الف. فارسی
احمدی ده قطب الدینی، محمد (1388). بررسی روابط بین هدف‌های تسلط، هدف‌های عملکردی گرایش –اجتناب،راهبردهای یادگیری و توانایی حل مساله ریاضی دانشجویان.مطالعات تربیتی و روان شناسی، 10(3)، 21-40.
پنتریچ، پال آر. و شانک، دیل اچ. (1385). انگیزش در تعلیم و تربیت، ترجمه مهرناز شهرآرای، انتشارات تهران. (تاریخ انتشار به زبان اصلی، 2002).
جوکار، بهرام؛ لطیفیان، مرتضی (1385). رابطه ابعاد هویت و جهت‌گیری هدف در گروهی از دانش‌آموزان پیش دانشگاهی شهرستان‌های شیراز و یاسوج.مجله علوم اجتماعی و انسانی دانشگاه شیراز ، 25(4، پیاپی 49)، 27-46.
حسینی، فریده‌السادات و لطیفیان، مرتضی (1388). پیش بینی جهت‌گیری هدف با استفاده از پنج عامل بزرگ شخصیت در بین دانشجویان دانشگاه شیراز. مطالعات روان‌شناختی دانشکده علوم تربیتی و روان شناسی دانشگاه الزهرا، 5 (1)، 73-94.
سیف، دیبا؛ لطیفیان، مرتضی (1383).بررسی رابطه باورهای انگیزشی و راهبردهای خود‌نظم دهی دانشجویان در درس ریاضی. مجله روانشناسی، 8 (32)، 404-420.
صمدی، معصومه (1386). تاثیر روش‌های تربیتی و خودتنظیمی تحصیلی بر پیشرفت تحصیلی. تازه های علوم شناختی، 9 (1)،40-48.
کهولت، نعیمه (1388). پیش بینی شادمانی بر اساس سبک‌های هویت، ابعاد هویت و جهت‌گیری هدف (پایان نامه کارشناسی ارشد)، دانشگاه شیراز، شیراز، ایران.
ب. انگلیسی
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271.
Ames, C.,&Archer, J. (1988). Achievement goals in the classroom: Students, learning strategies and motivational process. Journal of Educational Psychology,80(3), 260-267.
Artino, A. R., & Stephens. J. M. (2009). Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online. Internet and higher education,12, 146-151.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice- Hall.
Bandura, A. (2006). Adolescent development from an agentic perspective.In F. Pajares, & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 1-43). Greenwich, CT: Information Age Publishing.
Baranik, L.E. Stanley, L.J. Bynum, B.H., &Lance, C.E. (2010). Examining the construct validity of mastery-avoidance achievement goals: A meta-analysis.Human Performance, 23(3), 265-282.
Berger, J. L., & Karabenick, S. A. (2011). Motivation and students' use of learning strategies: Evidence of unidirectional effects in mathematics classroom. Learning and Instruction, 21, 416-428.
Bodmann, S. M., Hulleman, C. S., & Schrager, S.M. (2007). The 2 × 2 model of achievement goals: A meta-analysis. Poster session presented at the annual meeting of the American. Educational Research Association, Chicago, IL.
Coutinho, S. A., & Neuman, G. (2008).A model of metacognition, achievement goal orientation, learning style and self-efficacy.Learning Environments Research,11,131–151.
Dupeyrat, C., & Marine, 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(1),43-59.
Dweck, C., &Leggett, E. (1988).A social cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). San Francisco: W.H. Freemen.
Elliot, A.,& Church, M. (1997).A hierarchical model of approach and avoidance achievement motivation.Journal of Personality and Social Psychology, 72, 218-232.
Elliot, A. J., Chirkov, V.I., Kim, Y.,& Sheldon, K. M. (2001). A cross- cultural analysis of avoidance (relative to approach) personal goals.Psychological science,12(6), 505-510.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals.Educational Psychologist, 34, 169-189.
Elliot, A. J., & McGregor, H. A. (2001).A 2×2 achievement goal framework.Journal of Personality and Social Psychology, 30, 957–971.
Elliot, A. J., McGregor, H., & Gable, S. L. (1999). Achievement goals, study strategies, and exam performance.Journal of Educational Psychology, 91, 549–563.
Elliot, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5–11.
Elliot, A.,& Harackiewicz, J. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 470-475.
Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004).Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation.Contemporary Educational Psychology, 29, 462–482.
Kaplan, A., & Maehr, M. L. (2007).The contribution and prospects of goal orientation theory.Educational Psychology Review, 19, 141-187.
Kaplan, A., & Midgley, C. (1997). The effect of achievement goals: Does level of perceived academic competence make a difference? Contemporary Edducation Psychology, 22, 415-435.
Li, R. (2005). Exploration and verification of the relationships among achievement goals and learning behavior by structure equation model.Journal of Education and Psychology, 28(3), 551 – 580.
Linnenbrink, E. A., & Pintrich, P. R. (2003).The role of self-efficacy beliefes in student engagement and learning in the classroom. Reading and Writing Quarterly, 19, 119-137.
McInerney, D. M., Hinkely, J., Dowson, M.,& Van Etten, S. (1998). Aboriginal, Anglo, and immigrant Australian students’ motivational beliefs about personal academic success: Are there cultural differences? Journal of Educational Psychology,90(4), 621-629.
McInerney, M. D., Roch, A. L., McInerney, V.,& Marsh, H. W. (1997). Cultural perspective on school motivation: The relevance and application of goal theory. American Educational Research Journal,34(1), 207-236.
Miller, R. B., & Brickman, S. A. (2004). A model of future oriented motivation and self-regulation. Educational Psychology Review, 16, 9–33.
Mousoulides, N., & Philippou, G. (2005).Students' motivational beliefs, sef-regulation strategies and mathematics achievement.In Chick, H. L. & Vincent, J. L. (Eds.).Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, pp. 321-328. Melbourne: PME.
Nicholls, J. (1984). Achievement motivation: A conception of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
Payne, S. C., Youngcourt, S. S., & Beaubien, M. J. (2007).A meta-analytic investigation of the goal orientation nomological net.Journal of Applied Psychology, 92, 128–150.
Pintrich, P. R., & DeGroot, E. V. (1990).Motivational and self-regulated learning components of classroom academic performance.Journal of Educational Psychology, 82, 33-40.
Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie,W. J. (1991).A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ).National Center for Research to Improve Postsecondary Teaching and Learning. Ann Arbor: University of Michigan.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993).Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ).Educational and Psychological Measurement, 53, 810–814.
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research and applications (3rded.). Upper Saddle River, NJ: Merrill-Prentice Hall.
Seo, D., & Taherbhai, H. (2009). Motivational beliefs and cognitive processes in mathematicsachievement, analyzed in the context of cultural differences: a Korean elementary school example. Asia Pacific Education Review10,193–203.
Skaalvik, E. M. (1997). Self-enhancing and self-defeating ego-orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of EducationalPsychology, 89, 71–81.
Van Yperen, N.W. (2006). A novel approach to assessing achievement goals in the context of the 2 × 2 framework: Identifying distinct profiles of individuals with different dominant achievement goals. Personality and Social Psychology Bulletin, 32, 1432–1445.
Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49–78.
Wigfield, A., & Eccles, J. S. (1992).The development of achievement task value: A theoretical analysis. Developmental Review, 12, 265-310.
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology, 25, 68-81.
Wolters, C. A., Yu, S. L.,& Printrich, P. R. (1996).The relation between goal orientation and students motivational beliefs and self-regulated learning.Learning and Individual Differences, 8(3), 211-238.
)