الف. فارسی
بدریگرگری، رحیم و حسینیاصل، فریبا (1389). پیشبینی جهتگیری انگیزش هدف چیرگی: نقش عوامل مربوط به ادراک از ساختار کلاس درس. فصلنامهی علمی ـ پژوهشی روانشناسی دانشگاه تبریز، 5 (17)، 9- 33.
جوکار، بهرام (1381). بررسی ساختار ارتباطی، باورهای فرد پیرامون، ساختار کلاس، هدفگرایی و پیامدهای تحصیلی. رساله منتشرنشده دکتری. دانشگاه شیراز: دانشکدهی علوم تربیتی و روانشناسی.
دهقانیزاده، محمدحسین (1391). بررسی میانجیگری خودکارآمدی در رابطهی بین الگوهای ارتباطی خانواده و ساختار کلاس با سرزندگی تحصیلی. پایاننامهی منتشرنشده کارشناسیارشد، دانشگاه شیراز.
دهقانیزاده، محمدحسین و حسینچاری، مسعود (1391). سرزندگی تحصیلی و ادراک از الگوی ارتباطی خانواده؛ نقش واسطهای خودکارآمدی. مجلهی مطالعات آموزش و یادگیری، 4(2)، 21-47.
رحیمی، مهدی و خیر، محمد (1388). رابطهی بین الگوهای ارتباطی خانواده و کیفیت زندگی دانشآموزان دوره‌ی متوسطه شهر شیراز. فصلنامه مطالعات تربیتی و روانشناسی دانشگاه فردوسی مشهد، 1، 3-25.
سیف، علیاکبر (1387). روانشناسی پرورشی نوین. تهران: نشر دوران.
کدیور، پروین (1382). نقش باورهای خودکارآمدی، خودگردانی و هوش در پیشرفت درسی دانشآموزان دبیرستانی. مجلهی علوم تربیتی و روانشناسی دانشگاه شهیدچمران اهواز، 10 (1 و2)، 45-58.
کورشنیا، مریم و لطیفیان، مرتضی (1386). بررسی روایی و پایایی ابزار تجدیدنظر شدهی الگوهای ارتباطات خانواده. خانواده پژوهی، 12، 875- 855.
نصیری، حبیباله و رضویه، اصغر (1387). تاثیر عوامل فردی بر کمآموزی در دانشآموزان سرآمد مدارس استعدادهای درخشان. مجلهی استعدادهای درخشان، 65، 109- 122.
نصیری، حبیباله، لطیفیان، مرتضی و یوسفی، فریده (1390). ارائهی الگویی علّی- تجربی از ارتباط بین یادگیری عاطفی- اجتماعی و موفقیت تحصیلی در نوجوانان دبیرستانی. مطالعات آموزش و یادگیری، 3 (2)، 135-161.
ب. انگلیسی
Alva, S. A. (1991). Academic invulnerability among Mexican–American students: The importance of protective resources and appraisals. Hispanic Journal of Behavioral Sciences, 13, 18−34.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 80(3), 260-267.
Andaman, E. M., & Midgley, E. (1997). Changes in achievement goal orientations, perceived academic competence, and grade access: the transition to middle-level schools. Cotemporary Educational Psychology, 22, 269-298.
Arsal, Z. (2010). The effects of diaries on self-regulation strategies of pre-service science teachers, International Journal of Environmental and Science Education, 5(1), 85-103.
Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G. (2005). Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15(5), 397-413.
Bail, F. T., Zhang, S., & Tachiyama, G. T. (2008). Effects of a self-regulated learning course on the academic performance and graduation rate of college student in an academic support program. Journal of College Reading and Learning, 39(1), 54-73.
Bandura, B. (1999). Self-efficacy in Changing Societies. Cambridge University Press: New York.
Baron, R. M., & Kenny, D. A. (1986). The moderator variable distinction in social psychological research: Conceptual, strategic, and statistical consideration. Journal of Personality and Social Psychology, 51, 1173-1182.
Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: Journal of an International Review, 54(2), 199-231.
Bong, M. (2001). Between –and within– domain relations of academic motivation among middle and high school students: Self-efficacy, task value and achievement goals. Journal of Educational Psychology, 65, 317-329.
Bong, M. (2008). Effect of parent-child relationship and classroom goal structure on motivation, help-seeking avoid and cheating. The Journal of Experimental Education, 76(2), 191-217.
Caprara, G.V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44, 473-490.
Carroll, A., Houghton, S., Wood, R., Unsworth, K., Hattie. J., Gordon, L., & Bower, J. (2009). Self-efficacy and academic achievement in Australian high school students: The mediating effects of academic aspirations and delinquency. Journal of Adolescence, 32, 797-817.
Catterall, J. S. (1998). Risk and resilience in student transitions to high school.American Journal of Education, 106, 302−333.
Deborah, J., & Gustavo, C. (2004).The differential relations of maternal and paternal support and control to adolescent social competence, self-worth, and sympathy.Journal of Adolescent Research, 19(6), 759-782.
Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and sel-determination in human behavior. New York: Plenum Press.
Dorman, J., & Adams, J. (2004). Associations between students perceptions of classroom environment and academic efficacy in Australian and British secondary schools. Westminster Studies in Education, 27(1), 69-85.
Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C., M., Reuman, D., Flanagan, C., & MacIver, D. (1993). Development during adolescence: the impact of stage/environment fit on young adolescents’ experiences in schools and in families, American Psychologist, 48, 90-101.
Elliott, A. J, (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
Feldman, S. S., & Wentzel, K. R. (1990). Relations among family interaction patterns, classroom self-restraint, and academic achievement in preadolescent boys. Journal of Educational Psychology, 82(4), 813-819.
Fitzpatrick, M. A. (2004). The family communication patterns theory: Observations on its development and application. The Journal of Family Communication, 4, 167-179.
Fitzpatrick, M. A. & Ritchie, L. D. (1994).Communication schemata within the family: Multiple perspective on family interaction. Human Communication Research, 20, 275-301.
Floyd, C. (1996). Achieving despite the odds: A study of resilience among a group of African American high school seniors. Journal of Negro Education, 65, 181−189.
Friedel, J. M., Cortina. K. S., Turner. J. C., & Midgley, C. (2007). Achievement goals, efficacy beliefs and coping strategies in mathematics: The role of perceived parent and teacher goal emphasis. Contemporary Educational Psychology, 32(3), 434- 458.
Friedel, J. M., Cortina. K. S., Turner. J. C., & Midgley, C. (2010). Changes in efficacy beliefs in mathematics across the transition to middle school: Examining the effects of perceived teacher and parent goal emphases. Journal of Educational Psychology, 102(1), 102-114.
Gerdes, H., & Mallinckordt, B. (1994). Emotional, social and academic adjustment of college student: a longitudinal study of retention. Journal of Counseling and Development, 72(3), 281-288.
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(4), 462-482.
Hawley, R. D. (2000). Clinical implications of family resilience. The American Journal of Family Therapy, 8, 101-106.
Kaplan, A., & Maehr, M. L. (1999). Enhancing the motivation of African American students: An achievement goal theory perspective. The Journal of Negro Education, 68, 23-41.
Koerner, A. F., & Crancara, K. E. (2002). The influence conformity orientation on communication patterns in family conversation. Journal of Family, 33-56.
Koerner, A. F., & Fitzpatrick, M. A. (1997). Family type and conflict: The impact of conversation orientation and conformity orientation on conflict in the family. Communication Studies, 48, 59-78.
Koerner, A. F., & Fitzpatrick, M. A. (2002). Toward a theory of family communication. Communication Theory, 12, 70-91.
Koesten, J., & Anderson, K. (2004). Exploring the influence of family communication patterns, cognitive complexity, and interpersonal competence on adolescent risk behaviors. Journal of family communication. 4(2), 99-121.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychology Measurement, 30, 607-610.
Lent, R. W., Brown, S. D., & Gorge, P. A. (1997). Discriminate and predictive validity of academic self-concept, academic self-efficacy, and mathematics-specific self-efficacy. Journal of Counseling Psychology, 44, 307-315.
Marsh, H. W. (1990). A multidimensional, hierarchical model of self-concept: Theoretical and empirical justification. Educational Psychology Review, 2, 77-172.
Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43, 267−282.
Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46, 53-83.
Martinez-Pons, M. (1996). Test of a model of parental inducement of academic self- regulation. Journal of Experimental Education, 64(3), 227-231.
Masten, A. S. (2001). Ordinary magic: resilience processes in development. American Psychology, 56, 227-238.
Masten, A. S., & Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53, 205-220.
McCoach, D. B. & Siegle, D. (2003). Factors that differentiate underachieving gifted student from high-achieving gifted student. Gifted Child Quarterly, 47, 144-154.
McLeod, J. M., & Chaffee, S. H. (1972). The construction of social reality. In J. Tedeschi (Ed.), The Social Influence Process (pp. 50-59). Chicago, IL: Aldine-Atherton.
Mercer, S., Nellis, L., Martínez, R., & Kirk, M. (2011). Supporting the students most in need: Academic self-efficacy and perceived teacher support in relation to within-year academic growth. Journal of School Psychology, 49, 323–338.
Middleton, M. J., Kaplan, A., & Midgley, C. (2004).The change in middle school students ‘achievement goals in mathematics over time. Social Psychology of Education, 7, 289-311.
Mucherah, W. (2008). Classroom climate and students’ goal structures in high-school biology classroom in Kenya. Learning Environments Research, 11(1), 63-81.
Murtagh, A. M., & Todd, S. A. (2004). Self- regulation: A challenge to the strength Model. Journal of Articles in Support of the Null Hypothesis, 3(1), 19- 51.
Patrick, H., & Ryan, A. (2008). What do students think about when evaluating their classrooms mastery goal structures? The Journal of Experimental Education, 77, 99-123.
Pettus, K. R. (2006). The relationship of parental monitoring to community college student adjustment and achievement: differences by gender, ethnicity, parental education level, and student residence. Unpublished Ph.D. Thesis, Carolina University.
Pintrich, P. R, (1994). Continuities and discontinuities: future directions for research in Educational Psychology. Educational Psychologist, 29, 137-148.
Putwain, D. V., Connors, L., Symes, W., & Douglas-Osborn. E. (2011). Is academic buoyancy anything more than adaptive coping? Anxiety, Stress and Coping, 1-10.
Ritchie, L. D., & Fitzpatrick, M. A. (1990). Family communication patterns: Measuring intrapersonal perceptions of interpersonal relationships. Communication Research, 17(4), 523-544.
Ryan, R. M., & Grolnick, W. S. (1986). Origins and pawns in the classroom: Self-report and projective assessment of individual difference in children’s perceptions. Journal of Personality and Social Psychology, 50, 550-558.
Salovaara, H. (2005). Achievement goals and cognitive learning strategies in dynamic contexts of learning. Oulu University Press, Oulu, Finland.
Santrock, J. W. (2004). Educational Psychology (2nd Ed.). New York: McGraw Hill.
Schrodt, P., Witt, P. L., & Messersmith, A. S. (2008). A meta-analytical review of family communication patterns and their associations with information processing, behavioral and psychosocial outcomes. Communication Monographs, 75(3), 248-269.
Schunk, S.H. (2005). Self-regulated Learning: The educational legacy of Paul R. Pintrich. Journal of Educational Psychologist, 40, 85-94.
Steinberg, L., Elman, J., & Mounts, N. (1989). Authoritative parenting psychological maturity, and academic success among adolescents. Child Development, 60, 1424- 1436.
Stoever, S. (2004). Multiple predictors of college adjustment and academic performance for undergraduates in their first semester. Dissertation Prepared for The Degree of Doctor of Philosophy, University of North Texas, May.
Ullrich, M., & Kreppner, K. (1997). The quality of family communication and academic achievement in early adolescence. Poster presented at the biennial Meeting of SRCD. April 3-6, 1997, Washington, DC.
Voydanoff, P., & Donnelly, B. W. (1999). Risk and protective factors for psychological adjustment and grades among adolescents. Journal of Family Issues, 20, 328−349.
Wayman, J. C. (2002). The utility of educational resilience for studying degree attainment in school dropouts. Journal of Educational Research, 95, 167−178.
Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers and peers. Journal of Educational Psychology, 90, 202-209.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive Perspective. In M. Boekaerts, P. Pintrich & M. Zeinder (Eds.), Handbook of self-regulation (pp. 13-39). New York: Academic Press.
Zins, J. E., Payton, J. W., Weissberg, R. P., & Brien, M. U. (2007). Social and emotional learning for successful school performance. In K. M. Minke & G. C. Bear (Eds.), Science of emotional intelligence: known and unknown (pp. 376-395). Bethesds, MD: National Association of School Psychologist
)