حسینی، ف. ا.، طالعپسند، س.، و بیگدلی، ا. ا. (1389). نقش مؤلفههای انتظار- ارزش در پیشرفت شیمی. فصلنامه روانشناسیتربیتی. 6(18)، 69-39.
صالح نجفی، م.، حجازی، ا.، کدیور، پ.، و غلامعلی لواسانی، م. (1397). رابطه عوامل بافتی و فردی، اشتیاق تحصیلی با متغیرهای روانشناسی مثبت: الگوی ساختاری اشتیاق تحصیلی نوجوانان. فصلنامه پژوهشهای نوین روانشناختی. 13(52)، 143-121.
صفری، هـ.، جناآبادی، ح.، سلمآبادی، م.، و عباسی، م. (1394). پیشبینی اشتیاق تحصیلی براساس هوش معنوی و سرسختی روانشناختی. نشریه راهبردهای آموزش در علوم پزشکی. 8(6)، ۷-۱۲.
عباسی، م.، درگاهی، ش.، پیرانی، ذ.، و بنیادی، ف. (1394). نقش تعللورزی و خودتنظیمی انگیزشی در پیشبینی اشتیاق تحصیلی دانشجویان. مجله ایرانی آموزش در علوم پزشکی.15، ۱۶۰-۱۶۹.
قدسی، ا.، طالعپسند، س.، رضایی، ع. م.، و محمدیفر، م. ع. (1396). ویژگیهای روانسنجی مقیاس هزینه تکلیف در دانشآموزان متوسطه دوم شهر قم. فصلنامه اندازهگیری تربیتی. 7(28)، 120-97.
کردی، ع.، سعدیپور، ا.، و اسدزاده، ح. (1395). پیشبینی اشتیاق تحصیلی براساس عوامل انگیزشی (سودمندی تکلیف و اهداف تسلط): نقش میانجی افق زمانی در دانشآموزان. پایاننامه کارشناسی ارشد روانشناسی تربیتی. دانشکده روانشناسی و علوم تربیتی. علامه طباطبائی.
میولر، ر. ا. (1392). پایههای اساسی مدلیابی معادلات ساختاری. ترجمه سیاوش طالعپسند. سمنان: دانشگاه سمنان.
یاراحمدی، ی.، نادری، ن.، اکبری، م.، و یعقوبی، ا. ق. (1398). اثربخشی برنامه آموزشی مبتنی بر تابآوری تحصیلی در تعللورزی تحصیلی و عملکرد تحصیلی دانشآموزان. فصلنامه علمی- پژوهشی تدریس پژوهی. 7(1)،
249-233.
References
Alexander, P. A. (1997). Knowledge-seeking and self-schema: A case for motivational dimensions of exposition. Educational Psychologist. 32(2), 83–94.
Anderman, E. M., Eccles, J. S., Yoon, K. S., Roeser, R., Wigfield, A., & Blumenfeld, P. (2001). Learning to value mathematics and reading: Relations to mastery and performance-oriented instructional practices. Contemporary Educational Psychology. 26(1), 76-95.
Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: critical conceptual and methodological issues of the construct. Psychology in the Schools. 45(5), 369-386.
Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the student engagement instrument. Journal of School Psychology. 44(5), 427–445.
Archambault, I., Janosz, M., Fallu, J. S., & Pagani, L. S. (2009). Student engagement and its relationship with early high school dropout. Journal of Adolescence. 32(3), 651-670.
Bakker, A. B., & Demerouti, E. (2008). Towards a model of work engagement. Career Development International. 13(3), 209-223.
Banting, L. K., Dimmock, J. A., & Lay, B. S. (2009). The role of implicit and explicit components of exerciser self-schema in the prediction of exercise behaviour. Psychology ofSport & Exercise. 10(1), 80-86.
Bentler, P. M. (1995). EQS structural equations program manual. Encino, CA: Multivariate Software.
Bowman, B. (2003). Cultural diversity and academic achievement, learning point. North Central Regional Educational Laboratory. 42(1), 12-20.
Chatzisaranti, N. L., Hagger, M., & Wang, J. (2008). "An experimental test of cognitive dissonance theory in the domain of physical exercise. Journal of Applied Sport Psychology. 20(1), 97-115.
Cook, D. A., & Artino, A. R. (2016). Motivation to learn: an overview of contemporary theories. Medical Education. 50(10), 997-1014.
Corte, C., & Stein, K. F. (2005). Body-weight self-schema: Determinant of mood and behavior in women with an eating disorder1. Journal of Applied Social Psychology. 35(8), 1698–1718.
Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. Handbook of Competence and Motivation.105-121.
Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs.
Personality and Social Psychology Bulletin. 21(3), 196–206.
Eccles, J. S., Adler, T. F., & Meece, J. L. (1984). Sex differences in achievement: A test of alternate theories. Journal of Personality and Social Psychology. 46(1), 26-43.
Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., et al. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75–146). San Francisco, CA: W. H. Freeman.
Eccles, J. S., Barber, B. L., Stone, M., & Hunt, J. (2003). Extracurricular activities and adolescent development. Journal of Social Issues. 59(4), 865-889.
Eccles, J. S., O'Neill, S. A., & Wigfield, A. (2005). Ability self-perceptions and subjective task values in adolescents and children. In Peter L. Benson (Series Ed.) & Kristin Anderson. Moore & Laura H. Lippman (Vol. Eds.), what do children need to flourish? Conceptualizing and Measuring Indicators of Positive Development Series (XIV ed., Vol. 3, pp. 237-249). Washington, DC, U.S: Springer.
Efklides, A., & Volet, S. (Eds.) (2005). Feelings and emotions in the learning process.Learning and Instruction. 15(5), 377–515.
Eklof, H. (2003). Test-taking Motivation on Low-Stakes Tests: A Swedish Timss (2003) Example. Department of Educational Measurement, mea university, Sweden.
Elliot, A. J., & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology. 80(3), 501-519.
Flake, K. J., Barron, K. E., Hullman, C., Mccoach, B. D., & Welsh, M. E. (2015). The forgotten component of expectancy-value theory. Contemporary Educational Psychology. 41, 232-244.
Fredricks, J. A. (2015). Academic Engagement. In J. Wright (Ed.), The international encyclopedia of social and behavioral sciences. Oxford: Elsevier. 2(2), 31-36.
Fredricks, J. A., Blumenfeld, P., Friedel, J., & Paris, A. (2005). School engagement. In K.A. Moore & L. Lippman (Eds.), What do children need to flourish? Conceptualizing and measuring indicators of positive development. New York, NY: Springer Science and Business Media. 133-146.
Fredricks, J. A.; Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research. 74(1), 59-109.
Galla, B. M., Wood, J. J., Tsukayama, E., Har, K., Chiu, A. W., & Langer, D. A. (2014). A longitudinal multilevel model analysis of the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance. Journal of School Psychology. 52(3), 295-308.
Gao, Z. (2007). "Understanding students' motivation in physical education: integration of expectancy-value model and self-efficacy theory. Quest-Illinois- National Association for Physical Education in Higher Education. 60(2), 236-254.
Garcia, T., & Pintrich, P. R. (1994). Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. In D. H. Schunk & B. H. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications Hillsdale, NJ: Lawrence Erlbaum; pp. 127-153.
Hobfoll, S. E., Johnson, R. J., Ennis, N., & Jackson, A. P. (2003). Resource loss, resource gain, and emotional outcomes among inner city women. Journal of Personality and Social Psychology. 84(3), 632-643.
Hotaman, D., & Yüksel-Sahin, F. (2010). The effect of instructors' enthusiasm on university students' level of achievement motivation. Egitim ve Bilim. 35(155), 89-103.
Jacob, J. E., Lanza, S., Osgood, D. W., Eccles, J. S. & Wigfield, A. (2002). Changes in children’s self-competence and values: Gender and domain sifferences across grades one through twelve’. Child Development. 73(2), 509-527.
Kendzierski, D., & Costello, M. C. (2004). Healthy eating self-schema and nutrition behavior.Journal of Applied Social Psychology. 34(12), 2437–2451.
Kendzierski, D., & Whitaker, D. J. (1997). The role of self-schema in linking intentions and behavior. Personality and Social Psychology Bulletin. 23(2), 139–147.
Lazarides, R., Gaspard, H., & Dicke, A. L. (2018). Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support. Learning and Instruction. 60, 126-137.
Liem, A, D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome Centre for Research in Pedagogy and Practice, National Institute of Education, Nan yang Technological University, 1 Nan yang.
Linnenbrink, E. A. (2006). Emotion research in education: Theoretical and methodological perspectives on the integration of affect, motivation, and cognition.Educational Psychology Review. 18(4), 307-314.
Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy belifes in student engagement and learning in the classroom. Reading and Writing Quarterly. 19(2), 119-137.
Linnenbrink, L, G., & Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology. 36(1), 1-3.
Markus, H. & Smith, J. (1981). The influence of self-schema on the perception of others. In N. Cantop & J. F. Kihlstrom (Eds.), Personality, cognition, and social interaction Hilldale, New Jersey: Lawrence Erlbaum. 233-262.
Markus, H. (1977). Self-schemata and processing information about the self. Journal of Personality and Social Psychology. 35(2), 63-78.
Martin, A. J., Way, J., Bobis, J., & Anderson, J. (2015). Exploring the ups and downs of math engagement in the middle school years. Journal of Early Adolescence. 35(2), 199-244.
Matusovich, H., Streveler, R., Loshbaugh, H., Miller, R., & Olds, B. (2008). Will I Succeed in Engineering? Using Expectancy-Value Theory in a Longitudinal Investigation of Students’ Beliefs. Center for the Advancement of Engineering Education. ASEE 2008 Annual Conference: June 22-25.
Ng, Ch. (2005a). Academic self-schemas and contrasting self-congruent learning patterns: Findings validated with culturally different samples. Social Psychology of Education. 8(3), 303-328.
Ng, Ch. (2005b). Modelling the relationships between self-schemas, learning and learning outcomes in the domain of high school mathematics. Psychologia. 48(1), 14-30.
Ng, Ch. C. (2014). Examining the self-congruent engagement hypothesis: The link between academic self-schemas, motivational goals, learning approaches and achievement within an academic year. Educational Psychology. 34(6), 730-762.
Nosek, B, A., & Smyth, F, L. (2011). Implicit social cognitions predict sex differences in math engagement and achievement. American Educational Research Journal. 48(5), 1125-1156.
Patricia, A. N. (2000). Cost perception and the expectancy-value model of achievement motivation. Paper Presented at The Annual Meeting of the American Educational Research Association (New Orleans), La; 21-28, 2008.
Pintrich, P. R. (1994). Continuities and discontinuities: Future development for research in educational psychology. Educational Psychologist. 29(3), 137-148.
Pintrich, P., & Schunk, D. (2002). The role of goals and goal orientation. Motivation in Education: Theory, Research, and Applications. 2, 190-242.
Schmettow, M., & Drees, M. (2014). What drives the geeks? Linking computer enthusiasm to achievement goals. Proceedings of the 28th International BCS Human Computer Interaction Conference (HCI 2014) 28.
Schutz, P. A., & Lanehart, S. L. (2002). Introduction: Emotions in education. EducationalPsychologist. 37(2), 67-68.
Schutz, P. A., & Pekrun, R. (2007). Emotion in education. San Diego, CA: Elsevier Simpkins, D. S., & Davis-Kean, E. P. (2005). The Intersection between Self-Concepts and Values: Links between Beliefs and Choices in High School. Jacobs, E. J, Simpkins, D. S. Leaks in the Pipeline to Math, Science and Technology Careers. 110, 31-47.
Setsuo, O., & Smith, I., D. (2005). Educational applications of the expectancy value model of achievement motivation. In the driver’s cultural contexts of the west and est. Chanoe: Transformations in Education. 8(1), 13-28.
Trowler, V. (2010). Student engagement literature review. Department of Educational Research Lancaster University. The Higher Education Academy.
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.
Wang, M. T., Fredricks, A., Ye, J., Hofkens, F., Linn, T, L., & Schall, J. (2016). The math and science engagement scales: Scale development, validation, and psychometric properties. Learning and Instruction. 43, 16-26.
Wang, Z. (2008).
Academic motivation, mathematics Achievement, and The School Context: Building Achievement Models Using Timss 2003. Adissertation Precedent to The Faculty of the Graduate School at The University of Missouri. DegreeDoctor of Philosophy.Thesis Department
Educational, school and counseling psychology (MU) Adissertation Precedent to The Faculty of the Graduate School at The University of Missouri.
Watt, H. M. G., Eccles, J. S., & Durik, A. M. (2006). The leaky mathematics pipeline for girls: A motivational analysis of high school enrolments in Australia and the USA. Equal Opportunities International. 25(8), 642-659.
Welch Deal, M. R. (2003). Gender differences in expectancy of academic success in mathematics. The Graduate School University of Wisconsin-Stout. Submitted in Partial Fulfillment of the Requirements for the Master of Science Degree with a Major in Guidance and Counseling. The Graduate School University of Wisconsin-Stout Menomonie, WI 54751.
Wigfield, A., & Eccles, J., S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology. 25(1), 68-81.
Wigfield, A., Tonks, S., & Eccles, J., S. (2004). Expectancy-value theory in cross-cultural perspective. In D. M. McInerney & S. Van Etten (Eds.), Big Theories Revisited, 165-198.
You, S., & Sharkey, J. (2009). Testing a developmental-ecological model of student engagement: A multilevel latent growth curve analysis. Educational Psychology. 29(6), 659-684.
Zhang, Q. (2013). Assessing the effects of instructor enthusiasm on classroom engagement, learning goal orientation, and academic self-efficacy. Communication Teacher. 28(1), 44-56.