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Al-Baddareen, G., Ghaith, S., & Akour, M. (2015). Self-efficacy, achievement goals, and metacognition as predictors of academic motivation. Procedia-Social and Behavioral Sciences, 191, 2068-2073. [ DOI:10.1016/j.sbspro.2015.04.345] 2. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271. [ DOI:10.1037/0022-0663.84.3.261] 3. Anderman, E. M., & Midgley, C. (1997).Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level schools. Contemporary Educational Psychology, 22(3), 269-298. [ DOI:10.1006/ceps.1996.0926] 4. Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G. (2005). Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15(5), 397-413. [ DOI:10.1016/j.learninstruc.2005.07.008] 5. Bembenutty, H. (2009). Academic delay of gratification, self-regulation of learning, gender differences, and expectancy-value. Personality and Individual Differences, 46(3), 347-352. [ DOI:10.1016/j.paid.2008.10.028] 6. Buhrau, D., & Sujan, M. (2015). Temporal mindsets and self-regulation: The motivation and implementation of self-regulatory behaviors. Journal of Consumer Psychology, 25(2), 231-244. [ DOI:10.1016/j.jcps.2014.11.003] 7. Church, M. A., Elliot, A. J., & Gable, S.L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93(1), 43-54. [ DOI:10.1037/0022-0663.93.1.43] 8. Daniel, G. R., Wang, C., & Berthelsen, D. (2016). Early school-based parent involvement, children's self-regulated learning and academic achievement: An Australian longitudinal study. Early Childhood Research Quarterly, 36, 168-177. [ DOI:10.1016/j.ecresq.2015.12.016] 9. Daniela, P. (2015). The relationship between self-regulation, motivation and performance at secondary school students. Procedia-Social and Behavioral Sciences, 191, 2549-2553. [ DOI:10.1016/j.sbspro.2015.04.410] 10. Diseth, A., & Kobbeltvedt, T. (2010). A mediation analysis of achievement motives, goals, learning strategies, and academic achievement. British Journal of Educational Psychology, 80(4), 671-687. [ DOI:10.1348/000709910X492432] 11. Dorman, J. P., Fisher, D.L., & Waldrip, B.G. (2006). Learning environments, attitudes, efficacy and perceptions of assessment: A LISREL analysis. In D.L. Fisher, & M. S. Khine (Eds.), Contemporary approaches to research on learning environments (pp. 1-28). Singapore: World Scientific Publishing. [ DOI:10.1142/9789812774651_0001] 12. Dupeyrat, C., & Marine, C. (2005). Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck's model with returning to school adults. Contemporary Educational Psychology, 30(1), 43-59. [ DOI:10.1016/j.cedpsych.2004.01.007] 13. Elliot, A. J. (1997). Integrating the "classic" and "contemporary" approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. In P. Pintrich & M. Maehr (Eds.), Advances in motivation and achievement (Vol. 10, pp. 143-179). Greenwich, CT: JAI Press. 14. Elliot, A.J., & Harackiewicz, J. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70(3), 461-475. [ DOI:10.1037/0022-3514.70.3.461] 15. Elliot, A. J., McGregor, H. A., & Gable, S. L. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91, 549-563. [ DOI:10.1037/0022-0663.91.3.549] 16. Elliot, A. J., & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519. [ DOI:10.1037/0022-3514.80.3.501] 17. Geitz, G., Joosten-ten Brinke, D., & Kirschner, P. A. (2016). Changing learning behavior: Self-efficacy and goal orientation in PBL groups in higher education. International Journal of Educational Research, 75, 146-158. [ DOI:10.1016/j.ijer.2015.11.001] 18. Gentry, M., Gable, R.K., & Rizza, M.G. (2002). Students' perceptions of classroom activities: Are there grade-level and gender differences. Journal of Education and Psychology, 94(3), 539-544. [ DOI:10.1037/0022-0663.94.3.539] 19. Graham, S., & Golan, S. (1991). Motivational influences on cognition: Task involvement, ego involvement, and depth of information processing. Journal of Educational Psychology, 83(2), 187-194. [ DOI:10.1037/0022-0663.83.2.187] 20. Greene, J. A., & Azevedo, R. (2007). A theoretical review of Winne and Hadwin's model of self-regulated learning: New perspectives and directions. Review of Educational Research, 77(3), 334-372. [ DOI:10.3102/003465430303953] 21. Jakešová, J., & Kalenda, J. (2015). Self-regulated learning: Critical-realistic conceptualization. Procedia- Social and Behavioral Sciences, 171, 178-189. [ DOI:10.1016/j.sbspro.2015.01.105] 22. Javed, T., & Aslam Asghar, M. (2017). Association of classroom environment with academic achievement of secondary school girls in Pakistan. Mediterranean Journal of Social Science, 8(2), 121-127. [ DOI:10.5901/mjss.2017.v8n2p121] 23. Jury, M., Smeding, A., Court, M., & Darnon, C. (2015). When first-generation students succeed at university: On the link between social class, academic performance, and performance-avoidance goals. Contemporary Educational Psychology, 41, 25-36. [ DOI:10.1016/j.cedpsych.2014.11.001] 24. Kaplan, A., & Maehr, M.L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19(2), 141-184. [ DOI:10.1007/s10648-006-9012-5] 25. Kaplan, A., Lichtinger, E., & Gorodetsky, M. (2009). Achievement goal orientations and self-regulation in writing: An integrative perspective. Journal of Educational Psychology, 101(1), 51-69. [ DOI:10.1037/a0013200] 26. LaRocque, M. (2008).Assessing perceptions of the environment in elementary classrooms: The link with achievement. Educational Psychology in Practice, 24(4), 289-305. [ DOI:10.1080/02667360802488732] 27. Luo, W., Hogan, D. & Paris, S. G. (2011). Predicting Singapore students' achievement goals in their English study: Self-construal and classroom goal structure. Learning and Individual Differences, 21(5), 526-535. [ DOI:10.1016/j.lindif.2011.07.002] 28. Matuga, J. M. (2009). Self-regulation, goal orientation, and academic achievement of secondary students in online university courses. Educational Technology & Society, 12(3), 4-11. 29. McWhaw, K. & Abrami, P. C. (2001). Student goal orientation and interest: Effects on students' use of self-regulated learning strategies. Contemporary Educational Psychology, 26(3), 311-329. [ DOI:10.1006/ceps.2000.1054] 30. Paris, S. G., & Winogard, P. (2003). The role of self-regulated learning in contextual teaching: Principles and practices for teacher preparation. Office of Educational Research and Improvement (ED),Washington, DC. 31. Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544-555. [ DOI:10.1037/0022-0663.92.3.544] 32. Pintrich, P. R., & Garcia, T. (1991). Student goal orientation and self-regulation in the college classroom. In M. L. Meher, & P. Pintrich (Eds.), Advances in motivation and achievement (pp.371-402). Greenwich, CT: JAL Press. 33. Ryan, A. M., & Patrick, P. H. (2001). The classroom social environment and changes in adolescents' motivation and engagement during middle school. American Educational Research Journal, 38(2), 437-460. [ DOI:10.3102/00028312038002437] 34. Seaton, M., Parker, P., Marsh, H. W., Craven, R. 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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. [ DOI:10.1037/0022-0663.96.2.236] |
