شمس، فاطمه و تابعبردبار، فریبا. ) .(1390نقش واسطهای خودکارآمدی تحصـیلی در رابطـهی جهتگیری هدف و عملکرد ریاضی. فصلنامهی روشها و مـدلهـای روانشـناختی، سـال اوّل، شماره ،3ص، .82 عابدینی، یاسمین، باقریان، رضا و کدخدایی، محبوبهالسادات. ) .(1389بررسی رابطهی باورهای انگیزشی و راهبردهای شناختی-فراشناختی با پیشرفتتحصیلی: آزمـون مـدلهـای رقیـب.
فصلنامهی تازههای علوم شناختی، شماره ،47ص .34
Bandura, A. (1997). Self-efficacy: The exercise of control. New York:
Freeman.
Bandura, A. (2001). Social Cognitive Theory: An Agentic Perspective. Annu,
Rev Psychol, 52, 1-26.
Byrnes, I.P. (1996). cognitive development and learning in instructional
content: Allyn & Bacon.
Cano, F. & Cardelle-Elawar. M.(2008). Family Environment, Epistemological
Beliefs, Learning Strategies, and Academic Performance: A Path Analysis.
Springer.
Coutinho, S.A., & Neuman, G. (2008). A model of metacognition,
achievement goal orientation, learning style and self-efficacy. Learning
Environment Research, 11, 131–151.
Dembo, M.H., & Eaton, M.J. (2000). Self-regulation of academic learning In
middle-level schools. Elementary School Journal, 100 , 473–490.
Halpern, D.F. (2007). The nature and nurture of critical thinking . In R.
Sternberg, R. Roediger, & D.F. Halpern (Eds.). Critical Thinking in
Psychology (pp. 1–14). Cambridge, MA: Cambridge University Press.
Hodge, E., Palmer, B., & Scott, D. (1992). Metacognitive training in
cooperative groups on the reading comprehension and vocabulary of at-risk
college students. College Student Journal, 26, 440-448.
Ignatavicius, D.D. (2001). Six critical thinking skills for the at-the –bedside
success. Nursing Management, 32 (1), 37-39.
Kohler, B.D. (2002). The effects of metacognitive language learning strategy
explanation on lowerachieving Second language learners. Dissertation
Abstracts International, 63 , 169.
Kuhn, D. (1999). A developmental model of critical thinking. Educational
Researcher, 28, 16-25.Kuiper, R. (2002). Enhancing metacognition through the reflective use of selfregulated learning strategies. The Journal of Continuing Education in
Nursing, 33 (2), 78-87.
Leung, D.Y.P. & Kember, D. (2003). The relationship between approaches to
learning and reflection upon practice. Educational Psychology, 23 (1), 61-
71.
Nietfeld, J.L., & Schraw, G. (2002). The effect of knowledge and strategy
explanation on monitoring accuracy. Journal of Educational Research, 95 ,
131–142.
Pajares, F. (1996). Self-Efficacy beliefs in academic settings. Review of
Educational Research, 66 (4), 543-578.
Phan, H.P. (2006). Examination of student learning approaches, reflective
thinking, and epistemological beliefs. Journal of Research in Educational
Psychology, Education & Psychology, 4 (3), 577-610.
Phan, H.P. (2007). An examination of reflective thinking, learning approaches,
and self-efficacy beliefs at the University of the South Pacific: A path
analysis. Educational Psychology, Routledge Taylor & Francis Group, 27
(6), 789-806.
Phan, H.P. (2008). Predicting change in epistemological beliefs, reflective
thinking, and learning approaches: A longitudinal study. British Journal of
Educational Psychology, The British Psychological Society, 78, 75-93,
http://www.proquest.umi.com.
Phan, H.P. (2009). Relations between goals, self-efficacy, critical thinking and
deep processing strategies: A path analysis. Educational Pshycology, 29,
777-799.
Phan, H.P. (2010). Critical thinking as a self-regulatory process Component in
teaching and learning. Psicothema, 22 (2), 284-292.
Pintrich, P.R. (2000). The role of goal orientation in self-regulated learning .
In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of selfregulation (pp. 451–502). San Diego: Academic Press.
Pintrich, P.R., & DeGroot, E.V. (1990). Motivational and self-regulated
learning component of classroom academic performance. Journal of
Educational Psychology, 82 (1), 33-40.
Pintrich, P.R., & Schunk, D.H. (2002). Motivation in education:
Theory,research, and applications. Columbus, OH: Merrill.
Pintrich, P.R., smith, D.A.F., Garcia, T., & Mckeachie, W. (1993). Reliability
and predictive validity of the motivated strategies for learning
questionnaire (MSLQ). Educational and Pschological Measurement, 53
(3), 300-801.
Schommer-Aikins, M. (2002). “An evolving theoretical framework for an
epistemological belief system”. in Hofer, B.K. and Pintrich, P.R. (Eds),
Personal Epistemology: The Psychology of The Psychology of Beliefs
about Knowledge and Knowing, Erlbaum, Mahwah, NJ, pp. 18-103.
Slavin, R. (2006). Educational psychology (8th ed.). Boston: Pearson/Allyn &
Bacon.
Steele-Dadzie, T,E. (2004). Relationships among teacher self-efficacy, student
self-efficacy, and student performance. Dissertation of Rutgers The State
University of New Jersey - New Brunswick.
http://proquest.umi.com.db.atu.ac.ir.
Stupnisky, R.H., Renaud, R.D., Daniels, L.M., Haynes, T.L., & Perry, R.P.
(2008). The interrelation of first year college students’ critical thinking
disposition, perceived academic control, and academic achievement.
Research in Higher Education, 49 , 513-530.
http://www.proquest.umi.com.
Thiede, K.W., Anderson, M.C.M., & Therriault, D. (2003). Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational
Psychology, 95, 66–73.
Wigfield, A., & Eccles, J.S. (2000). Expectancy-value theory of achievement
motivation. Contemporary Educational Psychology, 25, 68-81.
Wolters, C.A. (2004). Advancing achievement goal theory: Using goal
structures and goal orientations to predict students’ motivation, cognition,
and achievement. Journal of Educational Psychology, 96 (2), 236-250.