اردلان، الهام، و حسینچاری، مسعود. (1389). پیشبینی سازگاری تحصیلی بر اساس مهارتهای ارتباطی با واسطه باورهای خودکارآمدی. فصلنامه روانشناسی تربیتی، 6 (9)، 28-1.
دهقان منشادی، لیلا (1395). پیش بینی سازگاری نوجوانان از طریق سرسختی تحصیلی و راهبردهای شناختی تنظیم عواطف: نقش تعدیل‌کنندگی سن و جنسیت. پایان نامه منتشر نشده کارشناسی ارشد روانشناسی تربیتی دانشگاه شیراز.
سلطانی، شهناز (1392). خیز آمار افت تحصیلی دانشآموزان: آمار مردودی در نظام آموزشی چشمگیر است، روزنامه ایران، شماره 5387، ص12.
سماوی، سید عبدالوهاب؛ ابراهیمی، کلثوم و جاودان، موسی (1395). بررسی رابطه درگیری تحصیلی، خودکارآمدی و انگیزش تحصیلی با پیشرفت تحصیلی در دانشآموزان دبیرستانی شهر بندرعباس، دو فصلنامه راهبردهای شناختی در یادگیری، 4 (7)، 71-92.
عنایتی، ترانه.، و کوهساری، سمیه. (1396). بررسی وضعیت سبک‌های تعاملی معلمان ریاضی با دانشآموزان. نشریه علمی پژوهشی آموزش و ارزشیابی، 10(39)، 28-13.
لطیفیان، مرتضی.، و خوشبخت، فریبا. (1391). بررسی قدرت پیشبینی کیفیت تدریس معلم و جوّ کلاس یادگیری ریاضی با واسطهگری باورهای انگیزشی و راهبردهای یادگیری خودنظمدهی در دانشآموزان کلاس پنجم ابتدایی. مجلهی علوم تربیتی دانشگاه شهید چمران اهواز، 6(2)، 126-107.
Atherton, R. G. (2009). Adolescent adjustment in rural Appalachian youth. (Unpublished doctoral Dissertation). University of North Carolina at Chapel Hill.
Avant, T. S., Gazelle, H., & Faldowski, R. (2011). Classroom emotional climate as a moderator of anxious solitary children’s longitudinal risk for peer exclusion: A child environment model. Developmental Psychology, 47, 1711-1727.
Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44(3), 211-229.
Baker, J., A., Grant, S., & Morlock, L. (2008). The teacher-student relationship as a developmental context for children with internalizing behavior problems. School Psychology Quarterly, 23(1), 3-15.
Bernestein-Yamashiro, B. (2004). Learning relationships: Teacher-student connections, learning, and identity in his school. New Directions for Youth Development, 103, 55-70.
Bernestein-Yamshiro, B., & Noam, G. (2013). Teacher-student relationships: A growing field of study. New Directions for Youth Development, 137, 15-26.
Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner & W. Damon (Eds.), Handbook of Child Psychology. (vol. 1, 6th Ed., pp. 793-828). Hoboken, NY: Wiley.
Buhs, E. S., & Ladd, G. W. (2001). Poor rejection as antecedent of young children's school adjustment: an examination of mediating processes. Developmental Psychology, 37, 550-560.
Cadima, J., Doumen, S., Verschueren, K., & Buyse, E. (2015). Child engagement in the transition to school: Contributions of self-regulation teacher-child relationships and classroom climate. Early Childhood Research Quarterly, 32, 1-54.
Capp, G., Berkowitz, R., Sullivan, K., Astor, R. A., Pedro, K. D., Gileath, T. D., Benebenishty, & Rice, E. (2016). Adult relationships in multiple contexts and associations with adolescent. Research on Social Work Practice, 1-8.
Christenson, S. L., Reschly A. L., & Wylie, C. A. (2012). Epilogue. In S. Christenson, A. Reschly, & C. Wylie (Eds.). The handbook of research on student engagement (pp. 813-817). New York: Springer Science.
Ceyhan, A. A. (2006). An investigation of adjustment levels of Turkish university students with respect to perceived communication skill levels. Social Behavior and Personality, 34(4), 367-380.
Davis, H. A. (2006). Exploring the contexts of relationship quality between middle school students and teachers, The Elementary School Journal, 106(3)193-223.
den Brok, P., Brekelmans, M., & Wubbels, T. (2004). Interpersonal teacher behavior and student outcomes. School Effectiveness and School Improvement, 15(3-4), 407-442.
De Wit, D. J., Karioja, K., & Rye, B. J. (2010). Student perceptions of diminished teacher and classmate support following the transition to high school: are they related to declining attendance? School Effectiveness and School Improvement, 21(4), 451-472.
Elebrock, C. R., & Kiefer, S. M. (2013). The interplay between adolescent needs and secondary school structures: Fostering developmentally responsive middle and high school environments across the transition. High School, 96, 170-194.
Fisher, D. Fraser, B., & Cresswell, J. (1995). Using the ‘Questionnaire on teacher interaction’ in the professional development of teacher. Australian Journal of Teacher Education, 20(1), 8-19.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of evidence. Review of Educational Research, 74, 59-109.
Fredricks, J. A., & McColskey, W. (2012). The measurement of student engagement: A Comparative analysis of various models and self-report instruments. In S. L. Christensen et al. (Eds.), Handbook of Research on Student Engagement, Doi 10.1007/978 - 14614-2018-7-37.
Gerard, J. M., & Zoller Booth, M. (2015). Family and school influences on adolescents’ adjustment: The moderating role of youth hopefulness and aspirations for the future. Journal of Adolescence, 44, 1-16.
Griffiths, A. J., Lilles, E., Furlong, M. J., & Sidhwa, J. (2012). The relations of adolescents’ student engagement with troubling and high-risk behaviors, In S. Christenson, A. Reschly, & C. Wylie (Eds.), The handbook of research on student engagement (pp.563-580). New York: Springer Science.
Hafen, C. A., Allen, J. P., Mikami, A. Y., Gregory, A., Hamre, B., & Pianta, R. C. (2012). The pivotal role of adolescent autonomy in secondary school classrooms. Journal of Youth Adolescence, 41, 245-255.
Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625-638.
Hanewald, R. (2013). Transition between primary and secondary school: Why it is Important and How it can be Supported. Australian Journal of Teacher Education, 38(1), 61-74.
Harris, L. (2008). Phenomenographic investigation of teacher conceptions of student engagement in learning. The Australian Educational Researcher, 35(1), 57-59.
Harrison, L. J., Clarke, L., & Ungerer, J. A. (2007). Children's drawings provide a new perspective on teacher-child relationship quality and school adjustment. Early Childhood Research Quarterly, 22, 55-71.
Hughes, J. N. (2012). Teacher-student relationships and school adjustment: Progress and remaining challenges. Attachment & Human Development, 14(3), 319-327.
Hughes, J. N., Luo, W., Kwok, Q., & Loyd, L. K. (2008). Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study. Journal of Educational Psychology, 100, 1-4.
Jean, D. (2010). The academic and social adjustment of first-generation college students. Unpublished doctoral dissertation, Seton Hall University.
Jerome, E. M., Hamre, B. K., & Pianta, R. C. (2009). Teacher-child relationships from kindergarten to sixth grade: Early childhood predictors of teacher-perceived conflict and closeness. Social Development, 18(4), 915- 943.
Juvonen, J. (2007). Reforming middle schools: Focus on continuity, social connectedness, and engagement. Educational Psychologist, 42(4), 197-208.
Kennedy, B. L. (2011). The importance of student and teacher interactions for disaffected middle school students: A grounded theory study of community day schools. Urban Education, 46, 3-33.
Kiuru, N., Nurmi, J. E., Aunola, K., & Salmela-Aro, K. (2009). Peer group homogeneity in adolescents' school adjustment varies according to peer group type and gender. International Journal of Behavioral Development, 33(1), 5-76.
Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(1), 262-273.
Kline, R. B. (2016). Principles and practice of structural equation modeling (4th Ed.), New York: The Guilford Press.
Knesting-Lund, K. (2013). Teacher’s perceptions of high school dropout and their role in dropout prevention: An initial investigation. Journal of Studies in Education, 3(4), 57-71.
Kumar, V. V., Mehta, M., & Maheshwari, N. M. (2014). Exploring achievement, adjustment and emotional intelligence of students across different Indian demographic groups. European Academic Research, 2(2), 2382-2349.
Lam, S. F., Jimerson, S., Kikas, E., Cefai, C., Veiga, F. H., Nelson, B., Hatzichristou, C., & Zollneritsch, J. (2012). Do girls and boys perceive themselves as equally engaged in school? The results of an international study of 12 countries. Journal of School Psychology, 50, 77-94.
Lawson, M. A., & Lawson, H. A. (2013). New conceptual frameworks for student engagement research, policy, and practice. Review of Educational Research, 83(3), 432-479.
Lee, P., & Bierman, K. L. (2015). Classroom and teacher support in kindergarten: Associations with behavioral and academic adjustment of low-income students. Merrill-Palmer Quarterly, 16(3), 383-411.
Li, Y., Lerner, J. V., & Lerner, R. M. (2010). Personal and ecological assets and academic competence in early adolescence: The mediation role of school engagement. Journal of Youth and Adolescence, 39, 801-815.
Longobardi, C. Prino, L. E., Marengo, D., & Settani, M. (2016). Student-teacher relationships as protective factor for school adjustment during the transition from middle to high school. Frontiers in Psychology, 7, 1988. Doi: 103389/ fpsyc. 2016.01988.
Madike, V. N. (2015). Student perceptions of biology teacher’s interpersonal teaching behaviors and student achievement. (Unpublished doctoral dissertation). Walden University.
Mansingbhai, T. S., & Yasvantbhai, H. D. (2014). Adjustment and academic achievement of higher secondary school students. Journal of Information, Knowledge and Research in Humanities and Social Sciences, 3(1), 128-130.
Master Arul Sekar, J., & Arul Lawrence, A. S. (2016). Emotional, social, educational adjustment of higher secondary school students in relation to academic achievement. Manager's Journal Psychology, 10(1), 29-35.
Merritt, E. G., Wanless, S. B., Rimm-Kaufman, S. E., Cameron, C., & Peugh, J. L. (2012). The contribution of teachers’ emotional support to children’s social behaviors and self-regulatory skills in first grade. School Psychology Review, 41(20), 141-159.
O’Conner, E. E., Collins, B. A., & Supplee, L. (2012). Behavior problems in late childhood the roles of early maternal attachment and teacher-child relationship trajectories. Attachment & Human Development, 14(3), 265-288.
O’Conner, E. E., Dearing, E., & Collins, B. A. (2011). Teacher-child relationship and behavior problem trajectories in elementary school. American Educational Research Journal, 20(10), 1-41.
Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher student relationships and engagement: Conceptualizing, measuring and improving the capacity of classroom interactions. In S. L. Christensen et al. (Eds.), Handbook of research on student engagement, DOI 10.1007/978-1-4614-2018-7_17.
Ratelle, C. F., & Duchesne, S. (2014). Trajectories of psychological need satisfaction from early to late adolescence as a predictor of adjustment in school. Contemporary Educational Psychology, 39, 388-400.
Reeve, R. (2012). A self-determination theory perspective on student engagement, In S. L. Christenson, A. L. Reschly, & C. A. Wylie (Eds,). Handbook of research on Student Engagement (pp. 149-172). DOI 10. 1007/978-1-4614-2018-7_7.
Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36, 257-267.
Reich, A. E. (2014). Interpersonal behavior and the student teacher relationship: Tracing the behaviors and perceptions of students and teachers in two academic enrichment programs for middle school students in the United States. (Unpublished Master's thesis). University I Oslo.
Rienties, B., Beausaert, S., Grohnort, T., Niemantsverdriet, S., & Kommers, P. (2011). Understanding academic performance of international students: The role of ethnicity, academic and social integration. Higher Education Quarterly, 63, 685-700.
Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement and academic achievement. Journal of Educational Psychology. Advanced Online Publication. Doi: 10. 1037/a002768
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student engagement and achievement: A meta-analytic approach. Review of Educational Research,81, 433-529.
Ruzek, K. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016). How teacher emotional support motives students: The mediating roles of perceived peer relatedness, autonomy, support, and competence. Learning and Instruction, 42, 95-103.
Saeed, S., & Zyngier, D. (2012). How motivation influence student engagement: A qualitative case study. Journal of Education and Learning, 1(2), 252-267.
Sarkar, S., & Banik, S. (2015). A study on the adjustment and academic achievement of adolescent students. International Journal of Research-Granthaalayah, 5(6), 659-668.
Shell, M. D., Gazelle, H., & Faldowski, R. A. (2014). Anxious solititude and the middle school transition: A diathesis × stress model of peer exclusion and victimization trajectories. Developmental Psychology, 50(5), 1569-1583.
Shernoff, D. J., & Schemidt, J. A. (2008). Further evidence of an engagement-achievement paradox among U. S. high school students. Journal of Youth and Adolescence, 37(5), 546-580.
Shen, B., McCaughtry, N., Martin, J., & Fahlman, M. (2009). Effects of teacher autonomy support and students’ autonomous motivation on learning in physical education. Research Quarterly for Exercise and Sport, 80, 44-53.
Sinha, A. K. P., & Singh, R. P. (1993). The adjustment Inventory for school students (AISS). Agra (India): National Psychological Corporation.
Skinner, E., A., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and dissatisfaction in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100, 765-781.
Skinner, E. A., & Pitzer, J. (2012). Developmental dynamics of engagement, coping, and everyday resilience. In S. Christenson, A. Reschly, & C. Wylie (Eds.), The handbook of research on student engagement (pp. 21-45). New York: Springer science.
Somer, M. M. (2013). Psychological factors predicting the adjustment and academic performance of university students, Unpublished doctoral dissertation, University of South Africa.
Studsrod, I., & Bru, E. (2012). Upper secondary school students’ perception practices and reports of school adjustment. School Psychology International, 33, 308-324.
Thijs, J. T., Kooman, H. M.Y., & Leij, A. V. D. (2008). Teacher-child relationships and pedagogical practices: Considering the teacher's perspective. School Psychology Review, 37(2), 244-260.
Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using multidimensional perspective. Learning and Instruction, 28, 12-23.
Wang, M. T., & Peck, S. C. (2013). Adolescent educational success and mental health vary across school engagement profiles. Developmental Psychology, 49(7), 1260-1276.
Wang, M. T., & Fredricks, J. A. (2014). The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child Development, 85(2), 722-737.
Wubbeles, T., Creton, H., Levy, J., & Hooymayers, H. (1993). The model for interpersonal teacher behavior. In J. Levey (Ed.). Do you know what you look like? Interpersonal relationships in education. London: Falmer.
Zhu, V. J. (2012). Academic adjustment of Chinese students at German universities. Unpublished master thesis, Berlin: der Humboldt-University.
Zee, M., Koomen, H. M. Y., & Van der Veen, I. (2013). Student-teacher relationship quality and academic adjustment in upper elementary school: The role of student personality. Journal of School Psychology, 51, 517-533.
)