الف. فارسی
جوکار، بهرام و البرزی، محبوبه. (1389). رابطه ویژگی‌های شخصیت با خلاقیت هیجانی و خلاقیت شناختی، مطالعات روان‌شناختی، 6(1)، 110-89.
چگینی، طوبی و غلامعلی‌لواسانی، مسعود. (1397). مسئولیت پذیری شخصی و هیجان‌های تدریس در معلمان: نقش واسطه ای خوش‌بینی آموزشی، فصلنامه علمی نوآوری آموزشی، 17(2)، 20-7.
زیرک، مهدی؛ عباس‌پور، محمدرضا؛ زمانی طبقدهی، عباس و صادقی، اباذر. (1397). نقش خلاقیت هیجانی و هوش اخلاقی در عملکرد شغلی معلمان مقطع متوسطه شهرستان ساوه. نوآوری‌های مدیریت آموزشی، 3(13)، 144-129.
صیادی، فاطمه؛ عباسی، همایون؛ بخیت، معصومه و عیدی‌پور، کامران. (1395). تحلیل ارتباط خلاقیت هیجانی و هوش هیجانی با خودکارآمدی ورزشکاران کرمانشاه. مطالعات مدیریت رفتار سازمانی در ورزش، 4(3)، 66-59.
قاسمی، علی؛ کدیور، پروین؛ کرامتی، هادی و عرب‌زاده، مهدی. (1397الف). بررسی روایی و پایایی پرسش‌نامه خوش‌بینی تحصیلی معلم. فصلنامه علمی – پژوهشی، روش‌ها و مدل‌های روان‌شناختی، 9(32)، 131-148.
قاسمی، علی؛ کدیور، پروین؛ کرامتی، هادی و عرب‌زاده، مهدی. (1397ب). بررسی روایی و پایایی پرسش‌نامه خودکارآمدی معلم. فصلنامه علمی- پژوهشی، پژوهش در یادگیری آموزشگاهی و مجازی، 6(2)، 81-94.
قاسمی، علی؛ کدیور، پروین؛ کرامتی، هادی و عرب‌زاده، مهدی. (1398). بررسی روایی و پایایی پرسش‌نامه چهار عاملی هیجانات معلم. اندیشه‌های نوین تربیتی، 15(2)، 30-7.
قاسمی، علی؛ کدیور پروین؛ کرامتی، هادی و عرب‌زاده، مهدی .(1399). بررسی ویژگی‌های روان‌سنجی پرسش‌نامه تجدید نظر شده رویکرد معلم به تدریس تریگ‌وِل. مجله مطالعات روان‌شناسی تربیتی، 7(3)، 76-53.
قاسمی، علی؛ کدیور، پروین؛ کرامتی، هادی و عرب‌زاده، مهدی. (1400). بررسی روایی و پایایی پرسش‌نامه خلاقیت هیجانی، ابتکار و خلاقیت در علوم انسانی، 11(2)، 230-207.
قاسمى، وحید. (1390). برآورد حجم نمونه در مدل‌های معادله ساختاری و ارزیابی کفایت آن برای پژوهشگران اجتماعی. مطالعه جامعه شناسی ایران، 4(12)، 161-138.
میرز، لارنس اس.؛ گامست، گلن و گارینو، ا. جی. (2006/ 1391). پژوهش چند متغیری کاربردی (طرح و تفسیر).ترجمه حسن‌پاشا شریفی، ولی‌اله فرزاد، سیمین‌دخت رضاخانی، حمید حسن‌آبادی، بلال ایزانلو و مجتبی حبیبی. تهران: انتشارات رشد.
ب. انگلیسی
Averill, J. R, (1999). Individual differences in emotional creativity: Structure and correlate. Journal of Personality, 6, 342-371.
Averill, J.R. (2005). Emotions as mediators and as products of creative activity. In J. Kaufman & J. Baer, Creativity across domains: Faces of the muse, 225-243, Mahwah, NJ: Erlbaum.
Averill, J. R, (2007). Together again: Emotion and intelligence reconciled. In G. Mattews, M. Zeidner, & R. D. Roberts (Eds.), Emotional intelligence: Known and unknowns, 49-71.
Baeten, M., Dochy, F., Struyven, K., Parmentier, E., & Vanderbruggen, A. (2016). Student-centred learning environments: An investigation into student teachers' instructional preferences and approaches to learning. Learning Environments Research, 19, 43-62.
Bahia, S., Freire, I., Amaral, A., & Estrela, M. A. (2013). The emotional dimension of teaching in a group of Portuguese teachers. Teachers and Teaching: Theory and Practice, 19(3), 275-292.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Beard, K. S., Hoy, K. W, & Hoy, A. W. (2010). Academic optimism of individual teachers: Confirming a new construct. Teaching and Teacher Education, 26, 1136-1144.
Brigido, M., Borrachero, A. B., Bermejo, M. L., & Mellado, V. (2013). Prospective primary teachers’ self-efficacy and emotions in science teaching. European Journal of Teacher Education, 36(2), 200–217.
Byrne, B. M. (2001). Structural equation modeling with AMOS, EQS, and LISREL: Comparative approaches to testing for the factoraial validity of a measuring instrument. International Journal of Testing, 1(1), 55-86.
Cantrell, P., Young, S., & Moore, A. (2003). Factors affecting tcience teaching efficacy of preservice elementary teachers. Journal of Science Teacher Education, 14(3), 177–192.
Cao, Y., Postareff, L., Lindblom, S., & Toom, A. (2019). Teacher educators’ approaches to teaching and connections with their perceptions of the closeness of their research and teaching. Teaching and Teacher Education, 85, 125-136.
Carson, R. L., & Templin, T. J. (2007). Emotion regulation and teacher burnout: Who says that the management of emotional expression. Doesn’t matter? American Education Research Association Annual Convention, Chicago.
Carver, C. S., Scheier, M. F., & Segerstrom, S. C. (2010). Optimism. Clinical Psychology Review, 30(7), 879–889.
Cross, D. I., & Hong, J. Y. (2012). An ecological examination of teachers’ emotions in the school context. Teaching and Teacher Education, 28(7), 957-967.
Darby, A. (2008). Teachers’ emotions in the reconstruction of professional self-understanding. Teaching and Teacher Education, 24, 1160–1172.
Demetriou, H., Wilson, E., & Winterbottom, M. (2009(. The role of emotion in teaching: Are there differences between male and female newly qualified teachers’ approaches to teaching? Educational Studies, 35(4), 449–473.
Eren, A. (2012). Prospective teachers’ future time perspective and professional plans about teaching: The mediating role of academic optimism. Teaching and Teacher Education, 28, 111-123.
Eren, A. (2013a). Relational analysis of prospective teachers’ emotions about teaching, emotional styles, and professional plans about teaching. Australian Educational Resercher, 41, 381- 409.
Eren, A. (2013b). Uncovering the links between prospective teachers’ personal responsibility, academic optimism, hope and emotions about teaching: A mediation analysis. Social Psychology Education, 17, 73- 104.
Frenzel, A. C. (2014). Teacher emotions. In E. A. Linnenbrink-Garcia, & R. Pekrun, (Eds.), International Handbook of Emotions in Education (494–519). New York: Routledge.
Frenzel, A. C., Goetz, T., Stephens, E. J., & Jacob, B. (2009). Antecedents and effects of teachers’ emotional experiences: An integrated perspective and empirical test. In P. A. Schutz & M. Zembylas (Eds.), Advances in teacher emotion research: The impact on teachers’ lives, 129–152.
Frenzel, A. C., Pekrun, R., Goetz, T., Daniels, L. M., Durksen, T. L., Becker-Kurz, B., Klassen, R. M. (2016). Measuring Teachers’ enjoyment, anger, and anxiety: The teacher emotions scales (TES). Contemporary Educational Psychology, 46, 148–163.
Gage, N. L., & Berliner, D. C. (1998). Educational Pychology (3rd.Ed.). Boston Houghton Mifflin.
Gavoa, P. (2010). Slovak pre-service teacher self-efficacy: Theoretical and research considerations. The New Educational Review, 21(2), 17-30.
Gibbs, G., & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87–100.
Hagenauer, G., Hascher, T., & Volet, S. E. (2015). Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship. European Journal of Psychology of Educatio, 30, 385-403.
Hair, J. F., Black, W., Babin, B., & Anderson, R. E. (2009). Multivariate data analysis, NJ: Prentice Hall.
Hall, N. C., & Goetz, T. (2013). Emotion, motivation, and self-regulation: A handbook for teachers. UK: Emerald Group Publishing Limited
Hong, J., Youyan, N., Benjamin, H., Gmicomonobe, J. F., Sula, Y., & Hitomy, K. (2016). Revising and validating achievement emotions questionnaire–teachers (AEQ-T). International Journal of Educational Psychology, 5(1), 80-107.
Ivcevic, Z., Brackett, M., & Mayer, J. (2007). Emotional intelligence and emotional creativity. Journal of Personality, 75(2), 199-236.
Kaye, L. K., & Brever, G. (2013). Teacher and student-focused approaches: Influence of learning approach and self-efficacy in a psychology postgraduate sample. Psychology Learning and Teaching, 12(1), 12-19.
Lindblom-Ylänne, S., Trigwell, K., Nevgi, A., & Ashwin, P. (2006). How approaches to teaching are affected by discipline and teaching context. Studies in Higher Education, 31(3), 285–298.
McKenzie, J. (2003). Variation and change in university teachers’ ways of experiencing teaching. Unpublished PhD Thesis, University of Technology, Sydney.
Moe, A., Pazzaglia, F., & Ronconi, L. (2010). When being able is not enough: The combined value of positive affect and self-efficacy for job satisfaction in teaching. Teaching and Teacher Education, 26, 1145-1153.
Nzulwa, J. (2014). Motivational factors affecting high school teachers’ professional conduct and work performance: A case of public high schools in Nairobi City. International Journal of Humanities and Social Science, 4(3), 60-66.
Oriol, X., Amutio, A., Mendoza, M., Da Costa, S., & Miranda, R. (2016). Emotional creativity as predictor of intrinsic motivation and academic engagement in university students: The mediating role of positive emotions. Frontiers in Psychology, 7, 359.
Ormrod, J. E. (2006). Educational Psychology: Developing learners (5th Ed.), glossary. N.J., Merrill: Upper Saddle River.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341.
Phan, H. P. (2007). An examination of reflective thinking, learning approaches, and self-efficacy beliefs at the University of the South Pacific: A path analysis approach. Educational Psychology, 27(6), 789–806.
Prosser, M., & Trigwell, K. (2006). Confirmatory factor analysis of the approaches to Teaching Inventory. Educational Psychology, 76(2), 405-419.
Scherer, K. R. (2009). The dynamic architecture of emotion: Evidence for the component process model. Cognition and Emotion, 23, 1307-1351.
Schneider, T. R., Lyons, J. B., & Khazon, S. (2013). Emotional intelligence and resilience. Personality and Individual Differences, 55, 909-914.
Schutz, P. A., Hong, J. Y., Cross, D. I., & Osbon, J. N. (2006). Reflections on investigating emotions among educational contexts. Educational Psychology Review, 18(4), 343-360.
Seligman, M. E. P. (1998). Positive social science. APA Monitor, 29(2), 5.
Seligman, M. E. P. (2002). Positive psychology, positive prevention, and positive therapy. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 3-9). New York, NY, US: Oxford University Press.
Sezgin, F., & Erdogan. O. (2015). Academic optimism, hope and zest for work as predictors of teacher self-efficacy and perceived success. Educational Sciences: Theory & Practice, 15(1), 7-19.
Shillingford, S., & Nancy. K. (2104). Preservice teachers’ self-efficacy and knowledge of emotional and behavioral disorders. Emotional and Behavioral Difficulties, 19(2), 176-194.
Slavin, R. E. (2006). Educational Psychology: Theory and practice. Enhanced Pearson Text with Loose-Leaf Version Access Card Package (11th Ed.).
Stes, A., Maeye, S. D., & Petegem. P. V. (2010). Development and use of the approaches to teaching inventory.
Learning Environments Research, 13, 59-73.
Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15, 327–358.
Taimalu, M., Kikas, E., Hinn, M., & Niilo, A. (2010). Teachers’ self-efficacy, teaching practices, and teaching approaches: Adaptation of scales and examining relations. In: Mikk, Jaan; Veisson, Marika; Luik, Piret (Ed.), Teacher's personality and professionalism (123−140). Peter Lang Europäischer Verlag der Wissenschaften. (Estonian Studies in Education; volume 2).
Trigwell, K. (2012). Relations between teachers’ emotions in teaching and their approaches to teaching in higher education. Instructional Sciences, 40, 607–621
Trigwell, K., & Prosser, M. (2004). Development and use of the approaches to teaching inventory. Educational Psychology Review, 16(4), 409–425.
Trigwell, K., Prosser, M., & Ginns, P. (2005). Phenomenographic pedagogy and a revised approach to teaching inventory. Higher Education Research and Development, 24(4), 349-360.
Tschannen-Moran, M., & Hoy, A.W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
Tschannen-Moran, M., & Woolfolk H., A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944-956.
Uiboleht, K., Karm, M., & Postareff, L. (2016). How do university teachers combine different approaches to teaching in a specific course? A qualitative multi-case study. Teaching in Higher Education, 21, 854-869.
Vieluf, S., Kunter, M., & van de Vijver, F. J. R. (2013). Teacher self-efficacy in cross-national perspective. Teaching and Teacher Education, 35, 92–103.
Woolfolk, A., Hoy, A., Hoy, W. K., & Kurz, N. (2008). Teacher's academic optimism: the development and test of a new construct. Teaching and Teacher Education, 24, 821-834.
Zhang, Q., & Zhu, W. (2008). Exploring emotion in teaching: Emotional labor, burnout, and satisfaction in Chinese higher education. Communication Education, 57, 105-122.
)