البرزی، محبوبه (1393). رابطه ادراک ازوالدین وخلاقیت اجتماعی درکودکان باواسطه گری باورهای انگیزشی در روابط دوستانه. مطالعات آموزش و یادگیری، 6 (2 پیاپی 67)، 81-61.
البرزی، محبوبه و رضویه، اصغر (1390). تاًثیر انگیزش بیرونی بر خلاقیت کودکان. تازههای علوم شناختی، 13 (2)، 66-57.
بردبار، مریم و یوسفی، فریده (1395). نقش واسطهای فرایندهای نظام خود و هیجانهای تحصیلی در رابطه بین محیط حامی خودپیروی و درگیری تحصیلی. روانشناسی تحولی: روانشناسان ایرانی، 13(49)، 13-28.
حجازی، الهه، صالح نجفی، مهسا و لواسانی، مسعود (1394). رابطه ادراک از محیط کلاس و خوشبینی با تحول مثبت دانشآموزان. مجله روانشناسی، 19 (74)، 188-198.
محمدی باغملایی، حیدر و یوسفی، فریده (1397). رابطۀ ساختاری تعامل معلم-دانشآموز، درگیری تحصیلی و سازگاری دانشآموزان با مدرسه. مجله مطالعات آموزش و یادگیری، 10(2)، 75-99.
رافعی، الهام (1391). بررسیرابطهادراکازمحیطکلاسباسازگاریاجتماعیوعملکردتحصیلیدانشآموزان دخترپایهسومراهنماییشهرستانآرانوبیدگل. پایان نامه کارشناسی ارشد، دانشگاه علامه طباطبایی، دانشکده روانشناسی و علوم تربیتی.
زرنگ، رمضانعلی (1391). رابطه سبکهای یادگیری و درگیری تحصیلی با عملکرد تحصیلی دانشجویان دانشگاه فردوسی مشهد. پایاننامه کارشناسی ارشد روانشناسی تربیتی، دانشگاه فردوسی مشهد.
فولادچنگ، محبوبه و حسننیا، سمیه (1394). رابطۀ بین ادراک محیط یادگیری و فرسودگی تحصیلی از طریق واسطهگری ذهنآگاهی: مدلیابی ساختاری. مجله روانشناسی تحولی: روانشناسان ایرانی، 12(45)، 86-93.
قدیری، پروین (1390). بررسی رابطۀ ادراک از محیط کلاس و جهتگیری هدف با پیشرفت تحصیلی ریاضی در دانشآموزان دختر پایه سوم متوسطه. پایاننامۀ کارشناسی ارشد، دانشگاه علامه طباطبایی، دانشکدة روانشناسی و علوم تربیتی.
مرادی، مرتضی و چراغی، اعظم (1393). الگوی علّی تجربی از روابط بین ادراک از الگوهای ارتباط خانواده، ادراک از ساختارکلاس، انگیزش و خودگردانی تحصیلی و سرزندگی تحصیلی در نوجوانان دبیرستانی. مجله مطالعات آموزش و یادگیری، 8 (2)، 140-113.
ملتفت، قوام (1390). ارائۀ مدلی برای بهزیستی روانشناختی با توجه به ادراک دانشآموزان از والدین، همسالان و معلمان با نقش واسطهای باورهای انگیزشی. رسالۀ دکتری، دانشگاه شیراز، دانشکدة روانشناسی و علوم تربیتی.
نیکدل، فریبرز؛ کدیور، پروین، فرزاد، ولیاله و کریمی، یوسف (1389). بررسی شاخصهای روانسنجی پرسشنامه ادراک از محیط کلاس. فصلنامه اندازهگیری تربیتی، 1(1)، 31-53.
Afari, E., Aldridge, J. M., Fraser, B. J., & Khine, M. S. (2013). Students’ perceptions of the learning environment and attitudes in game-based mathematics classrooms. Learning Environments Research, 16(1), 131-150.
Aldridge, J., & Fraser, B. (2000). A cross-cultural study of classroom learning environments in Australia and Taiwan. Learning Environments Research, 3(2), 101-134.
Ames, C. (1992a). Achievement goals and the classroom motivational climate. In D. H. Schunk & J. L. Meece (Eds.), Student perceptions in the classroom (p. 327–348). Lawrence Erlbaum Associates, Inc.
Ames, C. (1992b). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261.
Anderman, E. M., & Midgley, C. (1997). Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level schools. Contemporary Educational Psychology, 22(3), 269-298.
Assor, A. (2012). Allowing choice and nurturing an inner compass: Educational practices supporting students' need for autonomy. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.),
handbook of research on student engagement (p. 421–439). Springer Science + Business Media.
https://doi.org/10.1007/978-1-4614-2018-7_20.
Astleitner, H. (2000). Designing emotionally sound instruction: The FEASP-approach. Instructional science, 28(3), 169-198.
Bateman, T. S., & Crant, J. M. (2003, August). Revisiting intrinsic and extrinsic motivation. Paper presented at: Meeting of the Academy of Management, Seattle, WA.
Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon, & R. Lerner (Eds.), handbook of child psychology: theoretical models of human development (pp. 993-1028). Hoboken, NJ: Wiely.
Cazan, A. M. (2015). Learning motivation, engagement and burnout among university students. Procedia-Social and Behavioral Sciences, 187, 413-417.
Cheon, S. H., & Reeve, J. (2015). A classroom-based intervention to help teachers decrease students’ amotivation. Contemporary Educational Psychology, 40, 99-111.
Chi, U. J. (2014). Classroom engagement as proximal level for student success in higher education: what a self-determination framework within a multi-level developmental system tells us. Ph.D. Dissertation in Applied Psychology, Portland State University.
Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. Gunnar, & L. A. Sroufe (Eds.), Minnesota symposium on child psychology: Self- processes in development (pp. 43-77). Chicago: University of Chicago Press.
Deci, E. L., & Ryan, R. M. (1985). Intrıinsic motivation and self-deternination in human behaviour. NY: Plenum.
Deci, E. L., & Moller, A. C. (2005). The concept of competence: A starting place for understanding intrinsic motivation and self-determined extrinsic motivation. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 579–597). New York: Guilford Press.
Deci, E. L., & Ryan, R. M. (2008a). Self-determination theory: A macro theory of human motivation, development, and health. Canadian psychology/Psychologie Canadienne, 49(3), 182-185.
Deci, E. L., & Ryan, R. M. (2008b). Facilitating optimal motivation and psychological well-being across life's domains. Canadian Psychology/Psychologie Canadienne, 49(1), 14.
Dorman, J. P., Fisher, D. L., & Waldrip, B. G. (2006). Classroom environment, students learning strategies, and academic efficacy and attitude to science: A lisrel analysis. In Contemporary approaches to research on learning environments: Worldviews (pp. 1-28).University of Southern Queensland Australia.
Dorman, J. P., McRobbie, C. J., & Foster, W. J. (2002). Associations between psychosocial environment in religious education classes and students' attitude to Christianity. Religious Education, 97, 23-42.
Dweck, C. S. (2013). Self-theories: Their role in motivation, personality, and development. Psychology press.
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117-142.
Fraser, B. J. (1998). Classroom environment instruments: Development, validity and applications. Learning environments research, 1(1), 7-34.
Fraser, B. J., McRobbie, C. J., & Fisher, D. (1996). Development, validation and use of personal and class forms of a new classroom environment questionnaire. In Proceedings Western Australian Institute for Educational Research Forum.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of evidence. Review of Educational Research, 74(1), 59-109.
Federici, R. A., & Skaalvik, E. M. (2014). Students' perceptions of emotional and instrumental teacher support: Relations with motivational and emotional responses. International Education Studies, 7(1), 21-36.
Fredrickson, B. L. (2013). Positive emotions broaden and build. Advances in Experimental Social Psychology, 47, 1-53.
Gazelle, H. (2006). Class climate moderates peer relations and emotional adjustment in children with an early history of anxious solitude: A child × environment model. Developmental psychology, 42(6), 1179-1192.
Guay, F., Mageau, G. A., & Vallerand, R. J. (2003). On the hierarchical structure of self-determined motivation: A test of top-down, bottom-up, reciprocal, and horizontal effects. Personality and social psychology bulletin, 29(8), 992-1004.
Guay, F., Vallerand, R. J., & Blanchard, C. (2000). On the assessment of situation intrinsic and extrinsic motivation: The situation Motivation Scale (SIMS). Motivation and Emotion, 24(3), 175-213.
Houston, D. A., & George-Jackson, C. E. (2012). Academic engagement of undergraduate students majoring in STEM. American Educational Research Association, 1-30.
Hwang, S.Y &Kim M. J. (2006). A comparison of problem- based learning and lecture-based learning in an adult health nursing course. Nurse Educationtody, 26, 315-321.
Kosterrelioglu, M.A & Kosterrelioglu, I. (2015). Effects of high school students' perceptions of school life quality on their academic motivation levels. Educational Research and Reviews, 10, 274-281.
Kiemer, K., Gröschner, A., Pehmer, A. K., & Seidel, T. (2015). Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science. Learning and Instruction, 35, 94-103.
Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs instudent engagement and learning intheclassroom. Reading &Writing Quarterly, 19(2), 119-137.
Martella, R., Nelson, R. &Marchand, Martella, N. (2003). Managing disruptive behavior in the schools. Boston, MA: Allyn & Bacon.
O'Donnell, A. M., Reeve, J., & Smith, J. K. (2011). Educational psychology: Reflection for action. John Wiley & Sons.
Pintrich, P. R. (2000a). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544.
Pintrich, P. R. (2000b). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M.Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). San Diego: Academic Press.
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667–686.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385–407.
Radovan, M., & Makovec, D. (2015). Relations between students’motivation, and perceptions of the learning environment. Center for Educational Policy Studies Journal, 5(2), 115-137.
Reeve, J. (2009). Understanding motivation and emotion. New York: Wiely.
Reeve J. (2012) A Self-determination Theory Perspective on Student Engagement. In: S. Christenson, A. Reschly, & C. Wylie (Eds.), handbook of research on student engagement (pp. 149-172). Springer, Boston, MA
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: the concept of agented engagement. American Psycho- Psycho-logical Association, 105(3), 579-595.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
Ryan, R. M., & Deci, E. L. (2006a). Living well: A self-determination theory perspective on eudemonia. Journal of Happiness Studies, 9, 139-170.
Ryan, R. M., & Deci, E. L. (2006b). Self-regulation and the problem of human autonomy: Does psychology need choice, self-determination, and will? Journal of Personality, 74(6),1557-1582.
Seo, D., & Taherbhai, H. (2009). Motivational beliefs and cognitive processes in mathematics achievement, analyzed in the context of cultural differences: A Korean elementary school example. Asia Pacific Education Review, 10(2), 193-203.
Skinner, E. A., Kinderman, T. A., & Furrer, C. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69, 493-525.
Skinner, E., Pitzer, J., & Brule, H. (2014). The role of emotion in engagement, coping, and the development of motivational resilience. International handbook of emotions in education, 331-347.
Sunger, S. & Gunggorn, S. (2009). The role of classroom environment perception in self-regulated learning and science achievement. Elementary Education Online, 8(3), 883-900.
Tulis, M., & Fulmer, S. M. (2013). Students’ motivational and emotional experiences and their relationship to persistence during academic challenge in mathematics and reading. Learning and Individual Differences, 27, 35-46.
Vrugt, A., & Oort, F. J. (2008)."Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement. Metacognition Learning,30, 123-146.
Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23.
Woolley, M. E., & Bowen, G. L. (2007). In the context of risk: Supportive adults and the school engagement of middle school students. Family Relations, 56(1), 92-104.