مدل سازی معادلات ساختاری در بررسی رابطه بین حمایت اجتماعی معلم و همسالان با عملکرد تحصیلی و سرزندگی با واسطه گری شایستگی و هیجان‌های تحصیلی

Barbara, J., Tabaking, L., & Fidel, S. (2015). Application of multivariate statistics. Translators: Bilal Izanloo, Valiollah Farzad, Hamidreza Hassanabadi, Khadijeh Abolmaali, Mojtaba Habibi Asgarabadi. Tehran. Roshd Publications. [Persian]

Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.

Diperna, J. C., & Elliott, S. N. (1999). Development and validation of the academic competence evaluation scales. Journal of Psychoeducational Assessment, 17(3), 207-225.

Hussein Chari, M., & Dehghaninejad, M. H. (2011). Academic vitality and perception of family communication pattern, mediating role of self-efficacy. Journal of Education and Learning Studies, 4(2), 1-30. [Persian]

Kadivar, P., Farzad, W., Kavsian, A., & Javad Nikdel, F. (2008). Validation of Pakran Academic Emotions Questionnaire. Educational Innovations Quarterly, 32(8), 38-47. [Persian]

Mansournejad, Z., Malekpour, M., Ghamrani, A., & Yarmohammadian, A. (2019). The effectiveness of self-determination skills training on the basic psychological needs of students with externalized behavioral problems. Journal of Psychological Achievements, 26(1), 1-16. [Persian]

Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educationalcorrelates: A construct validity approach. Psychology in the Schools, 43(3), 267-281.

Noor Ali, H., Haji Yakhchali, A. R., Shahni Yilagh, M., & Maktabi, Gh. (2018). The effect of teaching cognitive emotion regulation strategies on adaptation, school well-being and emotion regulation in gifted male students. Journal of Psychological Achievements, 25(2), 91-110. [Persian]

Pekrun, R., Goetz, T., & Perry, R. P. (2005). Achievement Emotions Questionnaire (AEQ). User’s manual. Munich, Germany: Department of Psychology, University of Munich.

Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36-48.

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105.

Pham, L. B., & Taylor, S. E. (1999). From thought to action: Effects of process-versus outcome-based mental simulations on performance. Personality and Social Psychology Bulletin, 25(2), 250-260.

Procidano, M. E., & Heller, K. (1983). Measures of perceived social support from friends and from family: Three validation studies. American Journal of Community Psychology, 11(1), 1-24.

Qaltash, A., Oji Nejad, A. R., & Barzegar, M. (2009). The effect of teaching metacognitive strategies on students' academic performance and creativity. Quarterly Journal of Educational Psychology, 4, 135-119. [Persian]

Quiroga, C. V., Janosz, M., Bisset, S., & Morin, A. J. (2013). Early adolescent depression symptoms and school dropout: Mediating processes involving self-reported academic competence and achievement. Journal of Educational Psychology, 105(2), 552-560.

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, 61, 101860.

Sepahmansour, M., Barati, Z., & Hossaingholi, F. (2014). The mediating role of social comparison in relation to perceived social support of parents and peers with materialism in high school students. Journal of Social Cognition, 4(8), 89-101. [Persian]

Solberg, P. A., Hopkins, W. G., Ommundsen, Y., & Halvari, H. (2012). Effects of three training types on vitality among older adults: A self-determination theory perspective. Psychology of Sport and Exercise, 13(4), 407-417.

Van den Berghe, L., Soenens, B., Vansteenkiste, M., Aelterman, N., Cardon, G., Tallir, I. B., & Haerens, L. (2013). Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers' motivational orientations matter? Psychology of Sport and Exercise, 14(5), 650-661.

Woolfolk, A. (2012). Educational psychology for teachers (10^th ed.). Pearson Education.

Zhen, R., Liu, R. D., Ding, Y., Wang, J., Liu, Y., & Xu, L. (2017). The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students. Learning and Individual Differences, 54, 210-216.