منابع
بحرانی، م. (1388). بررسی روایی و پایایی مقیاس انگیزش.
فصلنامۀ مطالعات روانشناختی. 5(1)، 72-51.
https://doi.org/10.22051/psy.2009.1591
برزگربفرویی، ک.، هاشمی، ا.، و زارعی محمودآبادی، ح. (1398). اثربخشی آموزش راهبردهای خودتنظیمی در یادگیری بر هیجانهای تحصیلی دانشآموزان دبیرستانی.
روانشناسی مدرسه، 8(1)، 43-26.
https://jsp.uma.ac.ir/article_794.html
بنیسی، پ. (1398). اثربخشی آموزش راهبردهای خودتنظیمی بر تابآوری و سازگاری دانشآموزان با اختلال یادگیری.
توانمندسازی کودکان استثنایی. 10(1)، 115-107.
https://doi.org/10.22034/ceciranj.2019.91936
توحیدی، ا.، غلامیپور، م.، و عسکرزاده، ق. (1397). امید تحصیلی با پیشرفت و انگیزۀ تحصیلی با نقش واسطهای خوشبینی تحصیلی دانشآموزان دختر متأهل.
آموزش در علوم انتظامی. 6(21)، 85-71.
https://dorl.net/dor/20.1001.1.23829613.1397.6.21.7.3
جوشقاننژاد، ف.، و باقری، م. (1397). تأثیر کلاس درس معکوس بر انگیزش تحصیلی و یادگیری دانشجویان در درس کامپیوتر.
پژوهش در برنامهریزی درسی. 15(31)، 107-95.
https://doi.org/10.30486/jsre.2018.543731
ربانی باوجدان، م.، نیکآذین، ا.، کاویانی، ن.، و خضری مقدم، ا. (1391). رابطۀ باورهای خودکارآمدی و فراشناخت با راهبردهای مقابله در مردان سوءمصرفکنندۀ مواد.
فصلنامۀ روانشناسی کاربردی. 6(3)، 102-85.
https://dorl.net/dor/20.1001.1.20084331.1391.6.4.2.0
رجبی، غ. (1385). بررسی پایایی و روایی مقیاس باورهای خودکارآمدی عمومی (GSE-10) در دانشجویان روانشناسی دانشکدۀ علوم تربیتی و روانشناسی دانشگاه شهید چمران اهواز و دانشگاه آزاد مرودشت.
مجلۀ اندیشههای نوین تربیتی.
2(1)، 122-111.
https://doi.org/10.22051/jontoe.2006.287
زنگیآبادی، م.، صادقی، م.، و قدمپور، ع. (1398). اثربخشی آموزش راهبردهای خودتنظیمی بر خودکارآمدی تحصیلی و سازگاری تحصیلی دانش آموزان ناسازگار.
پژوهش در نظامهای آموزشی. 13(44)، 87-71.
https://doi.org/10.22034/jiera.2019.85986
سلیمی، ج.، یوسفی، ن.، و سعیدزاده، ح. (۱۳۹۴). بررسی رابطۀ بین جو عاطفی خانواده و علایق حرفهگرایی دانشآموزان؛ نقش واسطهای خودکارآمدی.
مجلۀ روانشناسی مدرسه. 4(3)، 66-47.
https://jsp.uma.ac.ir/article_355.html?lang=fa
صمدیان، م.، لیوارجانی، ش.، و پناهعلی، ا. (1398). مقایسۀ اثربخشی آموزش خودتنظیمی و حل مسئله بر خودکارآمدی و انگیزش تحصیلی دانشآموزان دختر پایۀ نه.
راهبردهای آموزش. 12(4)، 52-41.
http://edcbmj.ir/article-1-1631-fa.html
ظهیری ناو، ب.، و رجبی، س. (1388). بررسی ارتباط گروهی از متغیرها با کاهش انگیزش تحصیلی دانشجویان رشتۀ زبان و ادبیات فارسی.
فصلنامۀ دانشور رفتار. 16(36)، 80-69.
https://www.sid.ir/paper/46320/fa
قدمپور، ع.، خلیلی گشنیگانی، ز.، و رضائیان، م. (1397). تأثیر آموزش بستۀ فراشناختی (تفکر انتقادی، حل مسئله و فراشناخت) بر انگیزش و پیشرفت تحصیلی دانش آموزان پسر دورۀ دوم متوسطه.
آموزش و ارزشیابی. 11(42)، 90-71.
https://jinev.tabriz.iau.ir/article_543433.html
قربانزاده، پ.، و سرداری، ب. (1398). اثربخشی آموزش مهارتهای حل مسئله بر هیجانهای تحصیلی مثبت و منفی دانشآموزان پایۀ ششم. پویش در آموزش علوم تربیتی و مشاوره. 1398(11)، 144-125. https://educationscience.cfu.ac.ir/article_1295.html
قریشی، م.، و بهبودی، م. (1396). اثربخشی آموزش واقعیتدرمانی گروهی بر تنظیم هیجانی و افزایش خودکارآمدی تحصیلی دانشآموزان دختر.
فصلنامۀ علمی-پژوهشی سلامت اجتماعی. 4(3)، 243-233.
https://doi.org/10.22037/ch.v4i3.15462
کابینیمقدم، س.، انتصار فومنی، غ.، حجاری، م.، و اسدزاده، ح. (1398). مقایسۀ تأثیر آموزش راهبردهای یادگیری خودتنظیمی و کمکخواهی در افزایش اشتیاق و سرزندگی تحصیلی دانشآموزان اهمالکار.
راهبردهای شناختی در یادگیری. 7(13)، 212-191.
https://doi.org/10.22084/j.psychogy.2019.18327.1910
مرادی، ش.، عرفانی، ن.، و دلفان بیرانوند، آ. (1399). مقایسۀ اثربخشی آموزش راهبردهای خودتنظیمی، برنامهریزی عصبی-کلامی (NLP) و راهبرد تلفیقی بر انگیزش تحصیلی دانشآموزان دختر و پسر دورۀ متوسطه در استان همدان.
دانش و پژوهش در روانشناسی کاربردی. 21(3)، 77-62.
https://doi.org/10.30486/jsrp.2019.569584.1364
مشایخی دولتآبادی، م.، و محمدی، م. (1393). تابآوری و هوش معنوی به منزلۀ متغیرهای پیش بین خودکارآمدی تحصیلی در دانشآموزان شهری و روستایی.
مجلۀ روانشناسی مدرسه. 3(2)، 225-205.
https://jsp.uma.ac.ir/article_211.html?lang=fa
منصوری، س.، عابدینی بلترک، م.، لشکری، ح.، و باقری، س. (1396). بررسی میزان اثربخشی آموزش با رویکرد حل مسئله بر عملکرد تحصیلی دانشجویان: یک مطالعۀ نیمهتجربی.
پژوهش در آموزش علوم پزشکی. 9(1)، 8-1.
http://rme.gums.ac.ir/article-1-383-fa.html
هادیزاده، م.، نوابینژاد، ش.، نورانیپور، ر.، فرزاد، و. (1398) اثربخشی درمانشناختی-تحلیلی بر خودکارآمدی و مشکلات بینفردی زنان دارای اختلال شخصیت وابسته.
فصلنامۀ پژوهشهای مشاوره.
۱۸( ۶۹)، 229-208.
http://dorl.net/dor/20.1001.1.2717400.1398.18.69.6.3
References
Alfonso, S. V., & Lonigan, C. J. (2021). Trait anxiety and adolescent's academic achievement: The role of executive function. Learning and Individual Differences, 85, 101941.
https://doi.org/10.1016/j.lindif.2020.101941
Abdelrahman, R. M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9), e04192.
https://doi.org/10.1016/j.heliyon.2020.e04192
Amit-Aharon, A., Melnikov, S., & Warshawski, S. (2020). The effect of evidence-based practice perception, information literacy self-efficacy, and academic motivation on nursing students' future implementation of evidence-based practice. Journal of Professional Nursing, 36(6), 497-502.
https://doi.org/10.1016/j.profnurs.2020.04.001
Bahrani, M. (2009). The Study of Validity and Reliability of Harter’s Scale of Educational Motivation.
Journal of Psychological Studies,
5(1), 51-72.
https://doi.org/10.22051/psy.2009.1591 (In Persian)
Bamber, M. D. (2016). The effects of mindfulness meditation on anxiety in college students
. Doctoral dissertation. Saint Louis University. [
Link]
Banisi, P. (2019). Effectiveness of self-regulation strategies training on resiliency and social adjustment in students with learning disorder.
Empowering Exceptional Children,
10(1), 107-115.
https://doi.org/10.22034/ceciranj.2019.91936 (In Persian)
Barzegar Bafrooei, K., Hashemi, A., & Zareei Mahmoodabadi, H. (2019). The Effectiveness of Training Self-Regulatory Learning Strategies on the Academic Emotion of High School Students.
Journal of School Psychology,
8(1), 26-42.
https://jsp.uma.ac.ir/article_794.html?lang=en (In Persian)
Borgonovi, F., & Greiff, S. (2020). Societal level gender inequalities amplify gender gaps in problem solving more than in academic disciplines.
Intelligence, 79, 101422.
https://doi.org/10.1016/j.intell.2019.101422
Cuskelly, M., & Gilmore, L. (2014). Motivation in children with intellectual disabilities.
Research and Practice in Intellectual and Developmental Disabilities, 1(1), 51-59.
https://doi.org/10.1080/23297018.2014.906051
Fernandez-Rio, J., Cecchini, J.A., Méndez-Gimenez, A., Mendez-Alonso, D., & Prieto, J.A. (2017). Self-regulation, cooperative learning, and academic self-efficacy: Interactions to prevent school failure.
Frontiers in Psychology, 8, Article ID 22. https://doi.org/10.3389/fpsyg.2017.00022
Fung, D., & Howe, C. (2012). Liberal studies in Hong Kong: A new perspective on critical thinking through group work.
Thinking Skills and Creativity, 7(2), 101-111.
https://doi.org/10.1016/j.tsc.2012.04.002
Ghadampour, E., Khalili, Z., & Rezaeian, M. (2018). Effect of Teaching Meta-Cognition Package (Critical Thinking, Problem Solving and Meta-Cognition Approaches) on the Motivation and the Scholastic Achievement of Male Students of First Grade High School. Journal of Instruction and Evaluation, 11(42), 71-90.
https://jinev.tabriz.iau.ir/article_543433.html?lang=en (In Persian)
Ghoreishi, M., & Behboodi, M. (2017). Effectiveness of group reality therapy on emotion regulation and academic self-efficacy of female students.
Community Health, 4(3), 233–243.
https://doi.org/10.22037/ch.v4i3.15462 (In Persian)
Gorbanzadeh, P., & Sardari, B. (2020). The effectiveness of problem solving skills training on positive and negative educational emotions of sixth grade students.
Journal of Pouyesh in Education and Consultation (JPEC), 2020(11), 125-144.
https://dorl.net/dor/20.1001.1.2783154.1398.1398.11.7.8 (In Persian)
Guilmette, M., Mulvihill, K., Villemaire-Krajden, R., & Barker, E.T. (2019). Past and present participation in extracurricular activities is associated with adaptive self-regulation of goals, academic success, and emotional wellbeing among university students. Learning and Individual Differences, 73, 8-15.
https://doi.org/10.1016/j.lindif.2019.04.006
Hadizadeh, M. H, Navabinezhad, S., Nooranipour, R., & Farzad, V. (2019). The effectiveness of cognitive analytic therapy on the self-efficacy and interpersonal problems of women with dependent personality disorder.
Journal of Counceling Research, 18(69), 208-229.
http://dx.doi.org/10.29252/jcr.18.69.208 (In Persian)
Hallahan, D. P., Pullen, P. C., Kauffman, J. M., & Badar, J. (2020). Exceptional Learners. In L. Zhang (Ed.), Oxford Research Encyclopedia of Education, New York, NY: Oxford University Press.
https://doi.org/10.1093/acrefore/9780190264093.013.926
Hanham, J., Lee, C.B., & Teo, T. (2021). The influence of technology acceptance, academic self-efficacy, and gender on academic achievement through online tutoring.
Computers & Education, 172, 104252.
https://doi.org/10.1016/j.compedu.2021.104252
Harter, S. (1981). A new self -report scale of intrinsic versus extrinsic orientationin classroom: Motivational and informational componaents,
Developmental Psychology, 17(3), 300-312.
https://psycnet.apa.org/doi/10.1037/0012-1649.17.3.300
Joshaghannejad, F., & Bagheri, M. (2018). The Effect of Flipped-Classroom on Students’ Achievement Motivation and Learning in Computer Course.
Research in Curriculum Planning,
15(58), 95-107.
https://doi.org/10.30486/jsre.2018.543731 (in Persian).
Kabini Moghadam, S., Entesare Foumani, G., Hejazi, M., & Asadzadeh, H. (2020). Comparison of the Effect of Instruction of Self-regulated Learning and Help-seeking Strategies Training to Increase Educational Engagement and Buoyancy of Procrastinating Students.
Biquarterly Journal of Cognitive Strategies in Learning,
7(13), 191-212.
https://doi.org/10.22084/j.psychogy.2019.18327.1910 (In Persian)
Lenes, R., McClelland, M.M., Braak, D., Idsøe, T., & Størksen, I. (2020). Direct and indirect pathways from children’s early self-regulation to academic achievement in fifth grade in Norway. Early Childhood Research Quarterly, 53, 612-624.
https://doi.org/10.1016/j.ecresq.2020.07.005
Liu, R. D., Zhen, R., Ding, Y., Liu, Y., Wang, J., Jiang, R., & Xu, L. (2018). Teacher support and math engagement: Roles of academic self-efficacy and positive emotions.
Educational Psychology, 38(1), 3-16.
https://doi.org/10.1080/01443410.2017.1359238
Malouff, J. M., Thorsteinsson, E. B., & Schutte, N. S. (2007). The efficacy of problem-solving therapy in reducing mental and physical health problems: A meta-analysis.
Clinical Psychology Review, 27(1), 46-57.
https://doi.org/10.1016/j.cpr.2005.12.005
Mansoori, S., Abedini-baltork, M., Lashkari, H., Bagheri, S. (2017). Effectiveness of problem-based learning on student's academic performance: A quasi-experimental study.
Research in Medical Education, 9(1), 8-1.
http://dx.doi.org/10.18869/acadpub.rme.9.1.8 (In Persian)
Martos, T., & Sallay, V. (2017). Self-Determination Theory and the emerging fields of relationship science and niche construction theory.
European Journal of Mental Health, 12(1), 73-87.
https://doi.org/10.5708/EJMH.12.2017.1.5
Mashayekhi Dolatabadi, M., & Mohammadi, M. (2014). Resilience and spiritual intelligence predictors of as academic self-efficacy in urban and rural students.
Journal of School Psychology,
3(2), 205-225.
https://jsp.uma.ac.ir/article_211.html?lang=en (In Persian)
Meltzer, L. (2018). Executive function in education: From theory to practice (2nd ed.). New York: Guilford.
Moradi, S., Erfani, N., & Delfan Beiranvand, A. (2020). Comparison of the Effect of Teaching Self-Regulation, Neuro –Verbal Planning (NLP), and Combinatorial Strategies on Academic Motivation of Male and Female High School Students in Hamadan Province.
Knowledge & Research in Applied Psychology,
21(3), 62-77.
https://doi.org/10.30486/jsrp.2019.569584.1364 (In Persian)
Muis, K. R., Psaradellis, C., Chevrier, M., Di Leo, I., & Lajoie, S. P. (2016). Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex mathematics problem solving.
Journal of Educational Psychology, 108(4), 474-492.
https://psycnet.apa.org/doi/10.1037/edu0000071
Olorunfemi-Olabisi, F. A. (2014). Effects of problem-solving technique on test anxiety and academic performance among secondary school students in ondo state.
Journal of Research and Method in Educational, 4(4), 20-26.
https://www.sciencegate.app/document/10.9790/7388-04442026
Orsini, C., Evans, P., & Jerez, O. (2015). How to encourage intrinsic motivation in the clinical teaching environment? A systematic review from the self-determination theory.
Journal of Journal of Educational Evaluation for Health Professions, 12(8), 1-10.
https://doi.org/10.3352/jeehp.2015.12.8
Rabbani Bavojdan, M., Rabbani Bavojdan, M., Nikazin, A., Kaviani, N., & Khezri Moghadam, A. (2012). Relationship between general self-Efecacy and metacognition believes with coping strategies in male substance abuse.
Journal of Applied Psychology, 6(3), 85-102.
https://sid.ir/paper/151696/en (In Persian)
Rajabi, G. (2006). Reliability and validity of the General Self-Efficacy Beliefs Scale (GSE-10) in psychology students of faculty of educational sciences and psychology, Shahid Chamran University of Ahvaz and Azad University of Marvdasht.
New Thoughts Education, 2(1), 111-122.
https://www.sid.ir/paper/86744/en (In Persian)
Samadian, M., Livarjani, S., & Panahali, A. (2019). Comparison of effectiveness of training self-regulation and problem-solving on self-efficacy and academic motivation of female students in the ninth grade.
Scientific Journal of Education Strategies in Medical Sciences, 12(4), 42-52.
http://edcbmj.ir/article-1-1631-en.html (In Persian)
Salimi, J., Usefi, N., & Saeedzadeh, H. (2015). Study of relation between family affective atmospheres with Career aspirations of students by self-efficacy as Mediator variable.
Journal of School Psychology,
4(3), 47-66.
https://jsp.uma.ac.ir/article_355.html?lang=en (In Persian)
Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale. In S. Wright, M. Johnston, & J. Weinman, (Eds.), Measures in Health Psychology: A User’s Portfolio. Causal and Control Beliefs (pp. 35–37). Windsor, UK: NFER-Nelson.
Siddiq, F., Gochyyev, P., & Valls, O. (2020). The role of engagement and academic behavioral skills on young students’ academic performance—A validation across four countries. Studies in Educational Evaluation, 66, 10088.
https://doi.org/10.1016/j.stueduc.2020.100880
Stubbs, N. S., & Maynard, D. M. B. (2017). Academic self-efficacy, school engagement and family functioning, among postsecondary students in the Caribbean.
Journal of Child and Family Studies, 26(3), 792-799.
https://doi.org/10.1007/s10826-016-0595-2
Towhidi, A., & Gholamipour, M. (2018). Academic hopefulness, academic achievement, and academic motivation with the mediation role of academic optimism among married Female students.
Quarterly Journal of Training in Police Sciences,
6(21), 71-85.
http://tps.jrl.police.ir/article_19900.html?lang=en (In Persian)
Sun, Z., Xie, K., & Anderman, L. J. (2018). The role of self-regulated learning in students’ success in flipped undergraduate math courses. The Internet and Higher Education, 36, 41-53.
https://doi.org/10.1016/j.iheduc.2017.09.003
Wagner, N. J., Holochwost, S., Danko, C., Propper, C. B., & Coffman, J. L. (2021). Observed peer competence moderates links between children’s self-regulation skills and academic performance. Early Childhood Research Quarterly, 54, 286-293.
https://doi.org/10.1016/j.ecresq.2020.10.001
Wilkesmann, U., Fischer, H., & Virgillito, A. (2012). Academic Motivation of Students. The German Case, 23(6), 2-19.
https://core.ac.uk/download/pdf/46911775.pdf
Wood, S. G., Hart, S. A., Little, C. W., & Phillips, B. M. (2016). Test anxiety and a high-stakes standardized reading comprehension test: A behavioral genetics perspective.
Merrill-Palmer Quarterly (Wayne State University. Press), 62(3), 233-251.
https://doi.org/10.13110/merrpalmquar1982.62.3.0233
Zahiri Nav, B., & Rajabi, S. (2009). The Study of variables reducing the academic motivation of Persian language and literature students.
Daneshwar Raftar, 16(36), 69-80.
https://sid.ir/paper/46320/en (In Persian)
Zangiabadi, M., Sadeghi, M., & Ghadampour, E. (2019). Effect of Training of Self-Regulation Strategies on Academic Self-Efficacy and Academic Adjustment of Maladaptive High School Students.
Journal of Research in Educational Systems,
13(44), 71-87.
https://doi.org/10.22034/jiera.2019.85986 (In Persian)
