تعیین اثربخشی آموزش تئوری انتخاب بر مسولیت پذیری و امیدواری دانشجویان دختر

- Anna, K., Huong, T., John., & Kevin, K. (2013). "The Impacts of Self-Estem and Resilienceo Academic Perfo- rmanceAn Investigation of Domestic and International Hospitality and Tourism Undergraduate Studenent". Journal of  Hospitality & Tourism Education.

- Anghel, R. E. (2015). "Psychological and Educational Resilience in High vs.Low-Risk Romanian Adolescents". Procedia-Social and Behavioral Sciences,203, 153-157.

- Artino, A. R., & Jones, K. D. (2012). "Exploring thecomplex relations between achievement emotionsand self-regulated learning behaviors in onlinelearning". Internet and Higher Education, 15, 170–175.

- Labhane, C. P., & Baviskar, P. A. (2015).  "Self concept and Emotional intelligence: A comparative study of Arts and Science college students". The International Journal of Indian Psychology.

- Behera, S., & Rangaiah, B. (2017). "Relationship between emotional maturity, selfe-steem and life-satisfaction : A study on traditional dancers of Odisha region", Cogent Psychology.

- Bembenutty, H. (2009). "Academic delay of gratification, self-regulation of learning, gender differences, and expectancy-value". Personality and Individual Differences, 3(46): 347-352.

- Bush, A. M. (2006). What Comes Between Classroom Community and Academic Emotions: Testing a Self-Determination Model of Motivation in the College Classroom, Doctoral Dissertation, University of Texas.

- Campbell-Sills, L., Cohan, S. L., & Stein, M. B. (2006). "Relationship of resilience to personality, coping, and pshchiatric symptoms in young adults". Behaviour Research and Therapy, 44, 585-599.

- Cohn, M. A., Fredrickson, B. L., Brown, S. L., Mikels, J. A., & Conway, A. M. (2009). "Happiness unpacked: Positive emotions increase life satisfaction by building resilience". Emotion, 9(3): 361-368.

- Cabrera, N, L. & Padilla, A, M. (2011). "Entering and succeeding in the “Culture of college”". Journal of Behavioral Sciences, 26(2), 152-157.

- Dermitzaki, I., Leondari, A., & Goudas, M. (2009). "Relationsbetween young students’ strategic behaviours, domain-specific self-concept, and performance in a problem-solving situation". Learning and Instruction,19(2):144-157.

- Ferenzel, A., Pekrun, R., & Goetz, T. (2007). "Girls and mathematics -A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics". European Journal of Psychology of Education. 22(4), 497-514.

- FélixZurita, O,. José-Joaqun Muros-M, Sonia Rodrguez-F, Edson-Orlando Zafra-S, Emily K. (2016).Associations of motivation, self-concept and resilience with the competitive level of Chilean judokas. © ARCHIVES OF BUDO | SCIENCE OF MARTIAL ARTS. | Vol 12 | 201.

- Foster, T. A. (2013). An exploration of academic  resilience among rural students living in poverty, unpublished doctoral dissertation, School of Education, Piedmont College.

- Foshee, C. M. (2013). Conditions that Promote  the Academic Performance ofCollege Students  in a Remedial Mathematics Course: Academic Competence  ,Academic Resilience, and the Learning  Environment (Doctoral dissertation ,Arizona State University).

- Garde.R, González,Torres. M, Fuente. J, Vera .M, Fernández-Cabezas . M , & López-García, M. (2017). Relationship between Resilience and Self-regulation: A Study of Spanish Youth at Risk of Social Exclusion. Article in Frontiers in Psychology . ORIGINAL RESEARCH published: 20 April 2017.

- Goetz, T., Frenzel, A. C., Hall, N. C., & Pekrun, R. (2008). "Antecedents of academic emotions: testing the internal/ external frame ofreference model for academic enjoyment". Contempor Educational Psychology, 33, 9-33.

- Guay, F., Ratelle, C. F., Roy, A. & Litalien, D. (2010). "Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additiveeffects". Learning and Individual Differences, 20(6), 644-653.

- Haga, S. M., Kraft, P., & Corby, E-M. (2009). "Emotion regulation: Antecedents and well-Being outcomes of cognitive reappraisal and expressive suppression in cross-culturalsamples". Journal of Happiness Stud, 10, 271–291.

- Hanewald, R. (2011). "Reviewing the literature on “At-Risk” and resilien children and young people", Australian Journal of Teacher Education .Vol.36,2.

- Hernandez .A & Białowolski. P(2016). "Factors and conditions promoting academic resilience: TIMSSbased analysis of five Asian education systems". Asia Pacific Educ. Rev. (2016) 17:511–520.

- Huang, C. (2011). "Self-concept and academic achievement: A meta-analysis of longitudinalrelations", Journal of School Psychology, 49(5), 505-528.

- Jung, K. R. (2013). The mediational effect of academic self-discipline (asd) between academic self-efficacy (ase) and college gpa. Retrieved from http://purl.umn.edu/157688.

- Jayasuriya, D., Jayasuriya, R., Tay, A. K., &  Silove, D. (2016). "Associations of  mental distress with Reside ncy  in conflict zones,  ethnic minority status, andpotentially modifiable social   factors following conflict in Sri Lanka: nationwide cross-sectional Study". The Lance  Psychiatry .

- Karimi, M., Abedi, A. & Farahbakhsh, K. (2014). "The Effect of Self Regulatory Learning Strategies for the Academic Resiliency of Female High School Shahed Students in the City of Esfahan (2013-2014)". International Journal of Basic Sciences & Applied Research. Vol., 3 (SP), 83-89, 2014 .

Kazuki, S., & Takahiro, O. (2014). "effect of social skills and self-stem on resilience in university students". the Japanese journal of health psychology.Vol.,27.2-19.   

- Khalaf, M. A. (2014). "Validity and reliability of the academic resilience scale in EgyptianContext". US-China Education Review, 4 (3), 202-210.

- Kim, Ch. & Hodges, Ch. B. (2012). "Effects of an emotion control treatment on academic emotions, motivation and achievement in an online mathematics course". Instructional Science. 40(1), 173–192.

- King, R. B., & Gaerlan, M. J. M. (2014). "High self control predicts more positive emotions, better engagement, and higher achievement in school". Personality and Social Psychology, 57, 749-761.

- Kuldas, S., Hashim, S., & Ismail, H. N. (2015). "Malaysian adolescent students' needs for enhancing thinking skills, counteracting risk factors anddemonstrating academic resilience". International journal of adolescence andyouth, 20(1), 32-47.

- Kwok, O., Hughes, J. N. & Luo, W. (2007). "Role of resilient personality on lowerachieving first grade students' current and future achievement". Journal of School Psychology, 45(1): 61-82.

- Labhane, C. P., & Baviskar, P. A. (2015). "Self concept and Emotional intelligence: A comparative study of Arts and Science college students". The International Journal of Indian Psychology  ISSN 2348-5396.

- Labss, C. (2015). Resilience in Relation to Consistency in Self-Concept in Adult Third Culture Kids(ATCKs). in partial fulfillment of the Repuirements of the Degree Doctor of Psychology. may 2015 Antioch University Seattle.

- Liu, W. C., & Wang, C. K. J. (2005). "Academic self-concept: A cross-sectional study ofgrade and gender differences in a Singapore Secondary School". Asia Pacific EducationReview, 6(1), 20-27.

- Marsh, H. W., Relich, J. D. & Smith, I. D. (1983). "Self-concept: The construct validity ofinterpretations based upon the SDQ". Journal of personality and social psychology, 45,173-187.

- Malmivuori, M. L. (2006). "Affect and self- regulation". Educational Studies in Mathematics, 63, 149-164.

- Martin, A. J. (2003). "The Student Motivation Scale: Further testing of an instrumentthat measures school  students.motivation". Australian Journal of Education, 47,88.106.

- Martin, A. J., & Marsh, H. W. (2006). "Academic resilience and itspsychological and educat- ionalcorrelates: A construct validity approach". Psychology in the schools, 43(3), 267-281.

- Martin, J. A., & Marsh, W. H. (2009). "Academic resilience and academic buoyancy: multidimen sional and hierarchical conceptualframing of causes correlates and cognateconstructs". Oxford Review of Education, 35(3) ,353-370.

- Martin, A. J. & Marsh, H. (2014). "Academic resilience and its psychological and educational correlations: a construct validity approach".  Psychology in the Schools, 43, 267-281.

- Martinez, R. S. (2016). "Relationships between self-concept and resilience profiles in young people with disabilities". Electronic Journal of Research in Educational Psychology 14(3):450-473 · 

- Martin, M. & Neto, V. (2016). "Resilience and self-concept of competence in institutionalized and non- institutionalized young people". Revista Associac,ao portuguesa de psicologia issn 2183-2471. revista PSICOOGIA. 2016,VOL.30(2),61-76.

-Mclnerney,  D.  M, Cheng, W. R, Ching, M. & Haplam, A. K. (2012). "Academic self- concept and learning strategies: Direction of effecton student academic achievement". Journal of Advanced Academic, 23(3), 249- 269.

- Matuga, J. M. (2009). "Self-regulation, Goal Orientation, and Academic  of  Secondary student in online University Courses". Educational Technology &Society, 12(3), 4-11.

Moljord, E. O., Moksnes, U. K., Epsnes, G. A., Hjemeld, O. & Eriksen, L. (2016). "Physical activity, resilience and   depressive  symptoms in adolescence". mental health and physical  activity,   7(2), 79-8

- Morales, E. E. (2008). "Exceptional female  students of color: Academic resilience and gender  in higher  education".  Innovation  in Higher Education, 33,197–213.         

- Mouratidis,  A., Vansteenkiste, M., Lens, W., & Vanden Auweele, Y. (2009). "Beyond positive and negative affect:Achievement goals anddiscrete emotions in the elementary physical education classroom". Psychology of Sport and Exercise, 10(3), 336–343.

- Ong, D., Bergeman, C. S., Toni, L., Bisconti & Wallace, A. (2006). "Psychological resilience, positive emotions, and successful adaptation to stress in later life". Journal of Personality and Social Psychology, 91(4): 730-749.

- Panadero, E., Alonso Tapia, J. & Huertas, J. A. (2012). "Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education". Learningand Individual Differences, 22, 806–813.

- Partovi. N, Tafazoli. D. (2017). "On the Relationship between Iranian EFL Teachers’Self-Regulation, Self-Resiliency, Gender andTeaching Experience". Dowmloaded from journals,khuisf.ir.ac.ir11:12 irdt on saterday may 27 th 2017.

- Pekrun, R., Cusack, A., Murayama, K., Elliot, A.Thomas, K. (2014). "The power of anticipated feedback: Effects on students’ achievement goals and achievement emotions. Learning and Instruction,29, 115-124.

Pekrun,R.,Goetz,T.,Frenzel,AnneC.,Barchfeld,P.,andPerry,Raymond P. (2011).Measuring emotions in students ’ learning and performance: The AchievementEmotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36-48.

- Pekrun, R., & Stephens, E. J. (2010). Achievementemotions: A control-value approach. Social andPersonality Compass, 4, 238–255 .

- Samuels, W. E. & Woo, A. (2009). Creation and initial validation of an instrument to measure academic resilience. Avalible from: http://wesamuels.org/pdfs/aera 2009.pdf.

- Schunk, D. H. (2008). Metacognition, self-regulation, and self-regulated learning: Research recommendations. Educational Psychology Review,20(4):463-467.

- Schutz, P. & Pekrun, R. (2007). Emotion in education. San Diego: Elsevier Academic.     

- Shamsaei.F., Yousefi.F & Sadeghi.A (2016). Relationship Between Emotional Intelligence  and Self Esteem  in Bachelor Students of Nursing and Midwifery Schools in Hamadan. Avicenna   J Neuro Psych Physio. In press(In press):e44485.  Published online 2016  August 27.

- Stein, J. (2010). Emotional self-Regulation a critical component of executive function. In L . Meltzer (Ed.).   Promoting  Executive Function in the Classroom (pp. 175-201). Th  Guilford  Press.

-Tugade, M. M. & Fredrickson, B. (2007). "Regu lation of positiveemotions: Emotionregulation strategies that  promoteresilience". Journal of  Happiness Studies, 8(2):311-333.

- Valinasab, S. & Zeinali, A. (2018). "The mediational path way among academic emotions, self-regulated learning,and academic motiva with academic achievement of high school students". International Journal of  Educational and Psychological Researches. April 4, 2018, IP: 185.131.142.137].

- Villavicencio, F. T. & Bernardo, A. B. I. (2013). "Positive academic emotions moderate the relationship between self-regulation and academic achievement". British Journal of Educational Psychology, 83, 329–340.

- You, J. W., & Kang, M. (2014). "The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning". Computers & Education, 77, 125-133.

- Zimmerman, B. J. (2015). Self- regulated learning: Theories, Measures, and outcomes, University of New York, NY, USA.