Akin ‚A. (2012).Achievement goal orientations and math attitudes. Studia Psychologica‚54‚237- 249.
Anderman, E. M. &Wolters, C. A. (2006). Goals, values, and affect: Influences on student motivation. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (2nd ed. pp. 369–389).Mahwah, NJ: Erlbaum.
Emamjome, M. (2007). Relationship of emotional intelligence with academic self-efficacy and goal orientation in students of Tehran University. Master thesis. Tehran University. (Persian)
Baneshi, A. Samadieh. Ejei, J. (2014). Causal modeling of student's academic achievement based on goal orientations and achievement emotions. Journal of psychology. Tehran University, (4) 18,381-392.
Barron, K. E. & Harackiewicz, J. M. (2001).Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80, 706–722.
Bodmann, S. (2009). Achievement goal systems: Implications for research and educational policy. Unpublished dissertation of the University of Wisconsin.
Boekaerts, M. (1993). Anger in relation to school learning. Learning and Instruction, 3, 269–280.
Braten‚ I. & Stromso‚ H.I. (2004).Epistemological beliefs and implicit theories of intelligence as predictors of achievement goals. Contemporary Educational Psychology‚29‚371- 388.
Chen, G. Gully, S. M. Whiteman, J. & Kilcullen, R. N. (2000). Examination of relationships among trait like individual differences, state-like individual differences, performance. The Journalof Applied Psychology, 85, 835–847.
Church, M. A., Elliot, A. J., & Gable, S. L. (2001).Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93, 43–54...
Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008).Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33, 584–608.
Dupeyrat‚ C. & Marine‚ C. (2005).Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck’s model with returning to school adults. Contemporary Educational Psychology‚30‚43- 59.
Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology Press.
Dweck, C. S.‚ & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273.
Elliot‚ A. & Church‚ M.A. (1997). A hierarchical model of approach and avoidance motivation. Journal of Personality and Social Psychology‚1‚218- 232.
Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5–12.
Elliot‚ A. & Harackiewicz (1996). Approach and avoidance achievement goal and intrinsic motivation: A mediational analysis. Journal of personality and social psychology‚3‚461- 475.
Elliot, A. J., & McGregor, H. A. (2001). A 2 _ 2 achievement goal framework. Journal
of Personality and Social Psychology, 80, 501–519.
Elliot, A. J., & Pekrun, R. (2011). A 3 _ 2 Achievement Goal Model. Journal of Educational Psychology‚103‚ 632-648.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, 218-226.
Frenzel, A. C., Thrash, T. M., Pekrun, R., & Goetz, T. (2007). Achievement emotions in Germany and China: A cross-cultural validation of the Academic Emotions Questionnaire–Mathematics (AEQ-M). Journal of Cross-Cultural Psychology, 38,302–309.
Goetz, T., Frenzel, A. C., Pekrun, R., Hall, N. C., & Lűdtke, O. (2007). Between- and within-domain relations of students’ academic emotions. Journal of Educational Psychology, 99,715–733.
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’ 462–482.
Gule‚ F. & Shehzad‚ Sh. (2012). Relationship between metacognition, goal orientation and academic achievement. Social and Behavioral Sciences’47’1864- 1868.
Hejazi, E., Tabatabaei, M., Lavasani, M., Moradi, A. (2014). The Teachers-Student Relationship and School Engagement: Mediating Role of Basic Psychological Needs. Applied Psychological Research Quarterly,5(1),19-40.
Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., & Elliot, A. J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73, 1284–1295.
Harackiewicz, J., Barron, K., & Elliot, A. (1998). Rethinking achievement goals: When are they adaptive for college students and why? Educational Psychologist, 33,1–21.
Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision ofachievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638–645.
Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000). Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology, 92, 316–330.
Huang‚ Ch. (2011). Achievement Goals and Achievement Emotions: A Meta-analysis. Educational Psychology Review ‚23‚359- 388.
Kadivar, P., Farzad, V., Kavosian, J, Nikdel, F. (2010).Validation of Pekrun achievement emotional questionnaire. Innovation in education.32 (8), 7- 38.(Persian).
Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19, 141–184.
Kaplan, A., & Midgley, C. (1997). The effect of achievement goals: Does level of
Perceived academic competence make a difference? Contemporary Educational Psychology, 22, 415–435.
Keys, T., Conley, A., Duncan, G.&, Domina, T. (2012). The role of goal orientations for adolescent mathematics achievement. Contemporary Educational Psychology, 37, 47-54
Klein, H. J., Noe, R. A., & Wang, C. (2006). Motivation to learn and course outcomes: The impact of delivery mode, learning goal orientation, and perceived barriers and enablers. Personnel Psychology, 59,665–702.
Lane, A. M., Whyte, G. P., Terry, P. C., & Neville, A. M. (2005). Mood, self-set goals and examination performance: The moderating effect of depressed mood. Personality and Individual Differences, 39, 143–153.
Lavasani, M., Hejazi, E., Ahmadian, M. (2014). The Relationship between Cultural Contexts, Thinking Styles & Achievement Motivation with Academic Achievement. Applied Psychological Research Quarterly, 5(2), 101-116.
Lichtenfeld‚ S.‚ Pekrun‚ R.‚ Stupnisky.‚ R.H.‚ Reiss.‚ K.‚ & Murayama‚ K. (2012).Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES).Learning and Individual Differences‚ 22‚190-201.
Linnenbrink, E. A. (2005). The dilemma of performance-approach goals: The use of multiple goal contexts to promote students’ motivation and learning. Journal of Educational Psychology, 97, 197–213.
Linnenbrink, E. A. (2007). The role of affect in student learning: A multi-dimensional approach to considering the interaction of affect, motivation, and engagement. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 107–124). San Diego, CA: Academic Press.
Mahmoodi, H., Issazadegan, A., Amani, J., Ketabi, A. (2013). The relationship between achievement goals and academic performance: the mediating role of thinking styles. Journal of behavioral and cognitional sciences, 3, 49- 68.
Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E.,&Urdan, T. (2000).Manual for the Patterns of Adaptive Learning Scales (PALS).Ann Arbor, MI7 University of Michigan.
Naghsh, Z., Khavak, Z. (2016). The study student‘s academic burnout according to predictors core self-evaluation and Achievement goal orientation. Applied Psychological Research Quarterly, 6 (4), 145-158.
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice and performance. Psychological Review, 91, 328-346.
Pekrun, R. (2000). A social-cognitive, control-value theory of achievement emotions. In J.Heckhausen (Ed.), Motivational psychology of human development: Developing motivation and motivating development (pp. 143–163).New York, NY: Elsevier Science.
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.
Pekrun, R. (1992a). Expectancy-value theory of anxiety: Overview and implications. In D. G. Forgays, T. Sosnowski, & K. Wrzesniewski (Eds.), Anxiety: Recent developments in self-appraisal, psychophysiological and health research (pp. 23–41). Washington, DC: Hemisphere.
Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101, 115–135.
Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98,583–597.
Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102,531–549.
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011).Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ).Contemporary Educational Psychology, 36, 36–48.
Pekrun, R., Goetz, T., Titz, W., & Perry, R.P. (2002a). Academic emotions in students’ self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91-106.
Pekrun, R., Götz, T., Titz, W., & Perry, R. P. (2002, b). A social cognitive, control-value theory of achievement emotions: Social antecedents and achievement effects of students’ domain-related emotions. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Pekrun, R., Goetz, T., & Perry, R. P. (2005).Achievement Emotions Questionnaire (AEQ). User’s manual. Munich, Germany: Department of Psychology, University of Munich.
Pekrun‚ R.‚ Lichtenfeld‚ S.‚ Stupnisky‚ R. H.‚ Reiss‚ K.‚ & Murayama‚ K. (2012). Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES). Learning and IndividualDifferences‚22‚190-21.
Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92,544–555.
Porath, C. L., & Bateman, T. S. (2006). Self-regulation: From goal orientation to job performance. Journal of Applied Psychology, 91,185–192.
Rostami‚ M.‚Hejazi‚ E.‚ & Lavasani‚ M. Gh. (2011).The relationship between gender, perception of classroom structure, achievement goals, perceived instrumentality and academic achievement in English course third grade middle school students (English as second language). Social and Behavioral Sciences‚29‚703-712.
Ryan‚ A. M.‚ & Pintrich‚ P.R. (1997). Should I ask for help? The role of motivation and attitudes in adolescent’s help seeking math class. Journal of EducationalPsychology‚2‚329- 341.
Scherer, K. R., Schorr, A., & Johnstone, T. (Eds.). (2001). Appraisal processes in emotion. Oxford, UK: Oxford University Press.
Seifert, T. (1995). Academic goals and emotions: A test of two models. Journal of Psychology, 129,543–552.
Seligman, E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction.AmericanPsychologist, 55, 5-14.
Sideridis, G. D. (2005). Goal orientation, academic achievement, and depression: Evidence in favor of a revised goal theory framework. Journal of Educational Psychology, 97, 366–375.
Turner, J. E., & Schallert, D. L. (2001). Expectancy-value relationships of shame reactions and shame resiliency. Journal of Educational Psychology, 93, 320–329.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548-573.
Wolters, C. A., Yu, S. L., & Pintrich, P. R. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences, 6,211–238.
Urdan, T., Pajares, F., & Lapin, A. Z. (1997). Achievement goals, motivation, and performance: A closer look. ED412268.
Utman, C. H. (1997). Performance effects of motivational state: A meta-analysis. Personality and Social Psychology Review, 1, 170–182.
Zeidner, M. (1998). Test anxiety. The state of the art. New York: Plenum.
)