آقازاده، س. ا.، رضائی، ا. و محمدزاده، ع( .١٣٨٨). رابطة باورھای معرفت شناختی و انگیزشی دانشجویان دچار درگیری شناختی. تازه ھای علوم شناختی ،١١(٤): ٦٣-٧٤.
اسمعیلی، ن.، شکری، ا.، فتح آبادی، ج. و حیدری، م( .١٣٩٣). آزمون روابط ساختاری بین باورھای خود کارآمدی تحصیلی، الگوھای اسنادی، راھبر دھای مقابلھ، ھیجا نھای پیشرفت و اھمال کاری تحصیلی در دانشجویان. پژوھش در نظام ھای آموزشی .
.١٢٣-٦٣ :(٣٠)٩
باعزت، ف. و ایزدی فرد، ر( .١٣٨٩). اثربخشی راھبردھای خود نظم دھی بر کاھش خطاھای املایی دانش آموزان مبتلا بھ اختلال نوشتن .پژوھش در حیطھ کودکان استثنایی، ١٠(١):٢١-٢٨.
برجعلی لو، س.، مجتھد زاده، ر. و محمدی، آ( .١٣٩٢). ساختار عاملی و اعتباریابی نسخھ فارسی پرسشنامھ خودنظم دھی در بین دانشجویان پزشکی. مجلة مرکز مطالعات و توسعة آموزش علوم پزشکی یزد .٨(٢): ٢٥-٣٥.
برزگر بفرویی، ک. و سعدی پور، ا( .١٣٩١). مدل یابی روابط بین باورھای معرفت شناختی، خودکارآمدی تحصیلی، خودنظم دھی فراشناختی و پردازش عمیق با عملکرد تحصیلی دانش آموزانآموزان ِ دبیرستان. فصلنامھ تازه ھای علوم شناختی ،١٤(١):٦٩-٧٦.
داودی، س( .١٣٩٣). ارائھ مدل پیشبینی پیشرفت تحصیلی زبان انگلیسی با تأکید بر نقش خودکارآمدی تحصیلی، درگیری شناختی، انگیزشی و رفتاری. پژوھش در یادگیری آموزشگاھی ،١(٤).
رستگار، ا،. قربان جھرمی، ر. و مظلومیان، س( .١٣٩٠). مدل روابط باورھای ھوشی، اھداف پیشرفت و درگیری شناختی در دانش آموزان دبیرستانی .تھران، مجلھ روانشناسی، ١٥(١):٩٠-١٠٣.
زارع، ح و امیرپور، ب( .١٣٩١). مقایسھ راھبردھای شناختی تنظیم ھیجان در دانش آموزان راست برتر و چپ برتر، جنسیت و ماه تولد. ارمغان دانش، مجلھ علمی پژوھشی دانشگاه علوم پزشکی یاسوج .٣(١٧): ٢٢٥-٢٣٢.
زارع، ح و رستگار، ا( .١٣٩٣). مدل عل ّی پیش بینی پیشرفت تحصیلی دانشجویان آموزش مجازی :نقش باورھای ھوشی، اھداف پیشرفت و ھیجان ھای تحصیلی. دوفصلنامھ علمی پژوھشی شناخت اجتماعی ،٣(٢): ١٨-٣٢.
سالاری فر، م. ح. و پاکدامن، ش( .١٣٩١). نقش مؤلفھ ھای حالت فراشناختی در خودنظم جویی. فصلنامھ روانشناسی کاربردی ،٦(٢): ٩١-١٠٦.
ستاری، ب.، پورشھریار، ح. و شکری، ا( .١٣٩٤). اثربخشی بستھ ی مداخلھ ای تنظیم ھیجان ھای پیشرفت بر کاھش ھیجان ھای منفی دانش آموزان. مجلة روان شناسی مدرسھ .٤(٤): ٧٦-٩٣.
سماوی، س. ع.، جاودان، م. و ابراھیمی، ک .(١٣٩٤). رابطھ درگیری شناختی، درگیری عاطفی، درگیری رفتاری و خودکارآمدی تحصیلی با پیشرفت تحصیلی. ھمایش ملی ھزارة سوم و علوم انسانی. شیراز.
سیف، ع. ا( .١٣٨٢). روانشناسی پرورشی: روانشناسی یادگیری و آموز . ش تھران. انتشارات آگاه.
غلامعلی لواسانی، م.، خضری آذر ،ه. و امانی، ج( ..١٣٨٩). تفاوت ھای جنسیتی در خودکارآمدی، اھداف پیشرفت، ارزش تکلیف، درگیری شناختی و پیشرفت ریاضی. مطالعات روان شناختی اجتماعی زنان ،٩(١): ٧-٣٢.
فاتحی پیکانی، ز. و شکری، ا( .١٣٩٣). نقش میانجیگر ھیجانات پیشرفت در رابطھ باورھای خودکار آمدی تحصیلی و رویکردھای یادگیری. دوفصلنامة راھبردھای شناختی در یادگیری .٢(٣): ٨٩-١١٠.
قربان جھرمی، ر.، حجازی، ا.، اژه ای، ج. و خدایاری فرد، م( .١٣٩٢). بررسی نقش میانجی اھداف پیشرفت در رابطھ بین نیاز بھ خاتمھ و درگیری شناختی :اثربافت تعلل ورزی. دوفصلنامھ علمی پژوھشی شناخت اجتماعی ،٢(٤): ٨٧-٩٩.
قربان جھرمی، ر.، حجازی، ا.، اژه ای، ج. و خدایاری فرد، م( .١٣٩٤). نقش میانجی اھداف پیشرفت در رابطھ بین نیاز بھ شناخت و درگیری شناختی :اثر بافت تعلل ورزی. مجلة روانشناسی ،١٩(١): ٣-٢١.
کارشکی، ح( .١٣٨٧). نقش الگوھای انگیزشی و ادراکات محیطی در یادگیری خود تنظیمی دانش آموزان پسر پایھ سوم دبیرستان ھای شھر تھران. رسالھ دکتری روانشناسی تربیتی. دانشکده روانشناسی و علوم تربیتی، دانشگاه تھران.
کرد افشاری، ف( .١٣٩٣). بررسی درگیری تحصیلی دانش آموزان سال سوم دبیرستان بر اساس ترجیح سبک تدریس آنان. پایان نامھ کارشناسی ارشد دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی مشھد.
مظلومیان، س.، رستگار، ا.، صیف، م. ح. و قربان جھرمی، ر( .١٣٩١). نقش باورھای انگیزشی و درگیری شناختی بین پیشرفت تحصیلی قبلی و پیشرفت تحصیلی فعلی (الگوی تحلیل) .پژوھش در یادگیری آموزشگاھی و مجازی، ٢: ١٢-٢٥.
ھاشمی، ل( .١٣٩١). بررسی رابطھ علی کمال گرایی و اھمال کاری تحصیلی با واسطھ گری خودتنظیمی انگیزشی و فراشناختی.پایان نامھ دکتری، دانشکده روان شناسی و علوم تربیتی دانشگاه شیراز.
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