نقش میانجی حمایت اجتماعی ادراک‌شده از سوی معلم و ارزش تکلیف در رابطه اشتیاق ادراک‌شده معلم با فرسودگی تحصیلی دانش‌آموزان در درس ریاضی

Akin, U., Akin, A., & Uğur, E. (2016).Mediating role of mindfulness on the associations of friendship quality and subjective vitality. Psychological reports, 119(2), 516-526.

Atashrouz B, Naderi F, Pasha R, Eftekhar Z, Asgari P. (2018). The Effect of Expectancy-Value Motivation Model on Academic Motivation, Educational Engagement, and Mathematic Academic Performance in Students. J Child Ment Health; 5 (2) :83-94

Badri gargari, R., mesr abadi, J., palangi, M., & fathi, R. (2012). Factor Structure of the School Burnout Questionnaire via Confirmatory Factor Analysis in High School Students. Quarterly of Educational Measurement, 2(7), 171-188.

Bahmani, Fereydoun (2015). The relationship between social support and perceived stress with academic burnout of Kermanshah students. National Conference of Psychology and Behavioral Sciences.

Black, S & Allen, JD. (2019) Academic Help-Seeking. The Reference Librarian, 60(1), 62-76.

Borgonovi, F., Pokropek, M., & Pokropek, A. (2023). Relations between academic boredom, academic achievement, ICT use, and teacher enthusiasm among adolescents. Computers & Education, 200, 1-20

Borukanlu, A., & Mikaeli Manee, F. (2023). The mediating role of perceived social support from teacher in relation to dark tried personality, and social comparison with bullying behavior in females. Women's Studies Sociological and Psychological, 20(4), 68-109.

Boudreau, D., Santen, S. A., Hemphill R. R. & Dobson J. (2004). Burnout in medical students: Examining the prevalence and predisposing factors during the four years of medical school. Annals of Emergency Medicine, 44 (4),75-76.

Cai, J., Wen, Q., Jaime, I., Wen, L & Lombaerts, K. (2022). From classroom learning environments to self-regulation: The mediating role of task value. Studies in Educational Evaluation, 72,1-10.

Di Stasio, M. R., Savage, R., & Burgos, G. (2016). Social comparison, competition and teacher-student relationship in junior high school classrooms perdicts bullying and vicitmization. Journal of Adolescence, 53, 207-216.

Domenech-Betoret, F., Abellan-Rosello, L., & Gomez-Artiga, A. (2017). Self-efficacy, satisfaction, and academic achievement: the mediator role of students’ expectancy-value beliefs. Frontiers in Psychology, 8, 1-12.

Edwards, O. V. (2021). The impact of the social context on value and expectancy beliefs in an online graduate program: The role of social presence. Journal of Computer Assisted Learning, 37(2), 333–345.

Edwards. O.V., & Taasoobshirazi, G. (2022). Social presence and teacher involvement: The link with expectancy, task value, and engagement. The Internet and Higher Education, 55, 1-11.

Ezzatola Kadampour, Masoud Sadeghi, Prasto Chehri, Zahra Khalili Gashnigani. (2018). The Effectiveness of Hope Training on Decreasing the Academic Burnout of Female High School Students with Intellectual Disabilities Living in Khoramaabad. JOEC; 17 (4):65-76

Falcon, S., Admiraal, W., & Leon, J. (2023). Teachers’ engaging messages and the relationship with students’ performance and teachers’ enthusiasm. Learning and Instruction, 86, 1-11.

Fimian, M. J., Fastenau, P. A., Tashner, H. J., & Cross, A. H. (1989). The measure of classroom stress and burnout among gifted and talented students. Psychology in the Schools, 26, 139-153.

Frenzel, A. C., Becker-Kurz, B., Pekrun, R., Goetz, T., & Lüdtke, O. (2018). Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment. Journal of Educational Psychology, 110(5), 628–639. Freudenberger, H.J. (1974). Staff burnout. Journal of Social lssues, 30, 159-165.

Gaspard, H., Lauermann, F. (2021). Emotionally and motivationally supportive classrooms: A state-trait analysis of lesson- and classroom-specific variation in teacher- and student-reported teacher enthusiasm and student engagement. Learning and Instruction, 75, 41-49.

Grasten, A. (2016). Children’s expectancy beliefs and subjective task values through two years of school-based program and associated links to physical education enjoyment and physical activity. Journal of Sport and Health Science, 5, 500-508.

Gunarta, M. E. (2015). “Konsep diri, dukungan sosial dan penyesuaian sosial mahasiswa pendatang di Bali”. Persona: Jurnal Psikologi Indonesia, 4(02).

Gungor, A. (2019). Investigating the Relationship between Social Support and School Burnout in Turkish Middle School Students: The Mediating Role of Hope. International School Psychology, 40(6), 581-597.

Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J. S., & Yeung, A. S. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study. Learning and Individual Differences, 37, 161-168.

Han, J., Yin, H., & Wang, W. (2015). The effect of tertiary teachers’ goal orientations for teaching on their commitment: The mediating role of teacher engagement. Educational Psychology, 1-22.

Han, S., Liou-Mark, J., Yu, K. T., & Zeng, S. (2015). Self-efficacy and Attitudes towards Mathematics of Undergraduates: A U.S. and Taiwan Comparison. Journal of Mathematics Education, 8(1), 1-15.

Hashemicholicheh, S., hashemi, Z., & naghsh, Z. (2018). The mediatory role of the achievement emotions in relationship between Attributional styles, task value and academic burnout. Counseling Culture and Psycotherapy, 9(34), 119-140. doi: 10.22054/qccpc.2018.32359.1831

Hassall, C. D., Hunt, L. T., & Holroyd, C. B. (2022). Task-level value affects trial-level reward processing. NeuroImage, 260, 1-7.

Hyytinen, H., Tuononen, T., Nevgi, A., & Toom, A. (2022). The first-year students' motives for attending university studies and study-related burnout in relation to academic achievement. Learning and Individual Differences, Volume 97, 1-9.

Janke, S. (2020). Prospective effects of motivation for enrolment on well-being and motivation at university. Studies in Higher Education, 45(12), 2413–2425.

Karimi, N., & Vahedi, H. (2020). The effect of mathematical skills training in teaching physics on promoting task value and minimizing educational burnout among high school grade twelve students. Technology of Education Journal (TEJ), 14(3), 681-688.

Keller, M., Goetz, T., Becker, E. S., Morger, V., & Hensley, L. (2014). Feeling and showing: A new conceptualization of dispositional teacher enthusiasm and its relation to students' interest. Learning and Instruction, 33, 29–38.

Keller, M., Neumann, K., & Fischer, H. E. (2017). The impact of physics teachers' pedagogical content knowledge and motivation on students' achievement and interest. Journal of Research in Science Teaching, 54(5), 586–614.

Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford publications.

Kourosh Hossein Baglou, Mousa Piri, Jahangir Yari, Akbar Rezaei. (2018). Designing Multimedia Education Based on Sweller's Cognitive Load Theory and Determining its Effect on Mathematic Educational Excitement Among3rd Grade of Elementary Students. Scientific Journal of Education and Evaluation, 12(46), 85-104.

Kralja, O., & Kerchimira, P. (2019). The role of emotional work in explaining teacher enthusiasm and student outcomes: a multilevel analysis med med. Department of Psychology, 70, 12-20.

Kui, G., Lan, X., Zhang, X., Ho, Y., & Wang, C. (2020). The relationship between teacher enthusiasm and student-related classroom fatigue: A multilevel study. Current Psychology, 1-9.

Longobardi, C., Lotti, N. O., Jungert, T, Settani, M., (2018). Student-teacher relationship and bullying: The role of student social status. Journal of Adolescence, 63, 1-10.

Mahboobi, T., & Akbarpour Zangalani, M. B. (2024). Developing a model of academic achievement of distance education students based on parents' academic involvement with the mediating role of task value, students' sense of belonging to the university, and academic effort. Research in School and Virtual Learning, 11(3), 73-84. Doi: 10.30473/etl.2024.69955.4127

Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organization Behaviour, 2(2), 99-113.

Moayeri, M. (2022). The effectiveness of augmented reality-based mathematics education in cyberspace on student teachers’ lifelong learning and academic engagement. Technology of Education Journal (TEJ), 17(1), 87-102.

Naseri F, kareshki H. The Mediating Role of Demotivation in the Correlation of Motivational Beliefs, Academic Achievement and Academic Burnout. Iranian Journal of Medical Education 2017; 17 :163-174

Neuman, Y. (1990). Quality of learnig experience and students college outcomes. International Journal of Educational Management, 7, 1-16.

Nourieh Yousefi. Nastern Sharifi. Hasan Pasha Sharifi. (2019). The mediation role of academic motivation in relation between psychological capitals and academic burnout of students. Journal of Research in Educational Systems, 13(46), 49-66. doi: 10.22034/jiera.2019.150043.1643

O'Keefe, P.A., Chaffee, K.E., Horberg, E.J., Plante, I., & Harackiewicz, J.M. (2022). Revisiting multiple pathways to achievement: Re-examining the roles of achievement goals in predicting grades through task values. Learning and Individual Differences,98, 1-13.

Pourseyyed SM, Motevalli MM, Pourseyyed SR, Barahimi Z. (2015). Relationship of Perceived Stress, Perfectionism and Social Support with Students’ Academic Burnout and -Academic Performance. Educ Strategy Med Sci; 8 (3) :187-194

Prendergast, M., & Hongning, Z. (2016). A Comparative Study of Students' Attitudes towards Mathematics in Two Different School Systems. International Journal for Mathematics Teaching and Learning, 17(2), 1-24.

Punia, P., & Bala, M. (2021). Development and Validation of Teacher Enthusiasm Scale. Polish Psychological Bulletin, 52(1). 117-129.

Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99, 761-774.

Sahaghi H, Moridi J. (2015). Relationship between social support and self-regulated learning with academic burnout in students of Jondishapour University of Ahvaz. DSME; 2 (2) :45-53

Salehitabar, R., davari, R., & Ebrahimi Moghadam, H. (2023). Modeling the Relationships between Academic Burnout and Problem-Solving Styles with the Mediating Role of Academic Buoyancy. Research in School and Virtual Learning, 11(2), 61-74. doi: 10.30473/etl.2023.65566.3878

Sayedeh Fateme Mousavi, Farzaneh Shokri. (2015). The Study of Stress & Academic Burnout in Predicting Academic Achievement in Students of Public Universities of Tehran City. Rooyesh; 4 (1):60-80

Sepehri Nezhad M, Hatamian P. (2018). The prediction of academic burnout based on the emotion dysregulation and social support in nursing students. Educ Strategy Med Sci; 11 (1) :59-65

Seydi, Sattar and Safarinia, Majid. (2015). Perceived social support from Family, Friends and Teachers and different Dimensions of pro- social personality. Social Psychology Research, 5(17), 1-16.

Shahrnaz Mortazavi (2004). Reciprocal relationships between life satisfactions among high school students and their self-efficacy belief and support received from the family, teachers, and friends. Journal of Educational Innovations, 3(2), 13-39.

Shams, F., & Tabebordbar, F. (2011). Mediating Role of Academic Self-efficacy for Goal Oriantation and Math Performance. Psychological Models and Methods, 1(3), 82-95.

Shirazi, M. (2015). Determining the prevalence of exam anxiety and its relationship with academic performance in high school students of Sistan and Baluchistan province. Journal of Research in Educational Systems, 9(30), 167-186.

Tabatabaeichehr M, Mortazavi H, Sharifiyan E, Mehraban Z. (2018). Comparative Study of Received Social Support and Perceived Social Support from the Viewpoint of the Elderly People. North Khorasan University of Medical Sciences 2019; 11 (2) :98-106

Tavajjohi, M., & Tamannaeifar, M. (2022). Relationship between Perceived Social Support and Academic Resilience with students' Test Anxiety. Research in School and Virtual Learning, 10(2), 61-70.

Tonks, S.M., Magliano, J.P., Schwartz, J., & Kopatich, R. D. (2021). How situational competence beliefs and task value relate to inference strategies and comprehension during reading, Learning and Individual Differences 90 , 102036.

Van der Eem, M., van Drie, J., Brand-Gruwel, S., & van Boxtel, C. (2023). Students’ evaluation of the trustworthiness of historical sources: Procedural knowledge and task value as predictors of student performance. The Journal of Social Studies Research. 47(1), 64-76.

Vieira, A. L. (2011). Interactive LISREL in practice (Vol. 510). New York, NY: springer.

Wang, C., Hu, Y., Zhang, X., Wang, G., Cui, G., & Cui, G. (2020). Stability of the Mitigating Effect of Students PerceivedTeacher Enthusiasm on Class-related Boredom: Moderation Role of Boredom Proneness and Percaved Task Difficulty. International Journal of Environmental Research and Public health. 17(8), 26 – 45.‏

Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23.

Yousefi Afrashteh M, Dehghani Z. Relationship between teacher feedback and academic boredom and well-being: An analysis of the possible mediating role of task value. Iranian Journal of Medical Education 2021; 21 :502-511