Abedi, P., Saidipour, N., Farajullahi, M., Saif, M. (2016). Modeling intelligence, cognitive and motivational beliefs with self-regulated learning strategies of Payam Noor students. Academic and Virtual Education Quarterly, 1(2), 43-68. (In Persian)
Alizadeh, M., Kadivar, P., Delawar, A. (2014). Investigating the effectiveness of teaching autonomous learning strategies on students' social problem solving skills. Journal of Social Cognition, 4(6), 71-83. (In Persian)
Artino, A. R., Jones, K. D. (2012). Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning Internet and Higher Education, 15(3), 170-175. DOI: 10.1016/j.iheduc.2012.01.006
Best, J. R., Miller, Ph., Naglieri, JA. (2016). Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample. Learning and individual differences, 21(4), 327-336. DOI: 10.1016/j.lindif.2011.01.007.
Blazer, Ch. (2011). How Students’ Beliefs About Their Intelligence Influence Their Academic Performance. Information Capsule research services, 1012, 1-7.
Braasch. L. G., Braten. I., Stromso. H. & Anmarkrud. O. (2014). Incermental theories of intelligence predict multiple document comprehension, Learning and Individual Differences, 31, 11-20. DOI: 10.1016/j.lindif.2013.12.012.
Burrus, J., Moore, R. (2016). The incremental validity of beliefs and attitudes for predicting mathematics achievement, Learning and Individual Differences, 16, 1-6. doi.org/10.1016/j.lindif.2016.08.019.
Castel, A. D., McGillivray, Sh. & Friedman, M. C. (2012). Metamemory and memory efficiency in older adults learning about the benefits of priority processing and valuedirected remembering. Memory and Aging: Current Issues and Future Directions, 243-268. DOI:10.4324/9780203156513-18.
Chamot, A. (2010). The cognitive academic language learning approach (CALLA): an update. INP, Richard – Amato and M. snow (EDS), Academic Success for English Language Learners. White plains, NY: Longman, 4(11), 87- 101
Chen, L.J., Ho, R.G. & Yen, Y.C. (2010). Marking Strategies in Metacognition-Evaluated Computer-Based Testing. Journal of Educational Technology & Society, 13(1), 246-259. Retrieved November 10, 2022 from
https://www.learntechlib.org/p/75222/.
Cottini, M., Basso, D., & Palladino, P. (2018). The role of declarative and procedural metamemory in event-based prospective memory in school-aged children. Journal of Experimental Child Psychology, 166(5), 17-33. doi: 10.1016/j.jecp.2017.08.002.
Dennis, J. P., & Vander Wal, J. S. (2010). The Cognitive Flexibility Inventory: Instrument development and estimates of reliability and validity. Cognitive Therapy and Research, 34(3), 241–253.
https://doi.org/10.1007/s10608-009-9276-4
Dunlosky, J., & Bjork, R. A. (2008). The integrated nature of metamemory and memory. In J. Dunlosky & R. A. Bjork (Eds.), Handbook of metamemory and memory (pp. 11–28). Psychology Press.
Dupeyrat, C; Marian, 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, 43-59. DOI: 10.1016/j.cedpsych.2004.01.007
Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Psychology Press.
Dweck, C. S. (2010). Mind-Sets and Equitable Education. Principal Leadership, 10(5), 26-29.
Dweck, C. S., & Leggett, E. L. (2000). A social-cognitive approach to motivation and personality. In E. T. Higgins & A. W. Kruglanski (Eds.), Motivational science: Social and personality perspectives (pp. 394–415). Psychology Press.
Flawell, J. L. (1979). Meta Memory and cognitive monitoring: A new area of cognition and cognitive development inquiry, American Psychologist, 34(10), 913-960.
Forman, E. M. & Herbert, J. D. (2009). New direction in cognitive behavior therapy: Acceptance-based therapies. In: Donohue WT, Fisher JE. General principles and empirically supported techniques of cognitive behavior therapy. New Jersey: Wiley 7 Sons, 56-70.
Gurbannejad, A., Mohammadipour, M., Suleimanian, A. (2018). The effectiveness of mindfulness training on intelligence beliefs and study strategies in male students. Journal of Sociology of Education, 2(6), 16-6. (In Persian)
Hamman, O. (2009). Preserves teachers value for learning-strategy instruction. The Journal of Experimental Education, 66(3), 209-230. https://doi.org/10.1080/00220979809604405
Homer, B. D., Plass, J., Raffaele, C., Ober, T. M., & Ali, A. (2018). Improving high school students' executive functions through digital game play. Administration, Leadership & Technology Applied Psychology, 117, 50-58.
James, K. & Asmus, C. (2015). Personality, Cognitive Skills, and Creativity in Different Life Domains. Creativity Research Journal, 13(2), 149-159. DOI:10.1207/S15326934CRJ1302_3.
Johann, V., Konen, T., & Karbach, J. (2020). The unique contribution of working memory, inhibition, cognitive flexibility, and intelligence to reading comprehension and reading speed. Child Neuropsychol, 26(3), 324-344. doi: 10.3389/fpsyg.2021.770579.
Joseph, N. (2010). Metacognition Needed: Teaching Middle and High School Students to Develop Strategic Learning Skills. Preventing School Failure: Alternative Education for Children and Youth, 54(2), 99-103. doi.org/10.1080/10459880903217770.
Lin, C. E. (2013). Cognitive Flexibility. In: Volkmar F.R. (eds) Encyclopedia of Autism Spectrum Disorders. Springer, New York, NY.
Mehdian, H. (1384). The relationship between IQ and friends' and teachers' beliefs with academic achievement. Master's degree, Allameh Tabatabai University, 34-40.
Mennetrey, C., & Angeard, N. (2018). Cognitive flexibility training in three-year-old children. Cognitive Development, 48, 125-134. doi.org/10.1016/j.cogdev.2018.08.004.
Paris, S. G., Winograd, P. (2018). How metacognition can promote academic learning and instruction. In: Jones BF, Idol L editors. Dimensions of thinking and cognitive. instruction Hillsdale: Erlbaum, 45-70.
Portahari, F., Naini, A., Rahimi, M. (2014). Memory relationship with qualitative and quantitative academic performance of students. Journal of Teaching and Learning Studies, 2(3), 137-157. (In Persian)
Renaud-Dubé, A., Guay, F., Talbot, D., Taylor, G., & Koestner, R. (2015). The relations between implicit intelligence beliefs, autonomous academic motivation, and school persistence intentions: A mediation model. Social Psychology of Education: An International Journal, 18(2), 255–272.
https://doi.org/10.1007/s11218-014-9288-0
Reyhani, M., Sharifi, M., Derakhshan, M., Shafii, M., Alizadeh, M., Zarei, R. (2016). Intelligence beliefs and academic motivation: the mediating role of social cognition. Educational Psychology Quarterly, 13(46), 31-48. (In Persian)
Roshani, F., Piri, R., Malek, A., Michel, T. M., & Vafaee, M. S. (2019). Comparison of cognitive flexibility, appropriate risk-taking and reaction time in individuals with and without adult ADHD. Psychiatry Research, 5(2), 112-130. doi: 10.1016/j.psychres.2019.112494.
Saifi, S., Ebrahimi Qavam, P., Ashri, H., Farrokhi, NoDartaj, F. (2016). The effect of brain-based learning on students' cognitive flexibility and selective attention. Cognitive Science Quarterly, 19(3), 51-61. (In Persian)
Salehi, M. (2012). Meta-analysis of the effectiveness of cognitive training on academic performance. Journal of Cognitive Strategies in Learning, 1(1), 75-86. (In Persian)
Schwartz, B. L., & Efklides, A. (2012). Metamemory and memory efficiency: Implications for student learning. Journal of Applied Research in Memory and Cognition, 1(3), 145–151.
https://doi.org/10.1016/j.jarmac.2012.06.002
Soleimani, A., Abbasi, M., Taghiani, A. (2016). Effectiveness of teaching cognitive-metacognitive strategies on attention-memory performance in students with attention deficit/hyperactivity disorder. Journal of Cognitive Strategies in Learning, 4(7), 1-21. (In Persian)
Soltani, A., Shara, H., Bahrian, H., Farmani, A. (2013). The mediating role of cognitive flexibility in the relationship between coping styles and resilience with depression. Research Journal, 18(4), 96-88. (In Persian)
Spiro, R. J., & Jehng, J. C. (2012). Cognitive flexibility and hypertext: Theory and technology for the nonlinear and multidimensional traversal of complex subject. Cognition, education and multimedia, 163-205.
Sungur, S. & Senler, B. (2017). An analysis of Turkish high school students- Met cognition and motivation. Educational Research and Evaluation, 15(1), 45-62. DOI:10.1080/13803610802591667.
Tan, D., Yough, M., Desmet, O. A. & Pereira, N. (2018). Middle School Students’ Beliefs about Intelligence and Giftedness. Journal of Advanced Academics, 1932202X18809360. /doi.org/10.1177/1932202X18809
Walker, O. L. (2011). Preschool Predictors of Social Problem - Solving and Their Relations to Social and Academic Adjustment in Early Elementary School PhD thesis, University of Miami, 56-100. DOI: 10.25148/etd.FI10080404.
Wolters, C. (2010). Self-Regulated Learning and the 21 st Century Competencies Journal of Educational Psychology, 186-171.
Yilmaz-Tuzun, O., & Topcu, M. S. (2012). Investigating the Relationships among Elementary School Students’ Epistemological Beliefs, Metacognition, and Constructivist. Science Learning Environment, Journal of Science Teacher Education, 21(4), 255. DOI:10.1007/s10972-009-9163-6
Zare, H. (2015). The Relationship Between Intelligence Beliefs and Autonomy in Learning. Journal of Psychology, 2(4), 331-345. (In Persian)
Zare, H., Abazarian Tehrani, M., Alipour, A. (2011). The effect of menstrual cycle on extended memory, everyday memory and prospective memory in women aged 54 to 82. Women's Journal, 15(41), 1-8. (In Persian)
)
