ساخت و اعتبار یابی مقیاس ارزیابی شایستگی تحصیلی دانش آموزان مقطع متوسطه دوره اول شهر تبریز

References

Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1–45). Cambridge University Press. https://doi.org/10.1017/CBO9780511527692.003

Brigman, G., Webb, L., & Campbell, C. (2007). Building skills for school success: Improving academic and social competence. Professional School Counseling, 10(3), 279-288.

Bauminger, N., & Kimhi-Kind, I. (2008). Social information processing, security of attachment, and emotion regulation in children with learning disabilities. Journal of Learning Disabilities, 41(4), 315–332. https://doi.org/10.1177/0022219408316095

Baumeister, R. F., Bushman, B. J., & Campbell, W. K. (2000). Self-esteem, narcissism, and aggression: Does violence result from low self-esteem or from threatened egotism? Current Directions in Psychological Science, 9(1), 26-29.

Bernthal, P.; Colteryahn, K.; Davis, P.; Naughton, J.; Rothwell, W. J. & Wellins, R. (2004). ASTD Competency Study: Mapping the Future. Alexandria, VA: ASTD Press.

Cazan, Ana-Maria.(2012).Self-regulated learning strategies – predictors of academic Adjustment. Procedia - Social and Behavioral Sciences. 33, 104 – 108.  https://doi.org/10.1016/j.sbspro.2012.01.092

Clercq, M., Galand, B., & Frenay, M. (2013). Chicken or the egg: Longitudinal analysis of the causal dilemma between goal orientation, self-regulation and cognitive processing strategies in higher education. Studies in Educational Evaluation, 39, 4-13.

DiPerna, J. C., Volpe, R. J., & Elliott, S. N. (2002). A model of academic enablers and elementary reading/language arts achievement. School Psychology Review, 31, 298-312.

DiPerna and Elliott, S. N. (1999). Development and validation of the Academic Competence Evaluation Scales. Journal of Psychoeducational Assessment, 17, 207-225.

Davidson, L. A., Crowder, M. K., Gordon, R. A., Domitrovich, C. E., Brown, R. D., & Hayes, B. I. (2018). A continuous improvement approach to social and emotional competency measurement. Journal of Applied Developmental Psychology, 55, 93-106.

Dogan, U. (2015). Student engagement, academic self-efficacy, and academic motivation as predictors of academic performance. The Anthropologist, 20(3), 553-561 

Elliott, S. N., DiPerna, J. C., Mroch, A. A., & Lang, S. C. (2004). Prevalence and patterns of academic enabling behaviors: An analysis of teachers’ and students’ ratings for a national sample of learners. School Psychology Review, 33, 297-304

Jenkins, L. N., & Demaray, M. K. (2015). An investigation of relations among academic enablers and reading outcomes. Journal of Psychology in the Schools, 52(4): 379-389.

Guyer, J. J., & Fabrigar, L. R. (2015). Attitudes and Behavior. International Encyclopedia of the Social & Behavioral Sciences, 183-189. doi:10.1016/b978-0-08-097086-8.24007-5.

Hong, E., O’Neil, H. F., & Peng, Y. (2016). Effects of explicit instructions, metacognition, and motivation on creative performance. Creativity Research Journal, 28(1), 33-45.

Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70, 151-179

JudithGlaesser. (2019). Competence in educational theory and practice: a critical discussion. Oxford review of Education.45:1, 70-85

Jiang, Y., & Kleitman, S. (2015). Metacognition and motivation: Links between confidence, self-protection and self-enhancement. Learning and Individual Differences, 37, 222-230.

Kramer, T. J., Caldarella. P., Christensen. L., & Shatzer. R. H. (2010). Social and Emotional Learning in the Kindergarten Classroom: Evaluation of the Strong Start Curriculum. Early Childhood Education Journal, 37, 303 -307.

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

Lin, Y. R., Shiah, I-S. & Chang, Y-C., Lai, T-J., Wang, K-Y., & Chou, K-R. (2004). Evaluation of an assertiveness training program on nursing and medical students’ assertiveness, self-esteem, and interpersonal communication satisfaction. Nurse Education Today, 24(8), 656-665

Mah, D. K., & Ifenthaler, D. (2018). Students’ perceptions toward academic competencies: The case of German first-year students. Issues in Educational Research, 28(1), 120-137.

Masten and Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from the research on successful children. American Psychologist, 53, 205-220.

Maina, M. J. (2010). Strategies employed by secondary school principals to improve academic performance in Embu West district. Unpublished master of education thesis. Department of Educational Management, Policy and Curriculum Studies. Kenyatta University.

McGrew, Kevin S. (2013). The Motivation & Academic Competence (MACM) Commitment Pathway to Learning Model: Crossing the Rubicon to Learning Action.  Institute for Applied Psychometrics. MindHub™ publication. Available from: http://www.iapsych.com/acmcewok/map.htm

Martens, B., Witt, J. (2004). Competence, persistence, and success: The positive psychology of behavioral skill instruction. Psychology in the school, 41, 19- 30.

Moraru, M. (2014). The counseling educational role in the prevention of the school failure process. Procedia-Social and Behavioral Sciences, 128, 332-336.

McCoach, D. B. & Siegle, D. (2003). The school attitude assessment survey revised: A new instrument to identify academically able students who underachieve. Educational & psychological Measurement, 63(3), 414-429

Martin, A. J., Ginns, P., & Papworth, B. (2017). Motivation and engagement: Same or different? Does it matter? Learning and individual differences, 55, 150-162

Matuga, M. J. (2009). Self-regulation, goal orientation, and academic achievement of secondary students in online university courses. Educational Technology & Society, 12(3), 4-11.

Parray, W. M., & Kumar, S. (2017). Impact of assertiveness training on the level of assertiveness, self-esteem, stress, psychological well-being and academic achievement of adolescents. Indian Journal of Health and Well- being, 8(12), 1476-1480.

Paulsen, M., & Feldman, K. (2005). The Conditional and Interaction Effects of Epistemological Beliefs on the Self-Regulated Learning of College Students: Motivational Strategies. Research in Higher Education, 46(7), 731-768. Retrieved August 30, 2021, from http://www.jstor.org/stable/40197444

Pintrich and Schunk, D. H. (2002). Motivation in Education: Theory, Research, and Applications. 2nd ed. Upper saddle River, NJ: Pearson Education

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.

Renzulli, S. J. (2015). Using learning strategies to improve the academic performance of university students on academic probation. The Journal of the National Academic Advising Association, 35(1), 29-41.

Semeijn H Judith & et all. (2005). Competence indicators in academic education and early labour market success of graduates in health sciences. Research Centre for Education and the Labour market (ROA). Faculty of Economics and Business Administration, Maastricht University, The Netherlands.

Schunk, D.H. (1996). Goal and self-evaluation influence during children's cognitive skill learning. American Educational Research Journal. 33, 359-382.

Seufert, Tina. (2018). The interplay between self-regulation in learning and cognitive load. Educational Research Review, 24. 116–129

Strobel, M., Tumasjan, A., & Spörrle, M. (2011). Be yourself, believe in yourself, and be happy: Self‐efficacy as a mediator between personality factors and subjective well‐being. Scandinavian Journal of psychology, 52(1), 43-48.

Tinsley, H. E. & Tinsley, D. J (1987) Uses of factor analysis in counseling psychology research. Journal of Counseling Psychology, 34: 414-424.

Udoh, A. O. (2012). Learning environment as correlates of chemistry students’ achievement in secondary schools in Akwa Ibom State of Nigeria. African Research Review, 6(3), 208-217.

United States Office of Personnel Management (2002). Assessment Decision Guide. Retrieved from: https://www.opm.gov/policy-data-oversight/assessment-and-selection/reference-materials/

Wang, M., C., Haertel, G. D., & Walberg, H. J. (1994). What Helps Students Learn? Spotlight on Student Success. Washington, DC: Office of Educational Research and Improvement

Webster-Stratton, C. (2004). Strengthening social and emotional competence in young children-the foundation for early school readiness and success. Infants and Young Children, 17(2), 96-113

Wiener, J. (2004). Do peer relationships foster behavioral adjustment in children with learning disabilities? Learning Disability Quarterly, 27, 21–30.

Zimmerman and Schunck, D. H. ( 1989 ). Self – regulated learning and academic achievement: theory, research and practice. New York: Springer