ارائه مدل معادلات ساختاری جهت‌گیری هدف پیشرفت و خودکارآمدی تحصیلی با تأخیر در رضامندی تحصیلی: میانجی‌گری یادگیری خودتنظیم

برزگر بفرویی، کاظم؛ هاشمی، اکرم السادات و زارعی محمودآبادی، حسن. (1396). بررسی اثر آموزش راهبردهای یادگیری خودتنظیمی بر تأخیر رضایتمندی دانش‌آموزان دبیرستانی. فصلنامه تازه‌های علوم شناختی، 19(1)، 91-98.

بندک، موسی؛ ملکی، حسن؛ عباس پور، عباس و ابراهیمی قوام، صغری. (1394). تأثیر آموزش مهارت‌های زندگی بر خودکارآمدی تحصیلی دانش‌آموزان. فصلنامه روان‌شناسی تربیتی، 11(37)، 11-1.

پورآتشی، مهتاب و زمانی، اصغر. (1396). سنجش و بررسی ارتباط سبک های تفکر و جهت گیری هدف با عملکرد تحصیلی دانشجویان. فصلنامه روانشناسی تربیتی، 13(45)، 81-59.

حجازی، الهه و عظیمی، عاطفه. (1398). پیش بینی راهبردهای یادگیری خودتنظیم دانشجویان از طریق حمایت اجتماعی ادراک شده، خودکارآمدی تحصیلی و انتظار پیامد. فصلنامه روانشناسی تربیتی، 15(52)،43-15.

خادمی، محسن و نوشادی، ناصر. (1385). بررسی رابطه جهت‌گیری هدف با خودتنظیمی یادگیری و پیشرفت تحصیلی در دانش‌آموزان دوره پیش‌دانشگاهی شهر شیراز. مجله علوم اجتماعی و انسانی دانشگاه شیراز، 25(4)، 16-1.

شکری، امید؛ تمیزی، نوشین؛ عبدالله پور، محمد آزاد و تقوی نیا، علی. (1394). اعتبار یابی و روا سازی نسخه تجدیدنظرشدۀ پرسشنامۀ هدف پیشرفت در دانشجویان. دو فصلنامه راهبردهای شناختی در یادگیری، 3(4)، 16-1.

شیخ‌الاسلامی، راضیه؛ محمدی، مهدی؛ ناصری جهرمی، رضا و کوثری، مجید. (1394). الگوی علی خودکارآمدی تحصیلی، یادگیری خودتنظیم و دستاوردهای تحصیلی دانشجویان. فناوری آموزش، 9(4)، 298-285.

Abd-El-Fattah, S. M., & Salman, A. M. (2017). Academic delay of gratification: A construct validation with high school students. Journal of Psychology & Clinical Psychiatry, 8(1), 1-13.

Ahmad, S., Hussain, A, & Azeem, M. (2012). Relationship of academic SE to self-regulated learning, SI, test anxiety and academic achievement. International Journal of Education, 4(1), 12-25.

Alegre, A. A. (2014). Academic self-efficacy, self-regulated learning and academic performance in first-year university students. Journal of Educational Psychology-Propósitos y Representaciones, 2(1), 101-120.

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of educational psychology, 84(3), 261-271.

Arabzadeh, M., Kadivar, P., & Dlavar, A. (2012). The effects of teaching self-regulated learning strategy on students’ academic delay of gratification. Journal of contemporary research in business, 4, 580-587.

Ariani, D. W. (2017). Relationship model among learning environment, learning motivation, and self-regulated learning. Canadian Center of Science and Education, 76(13), 1911-2025.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological review, 84(2), 191-215.

Bandura, A., Pastorelli, C., Barbaranelli, C., & Caprara, G. V. (1999). Self-efficacy pathways to childhood depression. Journal of Personality and social Psychology, 76(2), 258-269.

Bembenutty, H (2001) Self-regulation of learning in the 21st century: Understanding the role of academic delay of gratification. In: The annual meeting of the American educational research association, Seattle, WA, 10-14 April.

Bembenutty, H. (2007). Self-regulation of learning and academic delay of gratification: Gender and ethnic differences among college students. Journal of advanced academics, 18(4), 586-616.

Bembenutty, H. (2009). Academic delay of gratification, self-efficacy, and time management among academically unprepared college students. Psychological Reports, 104(2), 613-623.

Bembenutty, H. (2010). A latent class analysis of teacher candidates' goal orientation, perception of classroom structure, motivation, and self-regulation. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.

Bembenutty, H., & Chen, P. P. I. (2005). Self-efficacy and delay of gratification. Academic Exchange Quarterly, 9(4), 78-87.

Bembenutty, H., & Karabenick, S. A. (1998). Academic delay of gratification. Learning and Individual Differences, 10(4), 329-346.

Bembenutty, H. (2011). New directions for self-regulation of learning in postsecondary education. New Directions for Teaching and Learning, 126, 117-124.

Bembenutty, H., & Karabenick, S. A. (2013). Self-regulation, culture, and academic delay of gratification. Journal of Cognitive Education and Psychology, 12(3), 323-337.

Caprara, G. V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G. M., Barbaranelli, C., & Bandura, A. (2008). Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of educational psychology, 100(3), 525-534.

Carraher, J. M. (2014). Students' perceptions of academic self-efficacy and self-regulation while learning in a 1:1 laptop environment (Unpublished doctoral dissertation). ETD collection for University of Nebraska, Lincoln.

Cayubit, R. F. O., Cadacio, C. A. D., Chua, M. P. T.O., & Verdan, M. K. C. (2016). Academic delay of gratification, academic achievement, and need for affiliation of selected high school students. Educational Measurement and Evaluation Review, 7(2), 1-14 (https:// scholar. google. com/ scholar?hl =en&as_sdt= 0%2C5&q="Academic+ delay+of+ gratification%2C+ academic+ achievement%2C+ and+ need+ for+ affiliation+ of+ selected+high+school+ students"&btnG=)

Cheng, V., & Catling, J. (2015). The role of resilience, delayed gratification and stress in predicting academic performance. Psychology Teaching Review, 21(1), 13-24.

Darbyshire, D., & Haarms, R. (2015). Student motivation in Asian countries and its impact on academic success for second language university students. Asian Journal of Education Research, 3(3), 17-27.

DiBenedetto, M. K., & Bembenutty, H. (2013). Within the pipeline: Self-regulated learning, self-efficacy, and socialization among college students in science courses. Learning and Individual Differences, 23, 218-224.

Elliot, A. J., & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal of personality and social psychology, 80(3), 501-519.

Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of educational psychology, 100(3), 613-628.

Gaeta Gonzalez, M. L. (2013). Learning goals and strategies in the self-regulation of learning. Online Submission, 3(1), 46-50.

Ganotice, F. A., & King, R. B. (2014). Blessed are those who wait: Validating the Filipino version of the academic delay of gratification scale (ADOGS). The Asia-Pacific Education Researcher, 23(1), 19-27.

Ghonsooly, B., & Ghanizadeh, A. (2013). Self-efficacy and self-regulation and their relationship: a study of Iranian EFL teachers. The Language Learning Journal, 41(1), 68-84.

Herndon, J. S., & Bembenutty, H. (2017). Self-regulation of learning and performance among students enrolled in a disciplinary alternative school. Personality and individual differences, 104, 266-271.

Herndon, J. S., Bembenutty, H., & Gill, M. G. (2015). The role of delay of gratification, substance abuse, and violent behavior on academic achievement of disciplinary alternative middle school students. Personality and Individual Differences, 86, 44-49.

Howell, A. J., & Buro, K. (2009). Implicit beliefs, achievement goals, and procrastination: A mediational analysis. Learning and Individual Differences, 19(1), 151-154.

Jinks, J., & Morgan, V. (1999). Children's perceived academic self-efficacy: An inventory scale. The Clearing House, 72(4), 224-230.

Kadioglu, C., & Uzuntiryaki-Kondakci, E. (2014). Relationship between learning strategies and goal orientations: A multilevel analysis. Eurasian Journal of Educational Research, 56, 1-22.

Kim, S., Hur, Y., & Park, J. H. (2014). The correlation between achievement goals, learning strategies, and motivation in medical students. Korean journal of medical education, 26(1), 19-24.

King, R. B., & Du, H. (2011). All good things come to those who wait: Validating the Chinese version of the academic delay of gratification scale (ADOGS). International Journal, 7(1), 64-80.

Kline, R. B. (2011). Methodology in the social sciences. Principles and practice of structural equation modeling (3rd Ed.).Guilford Press.

Kunst, E. M., van Woerkom, M., van Kollenburg, G. H., & Poell, R. F. (2018). Stability and change in teachers' goal orientation profiles over time: Managerial coaching behavior as a predictor of profile change. Journal of Vocational Behavior, 104, 115-127.

Liao, H. A., Ferdenzi, A. C., & Edlin, M. (2012). Motivation, self-regulated learning efficacy, and academic achievement among international and domestic students at an urban community college: A comparison. The Community College Enterprise, 18(2), 9-38.

Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning intheclassroom. Reading &Writing Quarterly, 19(2), 119-137.

Lower, L. M., & Turner, B. A. (2016). Examination of the 3x2 achievement goal model in collegiate recreation: Comparison across Sport programs. Journal of Amateur Sport, 2(2), 75-102.

Neuville, S., Frenay, M., & Bourgeois, E. (2007). Task value, self-efficacy and goal orientations: Impact on self-regulated learning, choice and performance among university students. Psychologica Belgica, 47(1), 95-117.

Peng, S. L., Cherng, B. L., Lin, Y. Y., & Kuo, C. W. (2018). Four-dimensional classroom goal structure model: Validation and investigation of its effect on students' adoption of personal achievement goals and approach/avoidance behaviors. Learning and Individual Differences, 61, 228-238.

Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In Handbook of self-regulation (pp. 451-502). Academic 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), 33-40.

Sanchez Rosas, J. (2015). Validation of the achievement goal questionnaire-revised in Argentinean university students (A-AGQ-R). International Journal of Psychological Research, 8(1), 10-23.

Shannon, D., Salisbury-Glennon, J., & Shores, M. (2012). Examining the relationships among classroom goal structure, achievement goal orientation, motivation and self-regulated learning for ethnically diverse learners. Journal of Research in Education, 22(2), 136-168.

Watson, S. J., & Milfont, T. L. (2017). A short-term longitudinal examination of the associations between self-control, delay of gratification and temporal considerations. Personality and Individual Differences, 106, 57-60.

Yusuf, M. (2011). The impact of self-efficacy, achievement motivation, and self-regulated learning strategies on students’ academic achievement. Procedia-Social and Behavioral Sciences, 15, 2623-2626.

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In Handbook of self-regulation (pp. 13-39). Academic Press.

Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational psychologist, 48(3), 135-147.