ارائه الگوی مدل علّی درگیری تحصیلی و خودکارآمدی تحصیلی با عملکرد تحصیلی ازطریق ادراک از جّو مدرسه در دانش آموزان تیزهوش

Aduke, Florence. (2012). Time Management and Students Academic Performance in Higher Institutions, Nigeria — A Case Study of Ekiti State Nigeria. International Research in Education , vol 3, ( 2), 74-86.

Anderson, C. S. (1982). The search for school climate: A review of the research. Review of educational research, 52(3), 368-420.

Bandura,   A.  (2001).  Social cognitive theory. Annual Review of Psychology. Palo Alto, CA: Annual  Reviews.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY:        W.H.Freeman.

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational PsychoLogist , 28, 117-148.

  Bong, M., & Skaalvik, E. M. (2003). Academic self- efficacy, task value Achievement goal orientations, and attributional beliefs. Journal of Educational Research, 97, 287-297.

  Collie, R. J., Shapka, J. D., & Perry, N. E. (2011). Predicting teacher commitment: The impact of school climate and social-emotional learning. Psychology in the Schools, 48(10), 1034-1048.

      DeLisi, J. R. (2008). School climate and student achievement: A comparison of two urban Elliot,  A.  J. & Dweck, C. S.  (2005). Competence as the core of achievement motivation. In A. J. Elliot & C. S. Dweck  (Eds), Handbook of competence and motivation. New York: Guilford.

     Dupeyrat, C., & Marian, 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, 30,43-59.

Elliot,  A.  J. & Dweck, C. S.  (2005). Competence as the core of achievement motivation. In A. J. Elliot & C. S. Dweck  (Eds), Handbook of competence and motivation. New York: Guilford.

Elahimotlagh, SH. Amrai, K., Yazdani, M., Abderahim, H. and Souri, H.(2011). The relationship between self –efficacy and academic achievement in high school students. Procedia Social and Behavioral Sciences, 15: 765-768.

Fredricks,  J.,  Blumenfeld,  P . &  Paris, A. (2004).  Scends engagement. Potential of the concept state of the evidence.  Review of Educational Research,  74(1): 59-109.

Glisson, C., James, L. R. (2002). The crosslevel effects of culture and climate in human

           service teams. Journal of Organizational Behavior, 23, 767–794.

Horst,  S. J., Finney, S. J., Barron, K. E. (2007). Moving beyond academic achievement goal measures: A study of social achievement goals. Contemporary Educational Psychology,32, 667-698.

Halpin & Croft. (1963). The organhzational clhmate of schools.

Koth, CW, Bradshaw, CP  & Leaf, PJ.  (2008). Journal  Education Psychology, 100 (1), 96- 104.

Huebner, E.S., & Gilman, R. (2006). Student who like and dislike school. Applied Research in Quality of life, 1, 139-150.

Katherine J. R, Eunro  L, Isobel, T, David,  B & Emina,  S. (2017). How does school climate impact academic achievement? An examination of social identity processes Journal of School Psychology International 2017, Vol. 38(1) 78–97.   

McCoach, D. B. (2002). A  validation study of the school attitude assessment survey. Measurement and  Evaluation in Counseling and Delelopment.35, 66-77.

Masten, A. S. (2001). Ordinary magic: resilience Processes in development. Amrican Psychologist, 56, 227-238.

Meece, J. L; Glienke, B. B; Burg, S.  (2006). Gender and motivation. Journal of School Psychology, 44: 351-373.

Midgley, C. & Urdan, T. (2001). Academic self-handicapping and achievement goals: A middle schools' responses to educational accountability, doctoral dissertation. Ed.D.,

Nilsen, H.  (2009). Influence on Student  Academic  Behavior through Motivation, Self- Efficacy and Value – Expectation: An Action Research project to Improve  Learning. Issues in Informing Science and Information Technology, 6, 544-556.

Ojeda, L., Flores, L.Y. & Navarro, R. L. (2011). Social cognitive predictors of MexicanAmerican college students' academic and life satisfaction. Available from: http:/www.googlescholar.com. Accessed Jul 2013.

O’Malley, M., Voight, A., Renshaw, T. L., & Eklund, K. (2015). School climate, familystructure, and academic achievement: A study of moderation effects. School Psychology Quarterly, 30(1), 142–157.

Omemu, F. (2018). School Climate and Student Academic Achievement in Edo State Public Secondary Schools. International Journal of Scientific Research in Education, 11(2), 175-186.

Paulo, A. S. Moreiva, Adelaide Dias, Carla, Matias, Jorge Castro, Thania Gaspar & Joana Oliveira. (2018). School effects on students engagement with school: Academic Performance the effect of school support for leaning on students engagement. Journal leaning and Individual Differences, Volume 67, October 2018, pages 67-77.

Pinter, H., Paul, R. & Shank, D. H. (2011). Provocation in teaching and education: theories, researches and applications. Translated by Shahraray, M. Tehran: Science publications. (Persian)

 Pintrich, P.R., & DeGroot, E.V. (1990). Motivational and self – regulated learning components of    classroom academic performance. Journal of  Educational Psychology, 82(1), 33-40.

Shakrami, M. Sadeghi,  M.  & Ghodampour, E. (2017). Developing  a model of educational engagement based on the psychosocial climate of the classroom and family affective atmosphere with the role of mediating resiliency. Journal of psychological Models Volume 8, Number  29, pp.  159-182. [ In Persian].

Stajković, Alexander; Bandura, Albert; Locke, Edwin; Lee, Dongseop; Sergent, Kayla   (January 2018). "Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path-analysis". Personality and Individual Differences. 120: 238–245.

Schunk, S.H. (2005). Self – regulated Learning: The Educational Legacy of Paul R. Pintrich, Journal of Educational Psychologist, 40. Pp 85-94.

Ryan, R. M., & Patrik. P. H. (2010). The classroom social environment and changes in adolescents motivation and engagement during middle school. School Psychology International. 31, 312-32.

Reynolds, K. J., Subasic, E., Bromhead, D., & Lee, E. (2017). The school as a group system: School climate, school identity and school outcomes. In K. Mavor, M. J. Platow & B. Bizumic (Eds). The self, social identity and education. (pp. 55-69). London, UK: Psychology Press.

Richardson, J. T. E., Long, G. L., & Woodley, A. (2003). Academic Engagement and Perceptions of Quality in Distance Education. Open learning, Vol. 18(3).