روابط ساختاری هیجان­های تحصیلی و مسئولیت پذیری با اشتیاق تحصیلی بواسطۀ مفهوم خویشتن در فرزندان ایثارگران

 

Alam, M. (2014). A Study of Test Anxiety, Self-Esteem and Academic Performance among Adolescents. The IUP Journal of Organizational Behavior,12, 33-43.

Azevedo, R. (2009). Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion. Metacognition Learning, 4(1): 87–95.

Bembenutty, H. (2011). Homework completion: The role of self-efficacy, delay of gratification, and self-Regulatory processes. The International Journal of Educational and Psychological Assessment, 6(1): 1-20.

Boekaerts, M., & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18(3): 199-210.

Bouchey, H. A.; Shoulberg, E. K.; Jodl, K. A. & Eccles, J. S. (2010). “Longitudinal links between older sibling features and younger siblings' academic adjustment during early adolescence”. Journal of Educational Psychology, 102: 197-21.

Brian, M., & Galla, J. (2014). A longitudinal multilevel model analysis of the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance. Journal of School Psychology, 52(3), 295-308.

Dermitzaki, Irini., Leondari, Angeliki., Goudas, Marios. (2009). Relations between young students’ strategic behaviours, domain-specific self-concept, and performance in a problem-solving situation. Learning and Instruction, 19(2):144-15.

Dogan, U. (2015). “Student Engagement, Academic Selfefficacy, and Academic achievement goals, and adjustment in middle school”. Learning and Instruction, 23, 69- 77.

Fredricks JA, Blumfeld PC, Paris AH (. 2004).School engagement: Potential of the concept, state of the evidence. Rev. Educ. Res.; 74(1): 59-109.

Hughes JN, Cao Q. (2018).Trajectories of Teacher-Student Warmth and Conflict at the Transition to Middle School: Effects on Academic Engagement and Achievement. J Sch Psychol;67:148-62.

King, R.B., ,McInerney, D.M &  Watkins, D.A. (2012). Studying for the sake of others: the role of social goals on academic engagement. Journal of Educational Psychology , 32 (6): 32-40.

Kuh George D.(2010).What we're learning about student engagement from nsse: benchmarks for effective educational practices. The Magazine of Higher Learning;35:24-32.

Kuh, G. D.; Cruce, T. M.; Shoup, R.; Kinzie, J. & Gonyea, R. M. (2008). “Unmasking the effects of student engagement on first-year college grades and persistence”. The Journal child and family studies, 20(3): 255-263.

Meyer, D. K., & Turner, J. C. (2006). Re-conceptualizing emotion and motivation to learn in classroom contexts. Educational Psychology Review, 18(4), 377-390.

Negvan , v ., Bagana E., & Dinca , s . (2011) . “Gender , age and academic standard of school differences in adolescents self-acceptance”. Procedia social and Behaviural sciences , 12 , 40-48 .

Paloș, R., Maricuţoiu, L. P., & Costea, I. (2019). Relations between academic performance, student engagement and student burnout: A cross-lagged analysis of a two-wave study. Studies in Educational Evaluation, 60, 199-204.

Pekrun R, Goetz T, Titz W, Perry RP. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist;37(2):91-105. [DOI:10.1207/S15326985EP3702_4]

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4):315–341.

Pekrun, R., Goetz, T., & Frenzel, A. C. (2005).Achievement Emotions Questionnaire (AEQ). Users manual. Department of psychology, university of Munich , munich Germany.

Prince, D., & Nurius, P. S. (2014). The role of positive academic self-concept in promoting school success. Children and Youth Services Review, 43, 145-152.

Research, 35, 165-184.

Rodriguez JL, Boutakidis IP. (2013). The Association Between School Engagement and Achievement Across Three Generations of Mexican American Students. Association of Mexican- American Educators (AMAE). Journal; 7(1). 1-12.

Valiente, C., Swanson, J., & Eisenberg, N. (2012). Linking students’ emotions and academic achievement: When and why emotions matter. Child development perspectives, 6(2), 129-135.

Wang, Y., Tian, L., & Huebner, E. S. (2019). Basic psychological needs satisfaction at school, behavioral school engagement, and academic achievement: Longitudinal reciprocal relations among elementary school students. Contemporary Educational Psychology, 56, 130-139.

Wolters, C. (2010). Self-Regulated Learning and the 21 Century Competencies. Journal of Educational Psychology, 122:171–186.

Zimmerman B.J. & Kitsantas A. (2014). Comparing students self- displace and selfregulation measures and their prediction of academic achievement. Contemporary Educational Psychology, 39, 145-155.

Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1): 166-183.

Zimmerman, B.J. (2000).” Self-efficacy: An essential motive to learn”. Contemp Educ Psychol; 25 (1): 82-91.