طراحی مدلی برای انگیزش پیشرفت دانشجویان تحصیلات تکمیلی بر اساس نقش ارزیابی‌شناختی، حمایت اجتماعی ادراک شده و هیجان-های پیشرفت

 

Adawiah D. M. & Safree Y., A. (2009). The effect of social support and psychological problems on students’ academic performance. Proceedings of the 2nd International Conference of Teaching and Learning, INTI University College, Malaysia.

Atkinson, J. W. (1980). Motivational effects in so–called tests of ability and educational achievement. In L. J. Fyans, Jr (Ed). Achievement motivation. New York: Plenum Press, April.

Battle, E.S. (1960). Motivational determinants of academic competence.Journal of Personality and Social Psychology, 4 (2), 634-­ 642.

Burić, I., & Sorić, I. (2012). The role of test hope and hopelessness in self-regulated learning: Relations between volitional strategies, cognitive appraisals and academic achievement. Learning and Individual Differences, 22, 523–529.

Cobb, S. (1976). Social support as a moderator of life stress. Psychosomatic medicine, 38 (5), 300-314.

Deci, E. L., & Ryan, R. M. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well being. American Psychologist, 55, 68–78.

Deci, E. L., & Ryan, R. M. (2012). Motivation, personality, and development within embedded social contexts: An overview of self-determination theory .In R. M. Ryan (Ed), Oxford handbook of human motivation. Oxford, UK: Oxford University Press, 85-107.

Fredrickson, B. L. (2013). Positive emotions broaden and build. Advances in Experimental Social Psychology, 47, 1-53.

Fridfinnsdottir,  E. B. (1997). Icelandic women’s identifications of stressors and social support during the diagnostic phase of breast cancer. Journal of Advanced Nursing, 25, 526-531.

Frijda, N. H. (1993). The place of appraisal in emotion. Cognition and Emotion, 7, 357- 387.

Goetz, T., Pekrun, R., Hall, N., & Haag, L. (2006). Academic emotions a social-cognitive perspective: Antecedents and domain specificity of students, affect in the context of Latin instruction. British Journal of Educational Psychology, 76, 289-308.

Goetz, T., Preckel, F., Pekrun, R., & Hall, N. C.  (2007). Emotional experiences during test taking: Does cognitive ability make a difference? Learning and Individual Differences, 17, 3-16.

Gülaçt, F. (2010). The effect of perceived social support on subjective well-being. Procedia Social and Behavioral Sciences, 2, 3844–3849.

Hughes, J. N., Im, M. H., & Wehrly, S. E. (2014). Effect of peer nominations of teacher-student support at individual and classroom levels on social and academic outcomes. Journal of School Psychology, 52(3), 309-322.

Ikiz F. E, Cakar F. S. (2010). Perceived Social Support and Self- esteem in Adolescence. Social and Behavioral Sciences. 5, 2338–2342.

Kusurkar, R. A., Ten Cate, T. J., Vos, C. M. R., Westers, P., & Croiset, G. (2013). How motivation affects academic performance: A structural equation modeling analysis. Advances in Health Science Education, 18, 57-69.

Lazarus, R. S. (1986). Commentary on LeDoux. Integrative Psychiatry, 4, 245-247.

Lazarus, R. S. (1999). The cognition-emotion debate: a bit of history. In T. Dagleish and M. J. Piwer (Eds.), Handbook of cognition and emotion, 3-19, Chichester, UK: Wiley.

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. 101-118). San Diego:Academic Pres

Lewis, M., Haviland-Jones, J. M, & Barrett, L. F. (2010). Handbook of emotions. 3^th  Ed.  The Guilford Press.

Lisa, L., Green-Demers, I., & Pelletrier, L. (2006). Why Do High School Students Lack Motivation in the Classroom? Toward an Understanding of Academic Motivation and the Role of Social Support. Journal of Educational Psychology, 98 (3), 567-582

Luo, W., Ng, P. T., Lee, K., & Aye, K. M. (2016). Self-efficacy, value, and achievement emotions as mediators between parenting practice and homework behavior: A control-value theory perspective. Learning and Individual Differences, 50, 275-282.

Mazyari, M., Kashef, M. M., Ameri, M. H. S., & Araghi, M. (2012). Students’ motivation in physical education activities and teachers’ social support.  World Applied Sciences Journal, 20, 1570- 1573.

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. (2006). The control- value theory of achievement emotions: assumptions, corollaries, and implication for educational research and practice. Educational Psychology Review, 18, 315-341.

Pekrun, R., Frenzel, A. Goetz, T. & Perry, R. (2007). The control- value of achievement emotions: An integrative approach to emotions in education. By P.A. Shutz, Pekrun, (Eds.). Emotion in Education, Amesterdam: Academic Press, 13- 36.

Panksepp, J. (2005). Affective consciousness: Core emotional feeling in animals and humans. Consciousness and Cognition, 14, 30-80.

Riley, G. (2016). The role of self-determination theory and cognitive evaluation theory in home education. Cogent Education, 3 (1), 1-7.

Roseman, I. J., & Smith, C. A. (2001). Appriasal theory: overview, assumptions, varieties, and controversies. In K. R. Scherer, A. Schorr, & T. Johnstone (Eds.), Appriasal process in emotion, 3- 19, Oxford, UK: Oxford University Press.

Rowley, A. A., Roesch, S. C., Jurica, B. J., & Vaughn, A. A(2005). Developing and validating a stress appraisal measure for minority adolescents. Journal of Adolescence, 28, 547–557.

Rush, Sh. (1994).  Analysis factors that place student at risk. Educational Research, 4 (3), 38-42

Sarason B. R., Sarason, I. G, Pierce G. R. (1990). Social support: An interactional view. New York:  John Wiley & Sons.

Shen, B., Li, W., Sun, H., & Rukavina, P. B. (2010). The influence of inadequate teacher – to student social support on amotivation of physical education students. Journal of Teaching in Physical Education, 29, 417-432.

Schutz, P. A., & Davis, H. A. (2000). Emotion and self- regulation during test taking. Educational Psychologist, 35 (4), 243-256.

Schwartz, B. (2000). Self-Determination: The Tyranny of Freedom. American Psychologist, 55 (1), 79-88.

Taylor, S.E. (2005). Health psychology.  4^th  Ed, New York, McGraw hill publication.

Wells, T. L. (2005). Emotion and culture in a collaborative learning environment for engineers. Doctoral Dissertation of Philosophy, University of Texas, Austin.

Yadav S. (2010). Perceived social support, hope, and quality of life of persons living with HIV/AIDS: case study from Nepal. Quality of  Life Research, 19 (2), 157-166.

Zeidner, M. (2007). Test anxiety in educational contexts: What I have learned so far. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education, 165–184, Elsevier Academic Press