دیدگاه نوجوانان پسر تیزهوش درباره انگیزش یادگیری: یک پژوهش کیفی

Anderman, E. M. (2020). Achievement motivation theory: Balancing precision and utility. Contemporary Educational Psychology, 61, 101864.

Assouline, S. G., Colangelo, N., Ihrig, D., & Forstadt, L. (2006). Attributional choices for academic success and failure by intellectually gifted students. Gifted Child Quarterly, 50(4), 283-294.

Creswell, J. W. (2013). Educational research: Planning, conducting, and evaluating. W. Ross MacDonald School Resource Services Library.

Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications.

Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of motivation, human development, and health. Canadian Psychology, 49, 182-185.

Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 101859.

Garn, A. C., & Jolly, J. L. (2014). High ability students’ voice on learning motivation. Journal of Advanced Academics, 25(1), 7–24.

Garn, A. C., Matthews, M. S., & Jolly, J. L. (2010). Parental influences on the academic motivation of gifted students: A self-determination theory perspective. Gifted Child Quarterly, 54(4) 263–272.

Gottfried, A. E., & Gottfried, A. W. (2004). Toward the development of a conceptualization of gifted motivation, Gifted Child Quarterly, 48, 121–132.

Graham, S. (2020). An attributional theory of motivation. Contemporary Educational Psychology, 61, 101861.

Hattie, J., Hodis, F. A., & Kang, S. H. K. (2020). Theories of motivation: Integration and ways forward. Contemporary Educational Psychology, 61, 101865

Kheradmand, H., & Shokri, O. (in press). Modeling the causal relationships of antecedents and consequences of academic achievement motivation in gifted teenagers. Developmental Psychology Quarterly: Iranian Psychologists. [In Persian]

Koenka, A. C. (2020). Academic motivation theories revisited: An interactive dialog between motivation scholars on recent contributions, underexplored issues, and future directions. Contemporary Educational Psychology, 61, 101831.

Maguire, M., & Delahunt, B. (2017). Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education, 9(3). 3351-3354

Makel, M. C., Snyder, K. E., Thomas, C., Malone, P. S., & Putallaz, M. (2015). Gifted students’ implicit beliefs about intelligence and giftedness. Gifted Child Quarterly, 59(4), 203–212.

Malek Jafarian, M., Shokri, O., & Sharifi, M. (2022). The mediating role of causal attributions on the relationship between perfectionism and academic well-being among gifted adolescents. Journal of Developmental Psychology: Iranian Psychologists, 18(70), 51-72. [In Persian]

Mammadov, S. (2019). Being gifted in Turkey: Educational and social experiences of high-ability students. Gifted Education International, 35(3), 216–236.

Mofield, E., & Peters, P. M. (2019). Understanding underachievement:  Mind-set, perfectionism, and achievement attitudes among gifted students. Journal for the Education of the Gifted, 42(2), 1-28.

Mohammadpour, A. (2010). Quality assessment in qualitative research: principles and strategies of validation and generalizability. Social Sciences Quarterly of Allameh Tabatabai University, 17(48), 73-107. [In Persian]

Nolen, S. B. (2020). A situative turn in the conversation on motivation theories. Contemporary Educational Psychology, 61, 101866.

Ogurlu, U. (2020). Are gifted students perfectionistic? A meta-analysis. Journal for the Education of the Gifted, 43(3), 227–251.

Piske, F. H. R., & Stoltz, T. (2021). Meeting the socioemotional dimension of gifted students based on Vygotsky. Culture & Psychology, 27(3), 473–497.

Ridgley, L. M., Rubenstein, L. D., & Callan, G. L. (2021). Are gifted students adapting their self-regulated learning processes when experiencing challenging tasks? Gifted Child Quarterly, 1–20.

Rudasill, K. M., Adelson, J. L., Callahan, C. M., Houlihan, D. V., & Keizer, B. M. (2013). Gifted students’ perceptions of parenting styles: Associations with cognitive ability, sex, race, and age. Gifted Child Quarterly, 57(1) 15–24.

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 8, 101-112.

Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832.

Soufi, S., Shokri, O., Fathabadi, J., & Ghanbari, S. (2019). Causal structure of antecedents and consequences of health-oriented academic lifestyle in gifted girl students. Quarterly of Psychology of Exceptional Individuals Allameh Tabataba’i University, 9(35), 35-71. [In Persian]

Urdan, T., & Kaplan, A. (2020). The origins, evolution, and future directions of achievement goal theory. Contemporary Educational Psychology, 61, 101862