بدریگرگری، رحیم و حسینی اصل، فریبا (1389). پیشبینی جهتگیری انگیزش هدف چیرگی: نقش عوامل مربوط به ادراک از ساختار کلاس. فصلنامۀ علمی پژوهشی روان‌شناسی دانشگاه تبریز، (17)، 9- 33.
پورعبدل، سعید؛ صبحی قراملکی، ناصر و عباسی، مسلم (1394). مقایسۀ اهمال کاری تحصیلی و سرزندگی تحصیلی در دانشآموزان با و بدون اختلال یادگیری خاص. مجلۀ ناتوانیهای یادگیری، 4 (3)، 22- 38.
دهقانیزاده، محمدحسین (1391). بررسی میانجیگری خودکارآمدی در رابطه بین الگوهای ارتباط خانواده و ساختار کلاس با سرزندگی تحصیلی. پایاننامۀ کارشناسی ارشد، دانشگاه شیراز.
دهقانیزاده، محمدحسین و حسینچاری، مسعود (1391). سرزندگی تحصیلی و ادراک از الگوی ارتباطی خانواده؛ نقش واسطهای خود کارآمدی، مجلۀ مطالعات آموزش و یادگیری. 4 (2)، 21 – 47.
مرادی، مرتضی و چراغی، اعظم (1393). الگوی علی- تجربی از روابط بین ادراک از الگوهای ارتباط خانواده، ادراک از ساختار کلاس، انگیزش و خودگردانی تحصیلی و سرزندگی تحصیلی در نوجوانان دبیرستانی. مجلۀ مطالعات آموزش و یادگیری، 2 (1)، 113 - 140.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 80 (3), 260-267.
Andaman, E. M. & Midgley, E. (1997). Changes in achievement goal orientations, perceived academic competence, and grade access: the transition to middle-level schools. Cotemporary Educational Psychology, 22, 269-298.
Bong, M. (2001). Between –and within– domain relations of academic motivation among middle and high school students: Self-efficacy, task value and achievement goals. Journal of Educational Psychology, 65, 317-329.
Dorman, J. & Adams, J. (2004). Associations between students perceptions of classroom environment and academic efficacy in Australian and British secondary schools. Westminster Studies in Education, 27 (1), 69-85.
Eccles, J. S. Midgley, C. Wigfield, A. Buchanan, C. M. Reuman, D. Flanagan, C. & MacIver, D. (1993). Development during adolescence: the impact of stage/environment fit on young adolescents’ experiences in schools and in families, American Psychologist, 48, 90-101.
Elliott, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
Finn, J. D. & Rock, D. A. (1997) Academic success among students at risk for school failure, Journal of Applied Psychology, 82, 221–234.
Friedel, J. M. Cortina. K. S. Turner. J. C. & Midgley, C. (2007). Achievement goals, efficacy beliefs and coping strategies in mathematics: The role of perceived parent and teacher goal emphasis. Contemporary Educational Psychology, 32 (3), 434- 458.
Gonzalez, R. & Padilla, A. M. (1997).The academic resilience of Mexican American high school students. Hispanic Journal of Behavioral Sciences, 19, 301−317.
Greene, B. A. Miller, R. B. Crowson, H. 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 (4), 462-482.
Kaplan, A. & Maehr, M. L. (1999). Enhancing the motivation of African American students: An achievement goal theory perspective. The Journal of Negro Education, 68, 23-41.
Martin, A. J. & Marsh, H. W. (2006). Academic buoyancy and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43 (3), 267-282.
Martin, A. J. & Marsh, H. W. (2008).Academic buoyancy: Towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46 (1), 53-83.
Middleton, M. J. Kaplan, A. & Midgley, C. (2004).The change in middle school students ‘achievement goals in mathematics over time. Social Psychology of Education, 7, 289-311.
Mucherah, W. (2008). Classroom climate and students’ goal structures in high-school biology classroom in Kenya. Learning Environments Research, 11 (1), 63-81.
Overstreet, S. & Braun, S. (1999). A preliminary examination of the relationship between exposure to community violence and academic functioning. School Psychology Quarterly, 14, 380−396.
Patrick, H. & Ryan, A. (2008). What do students think about when evaluating their classrooms mastery goal structures? The Journal of Experimental Education, 77, 99-123.
Pettus, K. R. (2006). The relationship of parental monitoring to community college student adjustment and achievement: differences by gender, ethnicity, parental education level, and student residence. Unpublished Ph.D. Thesis, Carolina University.
Pintrich, P. R, (1994). Continuities and discontinuities: future directions for research in Educational Psychology. Educational Psychologist, 29, 137-148.
Putwain, D. V & Connors, L. & Symes, W. & Douglas-Osborn. E. (2011). Is academic buoyancy anything more than adaptive coping? Anxiety, Stress & Coping, 1-10.
Ryan, R. M. & Grolnick, W. S. (1986). Origins and pawns in the classroom: Self-report and projective assessment of individual difference in children’s perceptions. Journal of Personality and Social Psychology, 50, 550-558.
Siadatian, S.H. Ataie, M. & Gomrani, A. (2014). Comparison vitality of students with and without hearing loss. Journal of Exceptional education, 14 (4), 16-21.
Spear, L. P. (2000). The adolescent brain and age related behavioral manifestations. Neuroscience and Behavioral Reviews, 24, 417-463.
Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers and peers. Journal of Educational Psychology, 90, 202-209.
)