تحلیل چندسطحی عوامل سطح دانش‌آموز و سطح کلاس بر بهترین اهداف شخصی دانش‌آموزان

پینتریچ، پال‌آر و شانک؛ دیل‌اچ. (1386). انگیزش در تعلیم و تربیت: نظریه‌ها؛ تحقیقات و راهکارها؛ ترجمه مهرناز شهرآرای، تهران: نشر علم.

تاباکنیک، باربارا جی و فیدل، لیندا اس (1395). کاربرد آمار چند متغیری. ترجمه بلال ایزانلو؛ ولی الله، فرزاد؛ حمیدرضا حسن‌آبادی، خدیجه ابوالمعالی و مجتبی حبیبی. تهران: انتشارات رشد.

حجازی، الهه. (1396). روانشناسی تربیتی در هزاره سوم، تهران: انتشارات دانشگاه تهران.

حجازی، الهه؛ رستگار، احمد؛ کرمدوست، نوروزعلی و قربان جهرمی، رضا. (1387). باورهای هوشی و پیشرفت تحصیلی ریاضی: نقش اهداف پیشرفت، درگیری شناختی و تلاش (آزمون مدل دوئک). مجله روانشناسی و علوم تربیتی، (38)46، 25-2.

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

ذبیحی حصاری، نرجس خاتون؛ حجازی، الهه؛ اژه‌ای، جواد و فرزاد، ولی‌الله. (1393). ارتباط خوش‌بینی تحصیلی معلم با اهداف پیشرفت دانش آموزان، مجله روانشناسی، (18)3، 279- 263.

مرادی، کیوان؛ واعظی، مظفرالدین؛ فرزانه، محمد و میرزایی، محمد. (1393). رابطه خوش‌بینی تحصیلی با پیشرفت تحصیلی در بین دانش آموزان مدارس متوسطه پسرانه مناطق 6 و 9 شهر تهران، فصلنامه پژوهش در یادگیری آموزشگاهی، (5)2، 80-69.

میرز، لاورنس اس؛ گامست، گلن و گارینو، ا. جی. (1391). پژوهش چند متغیری کاربری. تهران: انتشارات رشد.

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of educational psychology, 84(3), 261.

Anderman, E. M., & Wolters, C. A. (2006). Goals, Values, and Affect: Influences on Student Motivation.

Anderman, E. M., Anderman, L. H., Yough, M. S., & Gimbert, B. G. (2010). Value-added models of assessment: Implications for motivation and accountability. Educational Psychologist, 45(2), 123-137.

Anwar, M. (2014). Teacher Academic Optimism: A Preliminary Study Measuring the Latent Construct. FWU Journal of Social Sciences, 8(1).

Belmont, M., Skinner, E., Wellborn, J., & Connell, J. (1992). Teacher as social context (TASC). Student report measures of teacher provision of involvement, structure, and autonomy support (Technical Report). Rochester, NY: University of Rochester.

Berndt, T. J., & Miller, K. E. (1990). Expectancies, values, and achievement in junior high school. Journal of educational psychology, 82(2), 319.

Bevel, R. K. (2010). The effects of academic optimism on student academic achievement in Alabama (Doctoral dissertation, University of Alabama Libraries).

Bevel, R. K., & Mitchell, R. M. (2012). The effects of academic optimism on elementary reading achievement. Journal of Educational Administration, 50(6), 773-787.

Bevel, R. K., & Mitchell, R. M. (2012). The effects of academic optimism on elementary reading achievement. Journal of Educational Administration, 50(6), 773-787.

Brophy, J. (2013). Motivating students to learn. Routledge.

Dweck, C. S. (1986). Motivational processes affecting learning. American psychologist, 41(10), 1040.

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of psychology, 53(1), 109-132.

Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational psychologist, 34(3), 169-189.

Elliot, A. J. (2005). A conceptual history of the achievement goal construct. Handbook of competence and motivation, 16(2005), 52-72.

Elliot, A. J., & Thrash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13(2), 139-156.

Field, A. (2013). Discovering statistics using IBM SPSS statistics. sage.

Garson, G. D. (2013). Introductory guide to HLM with HLM 7 software. Hierarchical linear modeling: Guide and applications, 55-96.

Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary educational psychology, 29(4), 462-482.

Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary educational psychology, 29(4), 462-482.

Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children's learning: an experimental and individual difference investigation. Journal of personality and social psychology, 52(5), 890.

Gürol, M., & Kerimgil, S. (2010). Academic optimism. Procedia-Social and Behavioral Sciences, 9, 929-932.

Harris, D. N. (2011). Value-added measures and the future of educational accountability. Science, 333(6044), 826-827.

Hoy, W. (2012). School characteristics that make a difference for the achievement of all students: A 40-year odyssey. Journal of educational administration, 50(1), 76-97.

Hoy, W. K., Tarter, C. J., & Hoy, A. W. (2006). Academic optimism of schools: A force for student achievement. American educational research journal, 43(3), 425-446.

Hoy, W. K., Tarter, C. J., & Hoy, A. W. (2006). Academic optimism of schools: A force for student achievement. American educational research journal, 43(3), 425-446.

Kaplan, H., & Assor, A. (2012). Enhancing autonomy-supportive I–Thou dialogue in schools: Conceptualization and socio-emotional effects of an intervention program. Social psychology of education, 15(2), 251-269.

Kurz, N. M. (2006). The relationship between teachers' sense of academic optimism and commitment to the profession (Doctoral dissertation, The Ohio State University).

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 educational psychology, 33(4), 486-512.

Linnenbrink-Garcia, L., Tyson, D. F., & Patall, E. A. (2008). When are achievement goal orientations beneficial for academic achievement? A closer look at main effects and moderating factors. Revue internationale de psychologie sociale, 21(1), 19-70.

Locke, E. A., & Latham, G. P. (Eds.). (2013). New developments in goal setting and task performance. Routledge.

Maas, C. J., & Hox, J. J. (2005). Sufficient sample sizes for multilevel modeling. Methodology, 1(3), 86-92.

Maehr, M. L., & Zusho, A. (2009). Achievement goal theory. Handbook of motivation at school, 77-104.

Martin, A. J. (2006). Personal bests (PBs): A proposed multidimensional model and empirical analysis. British Journal of Educational Psychology, 76(4), 803-825.

Martin, A. J. (2012). The role of personal best (PB) goals in the achievement and behavioral engagement of students with ADHD and students without ADHD. Contemporary Educational Psychology, 37(2), 91-105.

Martin, A. J., & Elliot, A. J. (2016). The role of personal best (PB) and dichotomous achievement goals in students’ academic motivation and engagement: A longitudinal investigation. Educational Psychology, 36(7), 1285-1302.

Martin, A. J., & Liem, G. A. D. (2010). Academic personal bests (PBs), engagement, and achievement: A cross-lagged panel analysis. Learning and Individual Differences, 20(3), 265-270.

Martin, A. J., Collie, R. J., Mok, M. M., & McInerney, D. M. (2016). Personal best (PB) goal structure, individual PB goals, engagement, and achievement: A study of C hinese‐and E nglish‐speaking background students in A ustralian schools. British Journal of Educational Psychology, 86(1), 75-91.

Miller, R. B., & Brickman, S. J. (2004). A model of future-oriented motivation and self-regulation. Educational Psychology Review, 16(1), 9-33.

Ngidi, D. P. (2012). Academic optimism: An individual teacher belief. Educational Studies, 38(2), 139-150.

Nicholls, J. G. (1989). The competitive ethos and democratic education. Harvard University Press.

Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33.

Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational psychologist, 44(3), 159-175.

Reeve, J., Ryan, R. M., Deci, E. L., & Jang, H. (2008). Understanding and promoting autonomous self-regulation: A self-determination theory perspective. Motivation and self-regulated learning: Theory, research, and applications, 223-244.

Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: how self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99(4), 761.

Snijders, T. A. B., & Bosker, R. J. (2012). Discrete dependent variables. Multilevel analysis: an introduction to basic and advanced multilevel modeling, 304-307.

Snijders, T. A., & Bosker, R. J. (1999). An introduction to basic and advanced multilevel modeling. Sage, London. WONG, GY, y MASON, WM (1985): The Hierarchical Logistic Regression. Model for Multilevel Analysis, Journal of the American Statistical Association, 80(5), 13-524.

Soenens, B., Sierens, E., Vansteenkiste, M., Dochy, F., & Goossens, L. (2012). Psychologically controlling teaching: Examining outcomes, antecedents, and mediators. Journal of Educational Psychology, 104(1), 108.

Tschannen-Moran, M., Bankole, R. A., Mitchell, R. M., & Moore Jr, D. M. (2013). Student academic optimism: A confirmatory factor analysis. Journal of Educational Administration, 51(2), 150-175.

Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: toward a motivational model of high school dropout. Journal of Personality and Social psychology, 72(5), 1161.

Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: the synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of personality and social psychology, 87(2), 246.

Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., Matos, L., & Lacante, M. (2004). Less is sometimes more: Goal content matters. Journal of educational psychology, 96(4), 755.

Wang, S. L. (1997). The role of perceived beliefs in effort, self-efficacy, and task value on high school students' effort and math achievement in Taiwan (Doctoral dissertation, University of Southern California).

Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of educational psychology, 90(2), 202.

Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary educational psychology, 25(1), 68-81.

Wigfield, A., Anderman, E., & Eccles, J. S. (2000). Relations among children’s ability-related beliefs, achievement values, and achievement goals. In annual meeting of the American Educational Research Association, New Orleans, LA.

Wigfield, A., Tonks, S., & Eccles, J. S. (2004). Expectancy value theory in cross-cultural perspective. Big theories revisited, 4, 165-198.

Yu, K., & Martin, A. J. (2014). Personal best (PB) and ‘classic’achievement goals in the Chinese context: Their role in predicting academic motivation, engagement and buoyancy. Educational Psychology, 34(5), 635-658.