نقش واسطه‌ای خودکارآمدی تحصیلی در رابطه بین ساختار کلاس و رفتار غیرمولد تحصیلی

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261–271.

Bandura, A. (1997). Self-efficacy: The eexercise of control. New York: W. H. Freeman Company.

Bandura, A. (2018). Toward a psychology of human agency: Pathways and reflections. Perspectives on Psychological Science, 13(2), 130–136.

Bedel, E. F. (2016). Exploring academic motivation, academic self-efficacy and attitudes toward teaching in pre-service early childhood education Teachers. Journal of Education and Training Studies, 4(1), 142-149.

Bentler, P. M. (2005). EQS-6 Structural equations program manual. Encino, CA: Multivariate Software.

Bukhori, B., & Darmu’in, D. (2019). Plagiarism, self-efficacy and academic procrastination on university students. PSYMPATHIC: Jurnal Ilmiah Psikologi, 6(2), 201-212.

Chowning, K., & Campbell, N. J. (2009). Development and validation of a measure of academic entitlement: Individual differences in students’ externalized responsibility and entitled expectations. Journal of Educational Psychology, 101, 982-997.

Crede, M., & Niehorster, S. (2009). Individual difference influences on self-focused and other-focused counterproductive student behaviors. Personality and Individual Differences, 47, 769-776.

Croissant. A. H. (2014). Classroom environment influence on student self-efficacy in mathematics (Doctoral dissertation). Texas A & M University-Commerce).

Cuadrado, D., Salgado, J. F., & Moscoso, S. (2021). Personality, intelligence, and counterproductive academic behaviors: A meta-analysis. Journal of Personality and Social Psychology, 120(2), 504–537.

 

 

 

 

 

 

Dary, T. Pickeral, T. Shumer, R., & Williams, A. (2016). Weaving student engagement into the core practices of schools: A National Dropout Prevention Center/Network position paper. Clemson, SC: National Dropout Prevention Center/Network. Retrieved from www.dropoutprevention.org/resources/major-research-reports/student engagement/student-engagement-2016-09.pdf.

David, L. T. (2015). Academic cheating in college students: Relation among personal values, self-esteem and mastery. Procidia-Social and Behavioral Sciences, 187, 88-92.

Dilchert, S. (2018). Counterproductive sustainability behaviors and their relationship to personality traits. International Journal of Selection and Assessment, 26(1), 49-56.

Ge, C., Li, C. D., & Li, S. J. (2018). Study on the relationship between the junior high school students’ self-efficacy and academic procrastination. Journal of Zhoukou Normal University, 35, 146–152.

Gerlach, P., Teodorescu, K., & Hertwig, R. (2019). The truth about lies: A meta-analysis on dishonest behavior. Psychological Bulletin, 145(1), 1–44.

Golparvar, M. (2010). The relation of ethic and educational justice to avoiding academic cheating. The Journal of Ethics in Science and Technology, 5(1-2), 57-66. [Persian]

Grandey, A. A., & Melloy, R. C. (2017). The state of the heart: Emotional labor as emotion regulation reviewed and revised. Journal of Occupational Health Psychology, 22(3), 407–422.

Greene, B. A., Miller, R. B., Crowson, 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.

Hajitabarfirozjaee, M. (2019). Presenting a structural model effect of students’ perception of classroom environment on academic self-eddicacy and attitudes to science with mediated perception of evaluation. Journal of Teaching Research, 7(3), 209-226. [Persian]

Hang, P. T. A. (2021). The effect of classroom climate on student academic motivation mediated by academic self- efficacy at Hanoi Law University. Scientific Journal of Tan Trao University, 7(20), 96-104.

Hassannia, S., & Fouladchang, M. (2015). Mindfulness in the relationship between perception of learning environment and academic burnout: Structural equation modeling. Developmental Psychology: Iranian Psychologists, 12(45), 61-73. [Persian]

Hendy, N. T., & Montargot, N. (2019). Understanding academic dishonesty among business school students in France using the theory of planned behavior. The International Journal of Management Education, 17(1), 85-93.

Johnson, E. D. (2018). Situational Cheating Assessment of Motivation (SCAM): A model for understanding student plagiarism (Master’s thesis). San Diego State University.

Jowkar, B. (2003). Relational structure of implicit beliefs of ability, classroom structure, goal orientation and academic outcomes (Doctoral dissertation). Department of Educational Psychology, Shiraz University. [Persian]

Khajedadmir, A., Nastiezaie, N., & Pourgaz, A. (2016). The relationship between classroom management and graduate students’ academic procrastination. Journal of Medical Education Development, 9(23), 10-19. [Persian]

Kline, R. B. (2016). Principles and practice of structural equation modeling (3rd Ed.), New York: The Guilford Press.

Krispenz, A., Gort, C., Schultke, L., & Dickhauser, O. (2019). How to reduce test anxiety and academic procrastination through inquiry of cognitive appraisals: A pilot study investigating the role of academic self-efficacy. Frontiers in Psychology, 10(1), 1-14.

Lee, Y., Berry, C. M., & Gonzalez-Mule, E. (2019). The importance of being humble: A meta-analysis and incremental validity analysis of the relationship between honesty-humility and job performance. Journal of Applied Psychology, 104(12), 1535–1546.

Li, L., Gao, H., & Xu, Y. (2020). The mediating and buffering effect of academic self-efficacy on the relationship between smartphone addiction and academic procrastination. Computers & Education, 159(3): 104001 DOI: 10.1016/j.compedu.2020.104001.

Lorenz, M. H., Slof, B., Vermue, C. E., & Canrinus, E. T. (2012). Beginning teachers’ self-efficacy and stress and the supposed effects of induction arrangements. Educational Studies, 38(2), 189-207.

Mao, C., Chang, C. H., Johnson, R. E., & Sun, J. (2019). Incivility and employee performance, citizenship, and counterproductive behaviors: Implications of the social context. Journal of Occupational Health Psychology, 24(2), 213–227.

Mitchell, M. L., & Jolley, J. M. (2012). Research design explained (8th Ed.). Wadsworth Publishing.

Moshagen, M., Zettler, I., & Hilbig, B. E. (2020). Measuring the dark core of personality. Psychological Assessment, 32(2), 182–196.

Nicknam, N., & Jowkar, B. (2015). Predicting self-efficacy dimensions on the basis of family communication patherns and classroom structure. Studies in Learning & Instruction, 7(1), 25-48. [Persian]

Nora, W. L. Y., & Zhang, C. (2010). Motives of cheating among secondary students: the role of self-efficacy and peer influence. Asia Pacific Educational Review, 11(4), 573-584.

Nordby, K., Klingsieck, K. B., & Svartdal, F. (2017). Do procrastination-friendly environments make students delay unnecessarily? Social Psychology of Education: An International Journal, 20(3), 491–512.

Pajares, F., & Schunk, D. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. J. Riding, & S. G. Rayner (Eds.), International perspectives on individual differences: Self-perception (Vol. 2, pp. 239-265). Westport, CT: Ablex.

Pimentel, P. S., Arndorfer, A., & Malloy, L. C. (2015). Taking the blame for someone else’s wrongdoing: The effects of age and reciprocity. Law and Human Behavior, 39(3), 219–231.

Przepiorka, A., Blachnio A., & Siu, N. Y. F. (2019). The relationships between self-efficacy, self-control, chronotype, procrastination and sleep problems in young adults. Chronobiology International, 36, 1025–1035.

Ramil, S. E., & Basierto, R. C. (2021). Classroom learning environment and self-efficacy in mathematics of freshmen engineering students of the University of Eastern Philippines. Asian Journal of Advanced Research and Reports, 15(2), 94-101.

Rimkus, L. K. (2012). A new measure of counterproductive student behavior (Master’s thesis). Department of Psychology, East Carolina University.

Robinson, S. L., & Bennett, R. J. (1995). A typology of deviant workplace behaviors: Amultidimensional scaling study. Academy of Management Journal, 38(2), 555-572.

Rotundo, M., & Sackett, P. R. (2002).The relative importance of task, citizenship, and counterproductive performance for supervisor ratings of overall performance: A policy capturing study. Journal of Applied Psychology, 87(1), 66–80.

Roy, H., & Ray, K. (2019). “Educational environment”-reflection of MBBS students, in a Rural Medical College of West Bengal. Al Ameen Journal of Medical Sciences, 12(1), 9-16.

Schulte-Braucks, J., Baethge, A., Dormann, C., Mainz, J. G., & Vahle-Hinz, T. (2019). Get even and feel good? Moderating effects of justice sensitivity and counterproductive work behavior on the relationship between illegitimate tasks and self-esteem. Journal of Occupational Health Psychology, 24(2), 241-255.

Schwager, I. T. L., Hulsheger, U. R., Lang, J. W. B., Klieger, D. M., Bridgeman, B., & Wendler, C. (2014). Supervisor ratings of students' academic potential as predictors of citizenship and counterproductive behavior. Learning and Individual Differences, 35, 62-69.

Serrano Corkin, D. M., Lindt, S. F., & Williams, P. S. (2021). Effects of positive college classroom motivational environments on procrastination and achievement. Learning Environments Research, 24(2), 299-313.

Shams, F., & Tabebordbar, F. (2010). Mediating role of academic self-efficacy for goal orientation and mathperformance. Psychological Methods and Models, 1(3), 83-96. [Persian]

Suphi, N., & Yaratan, H. (2012). Effects of learning approaches, locus of control, socio-economic status and self-efficacy on academic achievement: A Turkish perspective. Educational Studies, 38(4), 419-431.

Tas, Y., & Tekkaya, C. (2010). Personal and contextual factors associated with students cheating in science. The Journal of Experimental Education, 78(4), 440-463.

Teodorescu, D., & Andrei, T. (2009). Faculty and peer influences on academic integrity: College cheating in Romania. Higher Education, 57(3), 267-282.

Thomas, D. (2017). Factors that explain academic dishonesty among university students in Thailand. Ethics & Behavior, 27(2), 140-154.

Vermeulen, R. (2019). Educational environmental factors that influence procrastination (Masrer’s thesis). Saxion University of Applied Sciences.

Wang, Q., Soon Lee, K. C., & Hoque, K. E. (2020). The effect of classroom climate on academic motivation mediated by academic self-efficacy in a higher education institute in China. International Journal of Learning, Teaching and Educational Research, 19(8), 194-213.

Warren, C. R., Jane, S. E., Carlton, S., Kim, E., & Fiebert, M. S. (2019). Validating the systematic observation of counterproductive work behaviors on social networking. The Psychologist-Manager Journal, 22(1), 24–36.

Watt, H. M. G., & Richardson, P. W. (2012). An introduction to teaching motivations in different countries: Comparisons using the FIT-Choice Scale. Asia-Pacific Journal of Teacher Education, 40(3), 185-197.

Wernersbach, B. M., Crowley, S. L., Bates, S. C., & Rosenthal, C. (2014). Study skills course impact on academic self-efficacy. Journal of Developmental Education, 37(3), 14-33.

Yazici, H., & Bulut, R. (2015). Investigation into the academic procrastination of teacher candidates’ social studies with regard to their personality traits. Procedia-Social and Behavioral Sciences, 174, 2270-2277.

Yuan, Z., Barnes, C. M., & Li, Y. (2018). Bad behavior keeps you up at night: Counterproductive work behaviors and insomnia. Journal of Applied Psychology, 103(4), 383–398.

Yulikhah, S., Bukhori, B., & Murtadho, A. (2019). Self-concept, self-efficacy, and interpersonal communication effectiveness of students. Psikohumaniora: Journal Penelitian Psikologi, 4(1), 65-76.

Zhang, Y. T., Dong, S. Q., Fang, W. J., Chai, X. H., Mei, J. J., & Fan, X. Z. (2018). Self-efficacy for self-regulation and fear of failure as mediators between self-esteem and academic procrastination among undergraduates in health professions. Advances in Health Sciences Education: Theory and Practice, 23(4), 817-830.

 Ziegler, N., & Opdenakker, M. C. (2018). The development of academic procrastination in first-year secondary education students: The link with metacognitive self-regulation, self-efficacy, and effort regulation. Learning and Individual Differences, 64, 71–82.