Abdi, A., & Shiravand, B. (2023). Development of a mathematical performance model based on constructivist learning environment perceptions with the mediating role of mathematical self-efficacy and motivation to learn mathematic in first grade high school students.
Educational Psychology,
18(66), 217-242. DOI:
10.22054/jep.2023.64467.3511 [In Persian]
Adak, S. (2017). Effectiveness of constructivist approach on academic achievement in science at secondary level. Educational Research and Reviews, 12(22), 1074-1079 DOI: 10.5897/ERR2017.3298
Akpan, J. P., & Beard, L. A. (2016). Using constructivist teaching strategies to enhance academic outcomes of students with special needs.
Universal Journal of Educational Research, 4(2), 392-398. DOI:
10.13189/ujer.2016.040211
Aldridge, J. M., & Rowntree, K. (2022). Investigating relationships between learning environment perceptions, motivation and self-regulation for female science students in Abu Dhabi, United Arab Emirates.
Research in Science Education,
52(5), 1545-1564. DOI:
10.1007/s11165-021-09998-2
Alizadeh, S., & Yahak, E. (2023). Explain the mediating role of self-directed learning in the relationship between metacognitive beliefs and academic procrastination of high school students. Journal of Instruction and Evaluation, 16(61), 75-95. Doi: 10.30495/jinev.2023.1978865.2834 [In Persian]
Al-Rahmi, W., Othman, M. S., & Yusuf, L. M. (2015). The role of social media for collaborative learning to improve academic performance of students and researchers in Malaysian higher education.
The International Review of Research in Open and Distributed Learning,
16(4). DOI:
10.19173/irrodl. v16i4.2326
Azma, F., Golchin, R., & Nouri, M. (2021). Investigating the role of social media use and academic engagement on academic performance of athletic students.
Sport Psychology Studies,
10(37), 69-84. DOI:
10.22089/spsyj.2020.8476.1919 [In Persian]
Barzegar Bafrooei, K., & Sheykholeslami, A. (2014). Psychometric characteristics of constructivist learning environment questionnaire. Journal of School Psychology, 2(4), 170-174. DOI: d_2_1_92_12_18_1 [In Persian]
Batool, S., Rashid, J., Nisar, M. W., Kim, J., Kwon, H. Y., & Hussain, A. (2023). Educational data mining to predict students' academic performance: A survey study.
Education and Information Technologies,
28(1), 905-971. DOI:
10.1007/s10639-022-11152-y
Bizimana, E., Mutangana, D., & Mwesigye, A. (2022). Students’ perceptions of the classroom learning environment and engagement in cooperative mastery learning-based biology classroom instruction.
Education Research International,
2022(2), 1-14. DOI:
10.1155/2022/5793394
Boshagh, M. R (2015). Structural equation modeling in humanities: AMOS 22. Tehran, Sociologists publications. [In Persian]
Boz, Y., Yerdelen-Damar, S., Aydemir, N., & Aydemir, M. (2016). Investigating the relationships among students’ self-efficacy beliefs, their perceptions of classroom learning environment, gender, and chemistry achievement through structural equation modeling.
Research in Science & Technological Education,
34(3), 307-324. DOI:
10.1080/02635143.2016.1174931
Cansiz, M., & Cansiz, N. (2019). How do sources of self-efficacy predict preservice teachers’ beliefs related to constructivist and traditional approaches to teaching and learning?
Sage Open,
9(4), 2158244019885125. DOI:
10.1177/2158244019885125
Christenson, S. L., Reschly, A. L., Appleton, J. J., Berman, S., Spanjers, D., & Varro, P. (2008). Best practices in fostering student engagement. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 1099-1120). National Association of School Psychologists.
Closs, L., Mahat, M., & Imms, W. (2022). Learning environments’ influence on students’ learning experience in an Australian Faculty of Business and Economics.
Learning Environments Research, 1-15. DOI:
10.1007/s10984-021-09361-2
Collier, C. (2022). Self-directed learning: Historical and theoretical arguments for learner Led Education. Dissertation, Georgia State University, 2022. https://doi.org/10.57709/25841999
Demir, M., & Metin, K. A. Y. A. (2022). Analysis of constructivist learning model’s effects on student outcomes: A second order meta-analysis.
Journal of Theoretical Educational Science,
15(4), 938-957. DOI:
10.30831/akukeg.1122136
Do, H. N., Do, B. N., & Nguyen, M. H. (2023). How do constructivism learning environments generate better motivation and learning strategies? The design science approach.
Heliyon,
9(12). DOI:
10.1016/j.heliyon. 2023.e22862
Dortaj, F. (2005). Investigating the effect of process and product mental simulation on improving the academic performance of students, creating and validating the academic performance test (Doctoral dissertation). Allameh Tabataba’i University. [In Persian]
Fisher, M., King, J., & Tague, G. (2001). Development of a self-directed learning readiness scale for nursing education.
Nurse Education Today,
21(7), 516-525. DOI:
10.1054/nedt.2001.0589
Garavand, Y., Omidian, M., Farhadirad, H., Razavi, S. A., & Maktabi, G. (2021). Meta-analysis of the effectiveness of constructivist approach-based education on academic performance in the experimental science course.
Research in Curriculum Planning,
18(69), 94-112. DOI:
10.30486/jsre.2021.1898821.1639 [In Persian]
Garrison, D. R. (1992). Critical thinking and self-directed learning in adult education: An analysis of responsibility and control issues.
Adult Education Quarterly,
42(3), 136-148. DOI:
10.1177/074171369204200302
Ghasemi, V. (2010). Structural equation modeling in social studies using Amos Graphics. Tehran: Sociologists. [In Persian]
Harjali, H. (2019). Building constructivist learning environment at senior high school in Indonesia.
Qualitative Report,
24(9). DOI:
10.46743/2160-3715/2019.4001
Khalid, M., Bashir, S., & Amin, H. (2020). Relationship between self-directed learning (SDL) and academic achievement of university students: A case of online distance learning and traditional universities. Bulletin of Education and Research, 42(2), 131-148.
Kek, M. Y. C. A., & Huijser, H. (2011). The power of problem-based learning in developing critical thinking skills; Preparing students for tomorrow’s digital futures in today’s classrooms. Higher Education Research & Development, 30, 317-329.
Kingir, S., Tas, Y., Gok, G., & Vural, S. S. (2013). Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement. Research in Science & Technological Education, 31(3), 205-226.
Kruger, B., Hegele, M., & Rieger, M. (2022). The multisensory nature of human action imagery. Psychological Research Psychologische Forschung. DOI: 10.1007/S00426-022-01771-y
Lee, C., Yeung, A. S., & Ip, T. (2017). University English language learners' readiness to use computer technology for self-directed learning.
System,
67, 99-110. DOI:
10.1016/j.system.2017.05.001
Li, J., Yang, D., & Hu, Z. (2022). Wuhan College students’ self-directed learning and academic performance: Chain-mediating roles of optimism and mental health.
Frontiers in Psychology,
12, 757496. DOI:
10.3389/fpsyg.2021.757496
Li, L., Chen, X., & Li, H. (2020). Bullying victimization, school belonging, academic engagement and achievement in adolescents in rural China: A serial mediation model.
Children and Youth Services Review,
113, 104946. DOI:
10.1016/j.childyouth.2020.104946
Limniou, M., Sedghi, N., Kumari, D., & Drousiotis, E. (2022). Student engagement, learning environments and the COVID-19 pandemic: A comparison between psychology and engineering undergraduate students in the UK.
Education Sciences,
12(10), 671. DOI:
10.3390/educsci12100671
Liu, K., Yao, J., Tao, D., & Yang, T. (2023). Influence of individual-technology-task-environment fit on university student online learning performance: The mediating role of behavioral, emotional, and cognitive engagement.
Education and Information Technologies, 1-20. DOI:
10.1007/s10639-023-11833-2
Loyens, S. M., Rikers, R. M., & Schmidt, H. G. (2008). Relationships between students’ conceptions of constructivist learning and their regulation and processing strategies. Instructional Science, 36, 445-462.
Maamin, M., Maat, S. M., & H. Iksan, Z. (2021). The influence of student engagement on mathematical achievement among secondary school students.
Mathematics,
10(1), 41. DOI:
10.3390/math10010041
Mantooth, R., Usher, E. L., & Love, A. M. (2021). Changing classrooms bring new questions: Environmental influences, self-efficacy, and academic achievement.
Learning Environments Research,
24, 519-535. DOI:
10.1007/s10984-020-09341-y
Marlina, E., Tjahjadi, B., & Ningsih, S. (2021). Factors affecting student performance in e-learning: A case study of higher educational institutions in Indonesia.
The Journal of Asian Finance, Economics and Business,
8(4), 993-1001. DOI:
10.13106/jafeb.2021.vol8.no4.0993
Martínez, I. M., Youssef-Morgan, C. M., Chambel, M. J., & Marques-Pinto, A. (2019). Antecedents of academic performance of university students: Academic engagement and psychological capital resources.
Educational Psychology,
39(8), 1047-1067. DOI:
10.1080/01443410.2019.1623382
Meyers, L. S., Gamst, G., & Guarino, A. J. (2016). Applied multivariate research: Design and interpretation. Sage publications.
Monteiro, E., Donham, A., & Klaib, M. (2022). Teacher characteristics and ADHD intervention outcomes in schools.
Educational Research,
64(3), 257-276. DOI:
10.1080/00131881.2022.2087711
Morovati, Z., Shehni Yailagh, M., Mehrabizadeh Honarmand, M., & Kianpoor Ghahfarokhi, F. (2013). The casual relationship between perceived constructive learning environment and mathematics performance with mediating role of intrinsic goal orientation, task value, attitude toward mathematics and mathematics self efficacy of male junior high school students in Ahvaz. Psychological Achievements, 20(1), 91-122. [In Persian]
Morris, T. H. (2019). Self-directed learning: A fundamental competence in a rapidly changing world.
International Review of Education,
65(4), 633-653. DOI:
10.1007/s11159-019-09793-2
Moubayed, A., Injadat, M., Shami, A., & Lutfiyya, H. (2020). Student engagement level in an e-learning environment: Clustering using k-means. American Journal of Distance Education, 34(2), 137-156.
Nadi, M. A., & Sajjadian, I. (2012). Investigating validity and reliability of guglielminos self-directed learning readiness scale (SDLRS) among medical and dentistry students. Iranian Journal of Medical Education, 12(6), 467-479. [In Persian]
Ngah, R., Junid, J., & Osman, C. A. (2019). The links between role of educators, selfdirected learning, constructivist learning environment and entrepreneurial endeavor: Technology entrepreneurship pedagogical approach. International Journal of Learning, Teaching and Educational Research, 18(11), 414-427. DIO: 10.26803/ijlter.18.11.25
Pham, L. B. & Taylor, S. E. (1999). From thought to action: Effects of process-versus outcome-based mental simulations on performance.
Personality and Social Psychology Bulltein, 25(2), 250-260. DOI:
10.1177/0146167299025002010
Phillips, N., & Lindsay, G. (2006). Motivation in gifted students. High Ability Studies, 17(1), 57-73.
Ramazani, M., & Khamesan, A. (2017). Psychometric characteristics of Reeve’s academic engagement questionnaire 2013: With the introduction of the agentic engagement.
Quarterly of Educational Measurement,
8(29), 185-204. DOI:
10.22054/jem.2018.22660.1555 [In Persian]
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement.
Journal of Educational Psychology, 105, 579–595. DOI:
10.1037/a0032690
Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities.
Contemporary Educational Psychology,
36(4), 257-267. DOI:
10.1016/j.cedpsych.2011.05.002
Sawatsky, A. P., Ratelle, J. T., Bonnes, S. L., Egginton, J. S., & Beckman, T. J. (2017). A model of self-directed learning in internal medicine residency: A qualitative study using grounded theory.
BMC Medical Education,
17(1), 1-9. DOI:
10.1186/s12909-017-0869-4
Sawers, K. M., Wicks, D., Mvududu, N., Seeley, L., & Copeland, R. (2016). What drives student engagement: is it learning space, instructor behavior or teaching philosophy? Journal of Learning Spaces, 5(2), 26-38.
Senjaya, P., Kotamena, F., Ong, F., Andika, C. B., Purwanto, A., & Pramono, R. (2020). School environmental influences, student discipline and learning motivation toward increasing senior high students’ achievement. International Journal of Advanced Science and Technology, 29(05), 4572-4586.
Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The challenges of defining and measuring student engagement in science. Educational Psychologist, 50(1), 1-13.
Sokmen, Y., & Kilic, D. (2019). The relationship between primary school teachers' self-efficacy, autonomy, job satisfaction, teacher engagement and burnout: A model development study.
International Journal of Research in Education and Science,
5(2), 709-721. DOI:
10.2466/14.02.PR0.114k14w0
Sze-Yeng, F., & Hussain, R. M. R. (2010). Self-directed learning in a socioconstructivist learning environment. Procedia-Social and Behavioral Sciences, 9, 1913-1917.
DIO.org/10.1016/j.sbspro.2010.12.423
Taylor, P., Dawson, V., & Fraser, B. (1995). A constructivist perspective on monitoring classroom learning environments under transformation. In Annual Meeting of the American Educational Research association, San Francisco, CA.
Tiilikainen, M., Karjalainen, J., Toom, A., Lepola, J., & Husu, J. (2019). The complex zone of constructivist teaching: a multi-case exploration in primary classrooms.
Research Papers in Education,
34(1), 38-60. DOI:
10.1080/02671522.2017.1402080
Tu, X. (2021). The role of classroom culture and psychological safety in EFL students' engagement.
Frontiers in Psychology,
12, 760903. DOI:
10.3389/fpsyg.2021.760903
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. DOI:
10.1016/j.learninstruc.2013.04.002
Wei, L. S., & Elias, H. (2011). Relationship between students' perceptions of classroom enviroment and their motivation in learning English language. International Journal of Humanities and Social Science, 1(21), 240-250.
Wu, L., Hsieh, P. J., & Wu, S. M. (2022). Developing effective e-learning environments through e-learning use mediating technology affordance and constructivist learning aspects for performance impacts: Moderator of learner involvement.
The Internet and Higher Education,
55, 100871. DOI:
10.1016/j.iheduc.2022.100871
)