اصفیا زارع، میثم (1401). تأثیر روش خودتنظیمی گامبهگام بر کاهش و ترک مصرف سیگار. پایاننامه کارشناسی ارشد، خسرو رشید، دانشگاه بوعلیسینا، همدان.
بحرانی، محمود (1388). بررسی روایی و پایایی مقیاس انگیزش تحصیلی هارتر. مطالعات روان شناختی، 5(1)، 51-72. https://doi.org/10.22051/psy.2009.1591
پاکیزه، علی، گلستانه، سیدموسی، حکمتیان فرد، صادق، و سلطانی، معصومه . (1404). اثربخشی اصلاح سوگیریهای بیانگر خود ناکارآمدی بر مسئولیتپذیری و انگیزه تحصیلی دانشآموزان دارای افت تحصیلی. راهبردهای شناختی در یادگیری، 13(24)، 59-75. https://doi.org/10.22084/j.psychogy.2025.28858.2658
جلیلزاده، حکیمه و زارعی، حیدرعلی. (1397). اثربخشی آموزش راهبردهای خودتنظیمی بر انگیزش تحصیلی و اضطراب امتحان در دانشآموزان. نشریه علمی آموزش و ارزشیابی (فصلنامه)، 11(42)، 13-36.
دلاور، علی (1392). مبانی نظری و عملی پژوهش در علوم انسانی و اجتماعی، تهران، رشد.
ذوقیپایدار، محمدرضا، مشاوری ایزدی، راحله، رشید، خسرو، و کردنوقابی، رسول (1399). اثربخشی اجرای روش خودتنظیمی گامبهگام بر تعللورزی در انجام تکالیف تحصیلی دانشآموزان ابتدایی. روانشناسی مدرسه و آموزشگاه، 9(3)، 199-220. https://doi.org/10.22098/jsp.2020.1072
صولتی اناقیزی، رمضان، ابوالقاسمی، شهنام و فرهنگی، عبدالحسن (1402). بررسی تاثیر آموزش خود تنظیمی هیجانی بر خودکنترلی و شفقت بر خود(نمونه پژوهش دانش آموزان مقطع متوسطه اول شهرستان رشت). مجله سبک زندگی اسلامی با محوریت سلامت، 7(1)، 68-78.
نیکصفت، ابراهیم، زارع، حسین، فرزاد، ولیالله، علیپور، احمد و غباری بناب، باقر (1393). آمادهسازی و تحلیل عاملی آزمون ایرانی قدرت اراده. فصلنامه علمی روشها و مدلهای روانشناختی، 5(17)، 1-19.https://dorl.net/dor/20.1001.1.22285516.1393.5.17.1.5
APA Dictionary of Psychology. (2015). United States: American Psychological Association.
Bandura, A (1991). Social Cognitive Theory of Self-Regulation. Organiz. Behav. Human Decis. Process, 50, 248-287. https://psycnet.apa.org/doi/10.1016/0749-5978(91)90022-L
Baumeister, R. (2018). Self-regulation and self-control: Selected works of Roy F. Baumeister.
Baumeister, R. F., André, N., Southwick, D. A., & Tice, D. M. (2024). Self-control and limited willpower: Current status of ego depletion theory and research. Current Opinion in Psychology, 60, 101882. https://doi.org/10.1016/j.copsyc.2024.101882
Baumeister, R. F., Tice, D. M., & Vohs, K. D. (2018). The strength model of self-regulation: Conclusions from the second decade of willpower research. Perspectives on psychological science, 13(2), 141-145. https://doi.org/10.1177/1745691617716946
Bernecker, K., & Job, V. (2015). Beliefs about willpower are related to therapy adherence and psychological adjustment in patients with type 2 diabetes. Basic and Applied Social Psychology, 37(3), 188-195. https://psycnet.apa.org/doi/10.1080/01973533.2015.1049348
Chen, L., & Yeung, W. J. J. (2025). Delayed gratification predicts behavioral and academic outcomes: Examining the validity of the delay-of-gratification choice paradigm in Singaporean young children. Applied Developmental Science, 29(2), 171-193. 10.1080/10888691.2024.2307366
Darabi, K., Gholamzadeh Jefreh, M., & Shahbazi, M. (2024). Comparison of the Effectiveness of Self-Regulation Strategies Training and Problem-Solving Skills Training on Self-Efficacy and Academic Motivation of Tenth Grade Male Students. Journal of Applied Psychological Research, 15(1), 19-36. http://dx.doi.org/10.22059/japr.2024.334848.644104
Deci, E. L., & Ryan, R. M. (2013). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
Delgado-Galindo, P., García-Jiménez, J., Torres-Gordillo, J. J., & Rodríguez-Santero, J. (2025). School Climate and Academic Performance: Key Factors for Sustainable Education in High-Efficacy Schools and Low-Efficacy Schools. Sustainability, 17(14), 6497. https://doi.org/10.3390/su17146497
Duckworth, A. L., Taxer, J. L., Eskreis-Winkler, L., Galla, B. M., & Gross, J. J. (2019). Self-control and academic achievement. Annual review of psychology, 70(1), 373-399. https://doi.org/10.1146/annurev-psych-010418-103230
Elhusseini, S. A., Tischner, C. M., Aspiranti, K. B., & Fedewa, A. L. (2022). A quantitative review of the effects of self-regulation interventions on primary and secondary student academic achievement. Metacognition and Learning, 17(3), 1117-1139. https://doi.org/10.1007/s11409-022-09311-0
Friedman, N. P., Robbins, T. W. (2022). The role of prefrontal cortex in cognitive control and executive function. Neuropsychopharmacol, 47, 72-89 https://doi.org/10.1038/s41386-021-01132-0
Ingkavara, T., Panjaburee, P., Srisawasdi, N., & Sajjapanroj, S. (2022). The use of a personalized learning approach to implementing self-regulated online learning. Computers and Education: Artificial Intelligence, 3, 100086. https://doi.org/10.1016/j.caeai.2022.100086
Kryshko, O., Fleischer, J., Grunschel, C., & Leutner, D. (2023). University students’ self-efficacy for motivational regulation, use of motivational regulation strategies, and satisfaction with academic studies: Exploring between-person and within-person associations. Journal of Educational Psychology, 115(4), 571. https://doi.org/10.1037/edu0000785
Lee, M., Lee, S. Y., Kim, J. E., & Lee, H. J. (2023). Domain-specific self-regulated learning interventions for elementary school students. Learning and Instruction, 88, 101810. https://doi.org/10.1016/j.learninstruc.2023.101810
Lei, Y. (2024). Unlocking the secrets of STEM success: Exploring the interplay of motivation to learn science, self-regulation, and emotional intelligence from a perspective of self-determination theory. Learning and Motivation, 87, 102012. https://doi.org/10.1016/j.lmot.2024.102012
Lourenço, A., Paiva, M. O., & Valente, S. (2025). Strategies That Transform: Self-Regulation and Volitional Control as Keys to Academic Achievement. Social Sciences, 14(5), 285. https://doi.org/10.3390/socsci14050285
Martin, A. J., Ginns, P., & Papworth, B. (2017). Motivation and engagement: Same or different? Does it matter?. Learning and individual differences, 55, 150-162. https://doi.org/10.1016/j.lindif.2017.03.013
McDermott, P. A., Watkins, M. W., Rovine, M. J., Rikoon, S. H., Irwin, C. W., Reyes, R., & Chao, J. L. (2019). Emergent growth patterns of early education self-control problems among children from underresourced American families. Early Childhood Research Quarterly, 48, 1-13. https://doi.org/10.1016/j.ecresq.2018.08.010
Moeini-Jazani, M., Albalooshi, S., & Fennis, B. M. (2025). Harnessing opportunity cost salience for effortless self-control. Current Opinion in Psychology, 61, 101945. https://doi.org/10.1016/j.copsyc.2024.101945
Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., ... & Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the national Academy of Sciences, 108(7), 2693-2698. http://dx.doi.org/10.1073/pnas.1010076108
Napolitano, C. M., & Job, V. (2018). Assessing the Implicit Theory of Willpower for Strenuous Mental Activities Scale: Multigroup, across-gender, and cross-cultural measurement invariance and convergent and divergent validity. Psychological assessment, 30(8), 1049. https://doi.org/10.1037/pas0000557
Pintrich, P. R (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, and M. Zeidner, (eds.), Handbook of Self-Regulation. San Diego: Academic Press. p. 452-502. https://doi.org/10.1016/B978-012109890-2/50043-3
Podiya, J.K., Navaneetham, J. & Bhola, P. (2025). Influences of school climate on emotional health and academic achievement of school-going adolescents in India: a systematic review. BMC Public Health, 25, 54. https://doi.org/10.1186/s12889-024-21268-0
Rashid, K. (2011). Behavior Change with using the Step by Step Self- Regulation. Retrieved from: http://profs.basu.ac.ir/rashid.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary educational psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Schunk, D. H., & Zimmerman, B. J. (Eds.). (2012). Motivation and self-regulated learning: Theory, research, and applications.
Sharifiniya, G., & Rashid, K. (2014). The effects of step-by-step self-regulation on controlling study Behavior, attitude to study and academic achievement. Current Research Journal of Biological Sciences, 6(1), 7-12. http://dx.doi.org/10.19026/crjbs.6.5491
Tangney, J. P., Boone, A. L., & Baumeister, R. F. (2018). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. In Self-regulation and self-control (pp. 173-212). http://dx.doi.org/10.4324/9781315175775-5
Tomaszewski, W., Xiang, N. & Huang, Y. (2024). School climate, student engagement and academic achievement across school sectors in Australia. Aust. Educ. Res. 51, 667-695. https://doi.org/10.1007/s13384-023-00618-8
Vu, T., Magis-Weinberg, L., Jansen, B. R., van Atteveldt, N., Janssen, T. W., Lee, N. C., ... & Meeter, M. (2022). Motivation-achievement cycles in learning: A literature review and research agenda. Educational Psychology Review, 34(1), 39-71. https://doi.org/10.1007/s10648-021-09616-7
Wang, J., Kaufman, T., Mastrotheodoros, S., & Branje, S. (2024). Navigating the school transition: Within-and between-person associations between adolescents' academic self-efficacy, school relatedness, and intrinsic academic motivation. Journal of School Psychology, 106, 101326. https://doi.org/10.1016/j.jsp.2024.101326
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. https://doi.org/10.1016/j.learninstruc.2013.04.002
Winne, P. H. (2011). A cognitive and metacognitive analysis of self-regulated learning, in Handbook of Self-Regulation of Learning and Performance, eds B. J. Zimmerman and D. H. Schunk (New York, NY: Routledge), 15–32.
Worick, C. E., Usher, E. L., Osterhage, J., Love, A. M., & Keller, P. S. (2024). Self-Efficacy for Self-Regulated Learning Mediates Association between Implicit Theories of Willpower and Learning Strategies. The Journal of Experimental Education, 92(3), 502-512. https://doi.org/10.1080/00220973.2023.2209861
Xing, H., Yao, M., & Liu, H. (2024). Transition of academic motivation profiles and its relationship with academic outcomes, perceived parenting, and self-regulated emotion strategies. Learning and Individual Differences, 112, 102460. https://doi.org/10.1016/j.lindif.2024.102460
Xu, J., Li, J., & Yang, J. (2024). Self-regulated learning strategies, self-efficacy, and learning engagement of EFL students in smart classrooms: A structural equation modeling analysis. System, 125, 103451. https://doi.org/10.1016/j.system.2024.103451