الف. فارسی
حیدری، محمدحسین؛ امینی ناغانی، شهریار و شیروانی شیری، علی. (1393). نقش خودکارآمدی، خودتنظیمی (راهبردهای شناختی و فراشناختی) و عزت‌نفس در عملکرد تحصیلی دانش‌آموزان سال سوم رشته علوم تجربی در دبیرستان‌های شهرکرد. رویکردهای نوین روان‌شناختی، 9(2)، 18-30.
سواری، کریم و عرب‌زاده، شیوا. (1392). ساختوتعیینویژگی‌هایروانسنجیپرسشنامه خودتنظیمیتحصیلی. روان‌شناسی مدرسه، 2(2)، 75-92.
سیادت، سمیه‌سادات. (1390). رابطه ادراک از ساختار کلاس و درگیری دانشجویان در دس آمار: نقش واسطه‌ای نیازهای روان‌شناختی پایه. پایان‌نامه کارشناسی ارشد روان‌شناسی دانشگاه تهران.
شمسایی، مهدی؛ کارشکی، حسین و یزدی، سید امیر. (1392). نقش خودتنظیمی در سازگاری تحصیلی دانش‌آموزان دختر و پسر. پژوهش در نظام های آموزشی، 7(21)، 1-17.
کدیور، پروین؛ فرزاد، ولی‌اله و دستا، مهدی. (1391). بررسی تفاوت‌های جنسیّتی در اثربخشی هدف‌های پیشرفت و راهبردهای خودتنظیمی در پیشرفت تحصیلی ریاضی. مطالعات روان‌شناختی، 8(2)، 27-53.
مرادی، مینا و اقدسی، علی‌نقی. (1394). بررسی اثربخشی آموزش تفکر انتقادی و مهارت‌های حل مسئله بر راهبردهای خودتنظیمی و پیشرفت تحصیلی دانش‌آموزان دوره متوسطه ناحیه 1 تبریز. زن و مطالعات خانواده، 8(28)، 129-144.
ب. انگلیسی
Carmona-Halty, M., Schaufeli, W. B., Llorens, S., & Salanova, M. (2019). Satisfaction of basic psychological needs leads to better academic performance via increased psychological capital: A three-wave longitudinal study among high school students. Frontiers in Psychology, 10, 1-9.
Carter Jr, R. A., Rice, M., Yang, S., & Jackson, H. A. (2020). Self-regulated learning in online learning environments: strategies for remote learning. Information and Learning Sciences 5(121), 321-329.
Chen, P. P., & Bonner, S. M. (2020). A framework for classroom assessment, learning, and self-regulation. Assessment in Education: Principles, Policy & Practice, 27(4), 373-393.
Deci, E. L. & Ryan, R. M. (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press, NY, USA.
Dodd, R. W. (2018). Impact of semi self-contained learning communities in grade 6 on students’ engagement, achievement and perceptions of the classroom environment: an evaluation of project success, Doctoral dissertation, John Hopkins University.
Gagné, M. (2003). The role of autonomy support and autonomy orientation in prosocial behavior engagement. Motivation and Emotion, 27, 199–223.
Gentry, M., Gable, R. K., & Rizza, M. G. (2002). Student perceptions of classroom activities: Are there grade-level and gender differences. Journal of Educational Psychology, 94, 539-544.
Hemanth, S. (2015). Assessment of the learning climate, basic psychological needs and perceived knowledge transfer in an active classroom. Open Access Theses.
Inzlicht, M., Werner, K. M., Briskin, J. L., & Roberts, B. W. (2021). Integrating models of self-regulation. Annual Review of Psychology, 72, 319-345.
Joe, H. K., Hiver, P., & Al-Hoorie, A. H. (2017). Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings. Learning and Individual Differences, 53, 133-144.
Karbakhsh, R., & Safa, M. A. (2020). Basic psychological needs satisfaction, goal orientation, willingness to communicate, self-efficacy, and learning strategy use as predictors of second language achievement: A structural equation modeling approach. Journal of Psycholinguistic Research, 49(5), 803-822.
LaRocque, M. (2008). Assessing perceptions of the environment in elementary classrooms: The link with achievement. Educational Psychology in Practice, 24(4), 289-305.
Leo, F. M., Mouratidis, A., Pulido, J. J., López-Gajardo, M. A., & Sánchez-Oliva, D. (2020). Perceived teachers’ behavior and students’ engagement in physical education: the mediating role of basic psychological needs and self-determined motivation. Physical Education and Sport Pedagogy, 17, 1-18.
Mukhtar, F., Muis, K., & Elizov, M. (2018). Relations between psychological needs satisfaction, motivation, and self-regulated learning strategies in medical residents: a cross-sectional study. Medical Education Publish, 7(3), 56-63.
Páez Niño, M. D. L. Á. (2016). A meaningful classroom environment through collaborative work to improve self-regulation attitudes. B.A. Thesis, National Pedagogical University, Spain.
Paloș, R., Sava, S. L., & Vîrgă, D. (2020). The role of teacher support, students’ need satisfaction, and their psychological capital in enhancing students’ self-regulated learning. Studia Psychologica, 62(1), 44-57.
Pintrich, P. R. (2000). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459-470.
Pintrich P. R. & Zusho, A. (2007). Student motivation and self-regulated learning in the Collegeclassroom. The scholarship of teaching and learning in higher education. An Evidence-Based Perspective, 1(1), 731–810.
Rodrigues, F., Macedo, R., Cid, L., Teixeira, D. S., Marinho, D. A., & Monteiro, D. (2020). Sex differences in relationships between perceived coach-induced motivational climates, basic psychological needs, and behavior regulation among young swimmers. Perceptual and Motor Skills, 127(5), 891-911.
Ryan, R. M. & Deci, E. L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 171-196). New York; London: Routledge
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860.
Sjöblom, K., Mälkki, K., Sandström, N., & Lonka, K. (2016). Does physical environment contribute to basic psychological needs? A self-determination theory perspective on learning in the chemistry laboratory. Frontline Learning Research, 4(1), 17-39.
Stephen, J. S., Rockinson-Szapkiw, A. J., & Dubay, C. (2020). Persistence model of non-traditional online learners: Self-efficacy, self-regulation, and self-direction. American Journal of Distance Education, 34(4), 306-321.
Sungur, S. Gungoren, S. (2009). The Role of Classroom Environment Perceptions in Self-Regulated Learning and Science Achievement. Elementary Education 8(3), 883-900
Tang, M., Wang, D., & Guerrien, A. (2020). A systematic review and meta‐analysis on basic psychological need satisfaction, motivation, and well‐being in later life: Contributions of self‐determination theory. Psychology Journal, 9(1), 5-33.
Valenzuela, R., Codina, N., Castillo, I., & Pestana, J. V. (2020). Young university students’ academic self-regulation profiles and their associated procrastination: autonomous functioning requires self-regulated operations. Frontiers in Psychology, 11, 354-362.
Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. Motivation and Emotion, 44(1). 1-31.
Velayutham, S., Aldridge, J., & Afari, E. (2013). Students’ learning environment, motivation and self-regulation. In Application of structural equation modeling in educational research and practice (pp. 115-133). SensePublishers, Rotterdam.
Viberg, O., Khalil, M., & Baars, M. (2020, March). Self-regulated learning and learning analytics in online learning environments: a review of empirical research. In Proceedings of the tenth international conference on learning analytics & knowledge (pp. 524-533).
Wei, M., Shaffer, P. A., Young, S. K., & Zakalik, R. A. (2005). Adult attachment, shame, depression, and loneliness: The mediation role of basic psychological needs satisfaction. Journal of Counseling Psychology, 52(4), 591.
Yu, S., & Levesque-Bristol, C. (2020). A cross-classified path analysis of the self-determination theory model on the situational, individual and classroom levels in college education. Contemporary Educational Psychology, 61, 101857.
Zalazar-Jaime, M. F., & Medrano, L. A. (2021). An integrative model of self-regulated learning for university students: the contributions of social cognitive theory of carriers. Journal of Education, 201(2), 126-138.
Zhen, R., Liu, R. D., Ding, Y., Wang, J., Liu, Y., & Xu, L. (2017). The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students. Learning and Individual Differences, 54, 210-216.
Zhou, J., Huebner, E. S., & Tian, L. (2021). The reciprocal relations among basic psychological need satisfaction at school, positivity and academic achievement in Chinese early adolescents. Learning and Instruction, 71, 10, 13-17.
Zimmerman, B. & Kitsantas, A. (2005). Homework practices and academicachievement: The mediating role of self-efficacy and perceived responsibility beliefs. Contemporary Educational Psychology, 30, 397–417.
)