ادراک دانش¬آموز از حمایت معلم از خود¬مختاری و خودکارآمدی انگلیسی: نقش واسطه‌ای نیازهای اساسی روان‌شناختی

الف. فارسی

حجازی، الهه. و نقش، زهرا (1386). رابطه خودکارآمدی ریاضی، سودمندی ادراک شده ریاضی و راهبردهای خودتنظیمی با پیشرفت ریاضی در دانش آموزان: یک مقایسه جنسیتی. مجله مطالعات زنان، 1(2)، 84-102.

خوشبخت، فریبا و خیّر، محمد (1384). بررسی الگوی انگیزشی یادگیری ریاضی در دانش آموزان ابتدائی. مجله روانشناسی، 33، 67-81.

دلیر عبدی نیا، محمود (1377). بررسی روابط خودکارآمدی، جهت گیریهای هدفی، یادگیری خودگردان و پیشرفت تحصیلی دانش آموزان سوم راهنمایی در تهران (پایان نامه کارشناسی ارشد)، دانشگاه تهران، تهران، ایران.

ریو، جان مارشال (2004). انگیزش و هیجان. ترجمه: سید محمدی (1386)، تهران: انتشارات ویرایش.

کبیری، مسعود (1382). نقش خودکارآمدی ریاضی در پیشرفت ریاضی با توجه به متغیرهای شخصی (پایان‌نامه‌ کارشناسی ارشد)، دانشگاه تربیت معلم، تهران، ایران.

محسن‌پور، مریم.، حجازی، الهه و کیامنش، علیرضا (1386). نقش خودکارآمدی٬ اهداف پیشرفت٬ راهبردهای یادگیری و پایداری در پیشرفت تحصیلی درس ریاضی دانش آموزان سال سوم متوسطه شهر تهران٬ فصلنامه نوآوری‌های آموزشی، 5( 16)، 9-35.

هومن، حیدرعلی (1387). مدل یابی معادلات ساختاری با کاربرد نرم افزار لیزرل. تهران: انتشارات سمت.

ب. انگلیسی

Baard, P. P., Deci, E. L., & Ryan, R. M. (2004). Intrinsic need satisfaction: A motivational basis of performance and well-being in two work settings. Journal of Applied Social Psychology, 34(10), 2045-2065.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84, 740-756.

Bong, M. (2001). Role of self-efficacy and task value in predicting college students' course performance and future enrollment intentions. Contemporary Educational Psychology, 26, 553-570.

Chen, K. C., Jang, S. J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26, 741-752.

Chirkov, V.I. (2009). A cross-cultural analysis of autonomy in education: A self-determination theory perspective. Theory and Research in Education, 7(2), 253-262.

Chirkov, V. I., & Ryan, R. M. (2001). Parent and teacher autonomy-support in Russian and U.S. adolescents: Common effect on well-being and academic motivation. Journal of Cross-cultural Psychology, 32, 618-635.

Deci, E. L., Nezlek, J., & Sheinman, L. (1981).Characteristics of the rewarder and intrinsic motivation of the reward. Journal of Personality and Social Psychology, 40, 1-10.

 Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.

Deci, E. L., Ryan, R. M., Gagne, M., Leone, D. R., Usunov, J., & Kornazheva, B. P. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former eastern bloc country: A cross-cultural study of self-determination. Society for Personality and Social Psychology, 27, 930-942.

Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self- determination perspective. Educational Psychologist, 26, 325-346.

Duda, J. L., & Hall, H. K. (2001). Achievement goal theory in sport: Recent extensions and future directions. In R. N. Singer, C. M. Janelle & H. A. Hausenblas (Eds), Handbook of sport psychology (2^nd ed., pp. 417-443). New York: Wiley.

Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.

Furrer, C., & Skinner, E. (2003).Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148-162.

Gagne, M., Ryan, R. M., & Bargmann, K. (2003). Autonomy support and need satisfaction in the motivation and well-being of gymnasts. Journal of Applied Sport Psychology, 15, 372-390.

Gan, S. (2005). An evaluation of perceived task value, self-efficacy, and performance in a Geography blended distance course. Dissertation Doctor of Philosophy, University of Southern California.

Gefen, D., Straub, D. W., & Boudreau, M. C. (2000).Structural equation modeling and regression: Guidelines for research and practice. Communications of the Association for Information Systems, 3(1).

Grolnick, W. S., Deci, E. L., & Ryan, R. M. (1997).Internalization within the family: The self-determination theory perspective. In J. E. Grusec & L. Kucynski (Eds.), Parenting and children’s internalization of values: A handbook of contemporary theory. New York: Wiley.

Grolnick,W. S., Ryan, R. M., & Deci, E. (1991). Inner resources for school achievement: Motivational mediators of children’s perceptions of their parents. Journal of Educational Psychology, 83, 508–517.

Guay, F., & Vallerand, R. J. (1997). Social context, student’s motivation, and academic achievement: Toward a process model. Social Psychology of Education, 1, 211-233.

Ilardi, B. C., Leone, D., Kasser, R., & Ryan, R. M. (1993). Employee and supervisor ratings of motivation: Main effects and discrepancies associated with job satisfaction and adjustment in a factory setting. Journal of Applied Social Psychology, 23, 1789-1805.

Kline, R.B. (2011). Principles and practice of structural equation modeling. Second Edition, The Guilford Press, A Division of Guilford Publications, Inc. 72 Spring Street, New York, NY 10012.

Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goals theory. Journal of Educational Psychology, 89,710-718.

Milyavskaya, M. & Koestner, R. (2011) Psychological needs, motivation, and well-being: A test of self-determination theory across multiple domains. Personality and Individual Differences, 50, 387-391.

Miserandino, M. (1996). Children who do well in school: Individual differences in perceived competence and autonomy in above-average children. Journal of Educational Psychology, 88, 203-214.

Pelletier, L. G., & Sharp, E. C. (2009). Administrative pressures and teachers interpersonal behavior in the classroom. Theory and Research in Education, 7(2), 174-183.

Reeve, J. (1998). Autonomy support as an interpersonal motivating style: Is it teachable? Contemporary Educational Psychology, 3, 312-330.

Reeve, J. (2006).Teacher as facilitators: What autonomy-supportive teachers do and why their students benefit. The Elementary School Journal, 106, 3, 225-236.

Reeve, J. M, & Deci, E. L. (1996). Elements of the competitive situation that effect intrinsic motivation. Personality and Social Psychology Bulletin, 22, 24-33.

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

Ryan, R. M., & Grolnick, W. S. (1986). Origins and pawns in the classroom: self-report and projective assessments of individual differences in children’s perceptions, Journal of Personality and Social Psychology, 50, 550-558.

Ryan, R. M., Sheldon, K. M., Kasser, T., & Deci, E. L. (1996). All goals are not created equal: An organismic perspective on the nature of goals and their regulation. In P. M. Gollwitzer & J. A. Bargh (Eds.), The psychology of action: linking cognition and motivation to behavior. New York: Guilford.

Schunk, D. H. (1991).Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.

Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581.

Standage, M., Duda, J. L., & Ntoumanis, N. (2005). A test of self-determination theory in school physical education. British Journal of Educational Psychology, 75, 411–433.

Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationship, and competence beliefs. Journal of School Psychology, 44, 331-349.

Vallerand, R. J. (1997). Towards a hierarchical model of intrinsic and extrinsic motivation. Advances in Experimental Social Psychology, 271-359.

Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72, 1161–1176.

Vansteenkiste, M.,  Zhou, M., Lens, W., & Soenence, B. (2005).Experiences of autonomy and    control among Chinese learners: vitalizing or immobilizing? Journal of Educational Psychology, 97(3), 468-483.

Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70, 767-779.

Zimmerman, B. J. (2000). Self-Efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82–91.