ابراهیمزاده، فرزاد؛ قربانی، مهرزاد؛ ناصریان، جواد و مردانی، مهناز. (1394). بروز افت تحصیلی و عوامل مرتبط با آن در دانشگاه علوم پزشکی لرستانT مجله علمی پژوهشی یافته، 17(4).
باورساد، فاطمه؛ حکیم، اشرف السادات؛ عظیمی، نسرین؛ لطیفی، محمود و قالوندی، حسین. (1393). بررسی انگیزه تحصیلی و عوامل مرتبط با آن از دیدگاه دانشجویان پرستاری دانشگاه علوم پزشکی جندیشاپور اهواز، پژوهش در آموزش علوم پزشکی.12-79.
بیابانگرد، اسماعیل. (1372). روشهای افزایش عزتنفس در کودکان و نوجوانان. چاپ اول. تهران: انتشارات انجمن اولیا و مربیان 52-50.
حاج باقری، ادیب؛ پرویزی، محمد و صلصالی، مهوش. (1390). روشهای تحقیق کیفی. چاپ سوم، تهران. انتشارات بشری.
عابدی، حیدر علی. (1385). تحقیقات کیفی. روششناسی علوم انسانی. فصلنامه حوزه و دانشگاه. 12(4)79-62
مارشال، ریو. (1397). انگیزش و هیجان. ترجمه یحیی سید محمدی (1397). تهران: انتشارات ویرایش (تاریخ انتشار اثر به زبان اصلی، 2009)
مولوی، پرویز؛ رستمی، خلیل؛ فدایی نائینی، علیرضا؛ محمدنیا، حسین و رسول زاده، بهزاد. (1386). بررسی عوامل مؤثر در کاهش انگیزه تحصیلی دانشجویان دانشگاه علوم پزشکی اردبیل، سازمان نظام پزشکی جمهوری اسلامی ایران. 25(1).
هزاوه ئی، مهدی؛ فتحی، یدا... و شمشیری، مهری. (1385).بررسی برخی علل مشروطی از دید دانشجویان دانشگاه علوم پزشکی همدان در سال تحصیلی 81-1380. مجله گاههای توسعه در آموزش پزشکی، 3(1).
Adler, I., Schwartz, L., Madjar, N., & Zion, M. (2018). Reading between the lines: The effect of contextual factors on student motivation throughout an open inquiry process. Science Education, 102(4), 820-855.
Baker, D. R. (2016). An intervention to address gender issues in a course on design, engineering, and technology for science educators. In Understanding Girls (pp. 161-196). SensePublishers, Rotterdam.
Banfield, J., & Wilkerson, B. (2014). Increasing student intrinsic motivation and self-efficacy through gamification pedagogy. Contemporary Issues in Education Research, 7(4), 291-298.
Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014). Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis. Psychological bulletin, 140(4), 980.
Ciampa, K. (2014). Learning in a mobile age: an investigation of student motivation. Journal of Computer Assisted Learning, 30(1), 82-96.
Fahlman, S. A., Mercer, K. B., Gaskovski, P., Eastwood, A. E., & Eastwood, J. D. (2009). Does a lack of life meaning cause boredom? Results from psychometric, longitudinal, and experimental analyses. Journal of social and clinical psychology, 28(3), 307-340.
Fernandez-Rio, J., Sanz, N., Fernandez-Cando, J., & Santos, L. (2017). Impact of a sustained Cooperative Learning intervention on student motivation. Physical Education and Sport Pedagogy, 22(1), 89-105.
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161.
Hirsch, G. (2013). Helping college students succeed: A model for effective intervention. Routledge.
Holt MP. (2005) Student retention practices in associate degree, entry-level dental hygiene programs. J Dent Hyg. 79(3): 6..
Kiany, G., Karimi, M., & Norouzi, M. (2017). An assessment scheme for ELT performance: An iranian case of Farhangian University. Journal of Teaching Language Skills, 36(1), 111-144.
Kiemer, K., Gröschner, A., Pehmer, A. K., & Seidel, T. (2015). Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science. Learning and instruction, 35, 94-103.
Lopez-Barcena, J., González-de, M. C. O., Avila-Martinez, I., & Teos-Aguilar, O. (2009). Epidemiological health factors and their relationship with academic performance during the first year of medical school. Study of two generations. Gaceta medica de Mexico, 145(2), 81-90.
Makara, K., & Karabenick, S. (2017). Longitudinal high school research revealed: using surveys to assess student motivation and social networks.
Mann, M. D. (2017). Increasing Student Motivation to Learn by Making Computer Game Technology More Engaging: Measurable Outcomes That Determine Success. Contemporary Issues in Education Research, 10(2), 117-120.
McLaughlin, M. J. (2018). Tracking Dynamic Changes in Student Motivation in the English Discussion Classroom.
Öqvist, A., & Malmström, M. (2016). Teachers’ leadership: A maker or a breaker of students’ educational motivation. School Leadership & Management, 36(4), 365-380.
Schiefele, U. (2017). Classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation. Teaching and teacher education, 64, 115-126.
Schiefele, U., & Schaffner, E. (2015). Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation. Contemporary Educational Psychology, 42, 159-171.
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications.
Solanki, S. M., & Xu, D. (2018). Looking Beyond Academic Performance: The Influence of Instructor Gender on Student Motivation in STEM Fields. American Educational Research Journal, 55(4), 801-835.
Tarhini, A., Hone, K., & Liu, X. (2015). A cross‐cultural examination of the impact of social, organisational and individual factors on educational technology acceptance between B ritish and L ebanese university students. British Journal of Educational Technology, 46(4), 739-755.
Wang, J. C., Chiu, C. Y., Hong, Y. Y., Liu, W. C., Tay, E. G., Nie, Y., ... & Sim, C. M. Q. (2016). The power of beliefs in impacting motivation: Motivating the academically unmotivated.
Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational research, 86(4), 981-1015.
Zheng, S., Rosson, M. B., Shih, P. C., & Carroll, J. M. (2015, February). Understanding student motivation, behaviors and perceptions in MOOCs. In Proceedings of the 18th ACM conference on computer supported cooperative work & social computing (pp. 1882-1895). ACM.
Zimmerman, B. J., & Martínez-Pons, M. (1992). Perceptions of efficacy and strategy use in the self-regulation of learning. Student perceptions in the classroom, 185-207.