شکری، ا.، غنایی، ز.، طولابی، س.، تقوایینیا، ع.، کاکابرایی، ک. و فولادوند، خ. (1390). مطالعة روانسنجی پرسشنامه باورهای خودکارآمدی تحصیلی. مجله مطالعات آموزش و یادگیری. دورة 3، شمارة 2، 61-45.
عبداللهپور، م. آ. (1394). تحلیل معادلات ساختاری الگوی شناختی ـ اجتماعی هیجانات پیشرفت: آزمون الگوهای رقیب. رسالة دکتری در دانشگاه آزاد اسلامی، واحد علوم و تحقیقات تهران.
عبداللهپور، م. آ.، درتاج، ف.، و احدی، ح. (1393). ارزیابی ساختار عاملی پرسشنامة هیجانات پیشرفت در دانشجویان ایرانی. فصلنامة مطالعات اندازهگیری و ارزشیابی آموزشی، دوره 4، شماره 8، 161-186.
American Institute of Stress. (2007). Stress, definition of stress, stressor. [Online]. Available: www.stress.org/topic-definition-stress.htm.[u1]
Artino Jr, A. R., & Jones II, K. D. (2012). Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning. The Internet and Higher Education, 15(3), 170-175.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual review of psychology, 52(1), 1-26.
Becker, E. S., Goetz, T., Morger, V., & Ranellucci, J. (2014). The importance of teachers' emotions and instructional behavior for their students' emotions–An experience sampling analysis. Teaching and Teacher Education, 43, 15-26.
Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68-77.
Damasio, A. R. (2004, April). Emotions and feelings. In Feelings and emotions: the Amsterdam symposium (pp. 49-57). Cambridge, UK: Cambridge University Press.
Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33(4), 584-608.
Dörnyei, Z. (2001). New themes and approaches in second language motivation research. Annual review of applied linguistics, 21, 43-59.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of psychology, 53(1), 109-132.
Frydenberg, E. E. (2002). Beyond coping: Meeting goals, visions, and challenges. Oxford University Press.
Götz, T., Cronjaeger, H., Frenzel, A. C., Lüdtke, O., & Hall, N. C. (2010). Academic self-concept and emotion relations: Domain specificity and age effects. Contemporary Educational Psychology, 35(1), 44-58.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6(1), 1-55.
Jiang, J., Vauras, M., Volet, S., & Wang, Y. (2016). Teachers' emotions and emotion regulation strategies: Self-and students' perceptions. Teaching and Teacher Education, 54, 22-31.
Kim, H. J., Shin, K. H., & Swanger, N. (2009). Burnout and engagement: A comparative analysis using the Big Five personality dimensions. International Journal of Hospitality Management, 28(1), 96-104.
Kline, R. B. (2005). Methodology in the social sciences.
Klink, J. L., Byars‐Winston, A., & Bakken, L. L. (2008). Coping efficacy and perceived family support: potential factors for reducing stress in premedical students. Medical Education, 42(6), 572-579.
Lazarus, R. S. (2006). Stress and emotion: A new synthesis. Springer Publishing Company.
Marsh, H. W. (1987). The big-fish-little-pond effect on academic self-concept. Journal of educational psychology, 79(3), 280.
Martin, A. J. (2008). Enhancing student motivation and engagement: The effects of a multidimensional intervention. Contemporary educational psychology, 33(2), 239-269.
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual review of psychology, 52(1), 397-422.
Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. Journal of school psychology, 44(5), 351-373.
Meyers, L. S., Gamst, G., & Guarino, A. J. (2006). Data screening. Applied Multivariate Research-Design and Interpretation, 43-73.
Misra, R., McKean, M., West, S., & Russo, T. (2000). Academic stress of college students: Comparison of student and faculty perceptions. College Student Journal, 34(2).
Modin, B., Östberg, V., Toivanen, S., & Sundell, K. (2011). Psychosocial working conditions, school sense of coherence and subjective health complaints. A multilevel analysis of ninth grade pupils in the Stockholm area. Journal of adolescence, 34(1), 129-139.
Parker, P. D., & Salmela-Aro, K. (2011). Developmental processes in school burnout: A comparison of major developmental models. Learning and Individual Differences, 21(2), 244-248.
Pekmn, R., Goetz, T., & Titz, W. (2002). Academic emotions in students" self regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91-106.
Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of educational Psychology, 98(3), 583.
Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531.
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary educational psychology, 36(1), 36-48.
Pekrun, R., Goetz, T., Perry, R. P., Kramer, K., Hochstadt, M., & Molfenter, S. (2004). Beyond test anxiety: Development and validation of the Test Emotions Questionnaire (TEQ). Anxiety, Stress & Coping, 17(3), 287-316.
Pekrun, R., Götz, T., & Perry, R. P. (2005). Achievement emotions questionnaire (AEQ). User’s manual. Unpublished Manuscript, University of Munich, Munich.
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of educational Psychology, 95(4), 667.
Salmela-aro*, K., Näätänen, P., & Nurmi, J. E. (2004). The role of work-related personal projects during two burnout interventions: a longitudinal study. Work & Stress, 18(3), 208-230.
Salmela-Aro, K., & Upadaya, K. (2012). The schoolwork engagement inventory. European Journal of Psychological Assessment.
Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J. E. (2009). School burnout inventory (SBI) reliability and validity. European journal of psychological assessment, 25(1), 48-57.
Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J. E. (2009). School burnout inventory (SBI) reliability and validity. European journal of psychological assessment, 25(1), 48-57.
Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi‐sample study. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 25(3), 293-315.
Schaufeli, W. B., & Salanova, M. (2007). Efficacy or inefficacy, that's the question: Burnout and work engagement, and their relationships with efficacy beliefs. Anxiety, stress, and coping, 20(2), 177-196.
Schaufeli, W. B., & Salanova, M. (2007). Efficacy or inefficacy, that's the question: Burnout and work engagement, and their relationships with efficacy beliefs. Anxiety, stress, and coping, 20(2), 177-196.
Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of cross-cultural psychology, 33(5), 464-481.
Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness studies, 3(1), 71-92.
Scherer, K. R. (1984). On the nature and function of emotion: A component process approach. Approaches to emotion, 2293, 317.
Schwarzer, R., & Knoll, N. (2007). Functional roles of social support within the stress and coping process: A theoretical and empirical overview. International journal of psychology, 42(4), 243-252.
Seifert, T. (2004). Understanding student motivation. Educational research, 46(2), 137-149.
Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic?. Journal of educational psychology, 100(4), 765.
Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2008). Achievement goal orientations and subjective well-being: A person-centred analysis. Learning and Instruction, 18(3), 251-266.
Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2011). Stability and change in achievement goal orientations: A person-centered approach. Contemporary Educational Psychology, 36(2), 82-100.
Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2012). Achievement goal orientations and academic well-being across the transition to upper secondary education. Learning and Individual Differences, 22(3), 290-305.
Walburg, V. (2014). Burnout among high school students: A literature review. Children and Youth Services Review, 42, 28-33.
Weston, R., & Gore Jr, P. A. (2006). A brief guide to structural equation modeling. The counseling psychologist, 34(5), 719-751.
You, J. W., & Kang, M. (2014). The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning. Computers & Education, 77, 125-133.
Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-efficacy, stress, and academic success in college. Research in higher education, 46(6), 677-706.