اعتباریابی نسخه کوتاه مقیاس نظم‌بخشی انگیزشی در دانشجویان

Arbuckle, J. L., & Wothke, W. (1999). Amos 4.0 user’s guide: SPSS. (240-260). Chicago: Small Waters Corporation.

Barszcz, S. J., Oleszkowicz, A. M., Bąk, O., & Słowińska, A. M. (2022). The role of types of motivation, life goals, and beliefs in pro‑environmental behavior: The self‑determination theory perspective. Current Psychology, 15, 1-16.

Chasiotis, A., Wedderhoff, O., Rosman, T., & Mayer, A. K. (2021). The role of approach and avoidance motivation and emotion regulation in coping via health information seeking. Current Psychology, 40, 5235–5244.

Chazan, D. J., Pelletier, G. N., & Daniels, L. N. (2022). Achievement goal theory review: An application to school psychology. Canadian Journal of School Psychology, 37(1), 40-56.

Code, J. (2020). Agency for learning: Intention, motivation, self-efficacy and self-regulation. Frontiers in Education, 5(19), 1-15.

Eckerlein, N., Roth, A., Engelschalk, T., Steuer, G., Schmitz, B., & Dresel, M. (2019). The role of motivational regulation in exam preparation: Results from a standardized diary study. Frontiers Psychology, 10, 1-9.

Elliot, A., & McGregor, H. (2001). A 2×2 achievement
goal framework. Journal of Personality & Social Psy-
chology, 80, 501-519.

Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration and application. Journal of Educational Psychology, 100(3), 613–628.

Godarznaseri, E., Shokri, O., & Kamari, S. (2017). Sex differences in academic self-handicapping: The role of achievement goal orientations. Contemporary Psychology, 12(2), 128-141. [In Persian]

Gonzalez, S., Dowson, M., Brickman, S., & McInerney, D. (2006). Self -regulation of academic motivation: Advances in structure and measurement. Paper presented at the AARE Annual Conference, Parramatta, Australia.

Ismail, M., Rahul, D. R., Patra, I., & Rezvani, E. (2022). Formative vs. summative assessment: impacts on academic motivation, attitude toward learning, test anxiety, and self‑regulation skill. Language Testing in Asia, 12(40), 1-23.

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed., pp. 125–857). Upper Saddle River, NJ: Pearson Prentice Hall.

Hayat, A. A., Shateri, K., Amini, M., & Shokrpour, M. (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: A structural equation model. BMC Medical Education, 20(76), 1-11.

Kim, Y., Brady, A. C., & Wolters, C. A. (2018). Development and validation of the brief regulation of motivation scale. Learning and Individual Differences, 67,259–265.

Kline, R. B. (2015). Principles and practices of Structural Equation Modeling (2nd Eds.). New York: Guilford.

Laki, D., Shokri, O., Sepahmansuor, M., & Ebrahimi, S. (2018). The relations of academic resiliency and cognitive appraisal to academic Self-handicapping: The mediating role of achievement emotions. Developmental Psychology: Iranian Psychologists, 14(55), 328-341. [Persian]

Meyer, J. P., Espinoz, J. A., Vaters, C., Anderson, B. K., & Beletski, L. V. (2022). Motivational mindsets versus reasons for action: implications for the dimensionality debate in self‑determination theory. Motivation and Emotion, 46, 486–507.

Meyers, L. S., Gamst. G., & Goarino, A. J. (2016). Applied multivariate research, design and interpretation. Thousand oaks. London. New Deihi, Sage publication.

Midgley, C., Arunkumar, R., & Urdan, T. C. (1996). “If I don’t do well tomorrow, there’s a reason”: Predictors of adolescents’ use of academic self-handicapping strategies. Journal of Educational Psychology, 88, 423–434.

Miller, A., Calder, B., Turner, M., & Wood, A. (2022). Exploring the association between irrational beliefs, motivation regulation and anxiety in Ultra‑Marathon runners: A mixed methods approach. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 25, 1-19.

Normohammdi, R., Shokri, O., & Khodaei, A. (2020). Relationship between achievement goal orientations, cognitive appraisal processes and achievement emotions in male and female university students: A moderated mediation analysis. Studies in Learning & Instruction, 12(1), 185-180. [In Persian]

Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385-407.

Purdie, N., Hattie, J., & Douglas, G. (1996). Student conceptions of learning and their use of self-regulated learning strategies: A cross-cultural comparison. Journal of Educational Psychology, 88, 87–100.

Sağkal, A. S., & Sönmez, M. T. (2021). The effects of perceived parental math support on middle school students' math engagement: the serial multiple mediation of math self-efficacy and math enjoyment. European Journal of Psychology of Education, https://doi.org/10.1007/s10212-020-00518-w.

Sansone, C., Fraughton, T., Zachary, J. L., Butner, J., & Heiner, C. (2011). Self-regulation of motivation when learning online: the importance of who, why and how. Educational Technology Research and Development, 59, 199–212.

Schwinger, M., von der Laden, T., & Spinath, B. (2007). Strategien zur motivationsregulation und ihre erfassung [Motivational regulation strategies and their measurement]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 39(2), 57–69. https://doi.org/10.1026/0049-8637.39.2.57

Shokri, O., Tamizi, N., Abdollahpour, M. A., Taghvaeinia, A. (2015). Validation of the Achievement Goal questionnaire-revised among university students. Biquarterly Journal of Cognitive Strategies in Leanning, 3(4), 107-122. [In Persian]

Shokri, O., Toulabi, S., Ghanaei, Z., Taghvaeinia, A., Kakabaraei, K., & Fouladvand, K. (2011). Psychometric study of the academic self-efficacy beliefs. Studies in Learning & Instruction, 3(2), 45-61. [In Persian]

Stavrulaki, E., Li, M., & Gupta, J. (2021). Perceived parenting styles, academic achievement, and life satisfaction of college students: The mediating role of motivation orientation. European Journal of Psychology of Education, 36, 693–717.

Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. (p.934), Boston, MA: Allyn & Bacon.

Tang, D., Fan, F., Zou, Y., George, R. A., Arbona, C., & Olvera, N. E. (2021). Self-efficacy and achievement emotions as mediators between learning climate and learning persistence in college calculus: A sequential mediation analysis. Learning and Individual Differences, 92, 102094.

Taylor, S., & Todd, P. A. (1995). Understanding information technology usage: A test of competing models. Information Systems Research, 6(2), 144-176.

Tuominen, H., Niemivirta, M., Lonka, K., & Salmela-Aro, K. (2020). Motivation across a transition: Changes in achievement goal orientations and academic well-being from elementary to secondary school. Learning and Individual Differences, 79, 101854. https://doi.org/10.1016/j.lindif.2020.101854

Uztosun, M. S. (2020). The development of a scale for measuring the self-regulated motivation for improving speaking English as a foreign language. The Language Learning Journal, 48(2), 213-225.

Vanthournout, G., Kyndt, E., Gijbels, D., & den Bossche, P. V. (2015). Understanding the direct and indirect relations between motivation to participate, goal orientation and the use of self-regulation strategies during a formal training. Z Erziehungswiss, 18, 89–106.

Wolters, C. (1999a). College students' motivational regulation during a brief study period. Journal of Staff, Program, and Organization Development, 16, 103–111.

Wolters, C. (1999b). The relation between high school students' motivational regulation and their use of learning strategies, effort, and classroom performance. Learning and Individual Differences, 11, 281–299.

Wolters, C. A. (2003). Motivational regulation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38, 189–205.

Wolters, C. A., & Benzon, M. B. (2013). Assessing and predicting college students' use of strategies for the self-motivational regulation. Journal of Experimental Education, 81, 199–221.

Wolters, C. A., & Hussain, M. (2015). Investigating grit and its relation with college students' self-regulated learning and academic achievement. Metacognition Learning, 10, 293–311.

Yates, N., & Patall, E. A. (2021). Exploring the relationship between Black high school students’ external regulation and intrinsic motivation. Motivation and Emotion, 45, 146–158.

Yu, J., Huang, C., He, T., Wang, X., & Zhang, L. (2022). Investigating students’ emotional self‑efficacy profiles and their relations to self‑regulation, motivation, and academic performance in online learning contexts: A person‑centered approach. Education and Information Technologies, 19, 1-26.

Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-efficacy, stress, and academic success in college. Research in Higher Education, 46, 677-706.

Zeng, L. H., Hao, Y., & Tai, K. H. (2022). Online learning self-efficacy as a mediator between the instructional interactions and achievement emotions of rural students in elite universities. Sustainability, 14, 7231.

Zheng, B., Chang, C., Lin, C. H., & Zhang, Y. (2021). Self-efficacy, academic motivation, and self-regulation: How do they predict academic achievement for medical students? Medical Science Educator, 31, 125–130.