مدل یابی پیشرفت تحصیلی ریاضی برمبنای؛ ارزشِ تکلیف، درگیری شناختی، هیجان های پیشرفت و خود نظم جوئی تحصیلی

حجازی، الهه؛ عابدینی، یاسمین. (1387). الگوی ساختاری رابطه اهداف رویکردی- عملکردی، درگیری تحصیلی و پیشرفت تحصیلی. مجله روانشناسی،12 (3)، 348-332.

حسینی، حسین. (1383). بررسی اثربخشی آموزش سبک سالم زندگی بر عملکرد تحصیلی دانشجویان مشروط و غیر مشروط دانشگاه کاشان. پایان نامۀ کارشناسی ارشد مشاوره، دانشکده علوم تربیتی روانشناسی، دانشگاه اصفهان

عابدینی، یاسمین (1388) مدل ساختاری پیشرفت تحصیلی در دانش‌آموزان رشتۀ ریاضی: نقش واسطه‌ای راهبردهای یادگیری در ارتباط میان اهداف پیشرفت و پیشرفت تحصیلی، فصلنامۀ نوآوری‌های آموزشی، شماره 32، سال هشتم.

عباسی حسین آبادی، مجتبی. (1386). نظریه ها و اهداف آموزش ریاضی.

 

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84,191- 215.

Barkley, EF.) 2009( Student engagement techniques: A handbook for college faculty. 1st ed. New Jersey: Jossey-Bass.

Connell, J.P. (1990). Context, self and action: A motivational analysis of self – system processes. In D. Cicchetti & M. Beghly (Eds.). The self97). Chicago: University of in transition: Infancy to childhood (pp. 61 Chicago press

Connor, C. M.; Ponitz, C. C.; Phillips, B. M.; Travis, Q. M.; Glasney, S.; Morrison, FJ. First graders' literacy and self-regulation gains: The effect of individualizing student instruction. J School Psychol. 2010; 48(5): 433-55.

Deci, E. L., & Ryan, R. M. (2000). The ‘what’ and ‘why’ of goal pursuits: Human needs and the self‐determination of behaviour. Psychological Inquiry, 11, 227‐268.

Deci, E. L.;  Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology, 49, 14–23

Dupeyrat, C.; Marine, C. (2005). “Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck's model with returning to school adults.” Contemporary Educational Psychology, 30(1), 43-59.

Durik, A. M.; Vida, M.; Eccles, J. S. (2006). Task values and ability beliefs as predictors of high school literacy choices: A developmental analysis. Journal of Educational Psychology, 98(2), 382– 393. DOI: 10.1037.0022-0663.98.2.382.

Green, B.A.; Miller, R.B. (1996). Influences on achievement: goals, Percieved ability and engagement. Contemporary Educational Psychology, 21, 181-192

Krun, R. (2006). The control- value theory of achievement emotions: Assumtions, Corollaries, and Implications for Educational Research and Practice, Education Psychology Review, 18)315-341).

Liem, A. D.; Lau, s.; Nie, Y.(2008). The role of self- efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary EducationalPsychology,33,486-512.

pekrun, R.; Elliot, A. G.; Maier, M. A. (2006). achievement goals and discrete  achievement  emotions: atheoretical model and prospective test. Journal of educational psychology, 98. 583-597.

Pekrun, R.; Frenzel, A.; Goetz, T.;  Perry, R. P. (2007). The control-value theory ofachievement emotions: An integrative approach to emotions in education. In P. A. Schutz & R. Pekrun (Eds.), Emotions in education (pp. 13–36). San Diego: Academic Press.

Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011).measuring emotions in students' learning and performance: The achievement emotions questionnaire (AEQ)/ Contemporary Educational Psychology, 36(1), 36-48/

Pekrun, R.; Goetz, T.; Frenzel, A. C.; Barchfeld, P.; Perry, R. P. (2011).measuring emotions in students' learning and performance: The achievement emotions questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36-48.

Pekrun, R.; Goetz, T.; Titz, W.; Perry, R. P. (2002). Academic emotions in students’self-regulated learning and achievement: A program of quantitative andqualitative research. Educational Psychologist, 37, 91–106.

Pintrich, P.R.; DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology. Vol. 82, No, 1, 33-40.

Pintrich, P.R.; Garcia, T. (1991). Student goal orientation and self-regulation in the college classroom. In M. Maehr & P. Pintrich (Eds.), 402). Greenwich, CT:  Advances in motivation and achievement (pp. 371 JAI.

Ravindran, B.; Green, B.; DeBaker, T. (2000). Predicting preservice teacher cognitive engagement with goal and epistemological beliefs. Paper presented at the annual meeting of the American educational association in New Orlean. (http.. www. science direct. com).

Simons, J.; Dewitte, S.; Lens, w.(2004). The role of different types of instrumentality in motivation, study strategies, and performance: Know why you learn, so youll know what you learn. British Journal of Educational Psychology. 74, 343-360.

Strahan, E. Y. (2003).The effects of social anxiety and social skills on academic performance. Journal of personality and individual differences. 34(2): 346-366.

Zimmerman, BJ. Academic studding and the development of personal skill: A self-regulatory perspective. J of Educational Psychology.1998; 2-3: 73-86.