/j.chb.2015.02.060

Lindström, B. R., & Bohlin, G. (2011). Emotion processing facilitates working memory performance. Cognition & Emotion, 25(7), 1196-1204. https://doi.org/10.1080/02699931.2010.527703

Linnenbrink, E. A., & Pintrich, P. R. (2000). Multiple pathways to learning and achievement: The role of goal orientation in fostering adaptive motivation, affect, and cognition. In Intrinsic and extrinsic motivation (pp. 195-227). Academic Press. https://psycnet.apa.org/doi/10.1016/B978-012619070-0/50030-1

 Linnenbrink, E. A., Ryan, A. M., & Pintrich, P. R. (1999). The role of goals and affect in working memory functioning. Learning and Individual Differences, 11(2), 213-230. https://psycnet.apa.org/doi/10.1016/S1041-6080(00)80006-0

Mahdavi Rad, H., Farzad, V., & Koushaki, Sh. (2020). Explaining the Model of Academic Performance Based on Academic Motivation, Achievement Goals, Academic Self-Efficacy, Mediating Academic Engagement in Secondary School Students. Journal of Research in School and Virtual Learning, 7(3 (27), 23-36. [In Persian]

Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89(4), 710–718. https://doi.org/10.1037/0022-0663.89.4.710

Mikels, J. A., & Reuter-Lorenz, P. A. (2019). Affective working memory: An integrative psychological construct. Perspectives on Psychological Science, 14(4),543-559. https://psycnet.apa.org/doi/10.1177/1745691619837597

Nadler, R., Minda, J. P., and Rabi, R. (2010). Better mood and better performance: learning rule-described categories is enhanced by positive mood.Psychol.Sci.21,1770–1776. https://doi.org/10.1177/0956797610387441

Nikolaev, B., Shir, N., & Wiklund, J. (2020). Dispositional positive and negative affect and self-employment transitions: The mediating role of job satisfaction. Entrepreneurship Theory and Practice, 44(3), 451-474. https://psycnet.apa.org/doi/10.1177/1042258718818357

Noordzij, G., Giel, L., & van Mierlo, H. (2021). A meta-analysis of induced achievement goals: the moderating effects of goal standard and goal framing. Social Psychology of Education, 24(1), 195-245. https://psycnet.apa.org/doi/10.1007/s11218-021-09606-1

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational psychology review, 18(4), 315-341. https://psycnet.apa.org/doi/10.1007/s10648-006-9029-9

Phye, G. D., & Pickering, S. J. (2006). Working memory and education. Elsevier.

Putwain, D. W., Sander, P., & Larkin, D. (2013). Using the 2× 2 framework of achievement goals to predict achievement emotions and academic performance. Learning and Individual Differences, 25, 80-84. https://psycnet.apa.org/doi/10.1016/j.lindif.2013.01.006

Rezaee, Z., & Yousefi, F. (2019). Relationship between Personality Traits and School Well-Being: The Mediating Roles of Positive and Negative Affects. Psychological Models and Methods, 9(34), 131-158. [In Persian]

Roebers, C. M., Cimeli, P., Röthlisberger, M., & Neuenschwander, R. (2012). Executive functioning, metacognition, and self-perceived competence in elementary school children: An explorative study on their interrelations and their role for school achievement. Metacognition and Learning, 7(3), 151-173. https://psycnet.apa.org/doi/10.1007/s11409-012-9089-9

Rosenberg, M. D., Martinez, S. A., Rapuano, K. M., Conley, M. I., Cohen, A. O., Cornejo, M. D., ... & Casey, B. J. (2020). Behavioral and neural signatures of working memory in childhood. Journal of Neuroscience, 40(26),5090-5104. https://psycnet.apa.org/doi/10.1523/JNEUROSCI.2841-19.2020

Schreiber, M., & Jenny, G. J. (2020). Development and validation of the ‘Lebender emoticon PANAVA’scale (LE-PANAVA) for digitally measuring positive and negative activation, and valence via emoticons. Personality and Individual Differences, 160, 109923. https://psycnet.apa.org/doi/10.1016/j.paid.2020.109923

Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2012). Motivation in education: Theory, research, and applications. Pearson Higher Ed.

Spencer, J. P. (2020). The development of working memory. Current directions in psychological science, 29(6), 545-553. https://psycnet.apa.org/doi/10.1177/0963721420959835

Tuominen, H., Juntunen, H., & Niemivirta, M. (2020). Striving for success but at what cost? Subject-specific achievement goal orientation profiles, perceived cost, and academic well-being. Frontiers in psychology, 11, 557445. https://psycnet.apa.org/doi/10.3389/fpsyg.2020.557445

Wu, N., Chen, Y., Yang, J., & Li, F. (2017). Childhood obesity and academic performance: the role of working memory. Frontiers in psychology, 8, 611. https://doi.org/10.3389/fpsyg.2017.00611

Zamani, A., & Pouratashi, M. (2018). The relationship between academic performance and working memory, self-efficacy belief, and test anxiety. Journal of School Psychology, 6(4), 25-44. [In Persian]