بهرامی، فاطمه و بدری، مرتضی. (1396). «رابطه ادراک از محیط یادگیری و سرزندگی تحصیلی با نقش واسطهای شناخت، فراشناخت، انگیزه پیشرفت و خودکارآمدی در دانشجویان». دوفصلنامه راهبردهای شناختی در یادگیری، 5(9)،212-189.
تقربی، زهرا؛ فخاریان، اسماعیل؛ میرحسینی، فخرالسادات؛ رسولینژاد، اصغر؛ اکبری، حسین و عاملی، حسین. (1388). «عوامل مرتبط با وقوع مشروطی دردانش آموختگان دانشکده پرستاری و مامایی کاشان». مجله آموزش در علوم پزشکی، 9(1)، 29-21.
سعادتیشامیر، ابوطالب؛ طاهرغلامی، راحله و جلایی، شهربانو. (1395). «تأثیر آموزش مهارت‌های فراشناختی بر کاهش اهمال‌کاری تحصیلی و اضطراب امتحان». فصلنامه خانواده و پژوهش، 34، 102-89.
سواری، کریم. (1390). «ساخت و اعتبار یابی پرسشنامه تعلل‌ورزی تحصیلی». فصلنامه اندازه‌گیری تربیتی، 5، 110-97.
فتحی، آیتالله؛ فتحی آذر، اسکندر، بدریگرگری، رحیم و میرنسب، میرمحمود. (1394). «اثربخشی آموزش راهبردهای کاهش تعلل‌ورزی تحصیلی در تعلل‌ورزی تحصیلی دانشآموزان متوسطه شهر تبریز». فصلنامه آموزش و ارزشیابی، 30، 57-45.
قدمپور، عزتالله و سرمد زهره. (1382). «نقش باورهای انگیزشی در رفتار کمک طلبی و پیشرفت تحصیلی دانشآموزان». مجله روانشناسی، 26، 126-112.
کریمی عموقین، جواد؛ فتحآبادی، جلیل؛ پاکدامن، شهلا و شکری، امید. (1393). «فراتحلیل یافتهها درزمینۀ اثربخشی آموزش راهبردهای فراشناختی یادگیری بر بهبود عملکرد تحصیلی». فصلنامه مطالعات اندازه‌گیری و ارزشیابی آموزشی، 4(8)، 160-130.
گلستانی بخت، طاهر و شکری، مهناز. (1392). «رابطه تعلل ورزی تحصیلی با باورهای فراشناختی». دو فصلنامه علمی پژوهشی شناخت اجتماعی، 2(8)، 12-1.
Akturk, A.O., Sahin, I. (2011). “Literature Review on Metacognition and its Measurement. Procedia”, Social and Behavioral Sciences 15, 3731-3736.
Al-Bahrani, M. A. (2014). “A Qualitative Exploration of Help-Seeking Process”. Advances in Applied Sociology, 4, 157-172
Asbury, L., Lively, K., Eckerty, J. (2014). “Life after brobation”. Academic Advising Today, 53(3), 37-57.
Barefoot, B. (2007). “Higher education’s revolving door: Confronting the problem of student drop out in US colleges and universities”. Open Learning: The Journal of Open, Distance and education-Learning, 19(1), 9-18.
Bathje, G. J., Pryor, J. B. (2011). “The Relationships of public and self-stigma to seeking mental health services”. Journal of Mental Health Counseling, 33(2), 161-176.
Butler, R. (1998). “Determinants of Help-seeking: Relations between Perceived Reasons for avoidance and Help-seeking Behaviors in an Experimental Context”. Journal of Educational Psychology, (90(, 630-643.
Chase, L. (2003) “Procrastination: the new master skill of time management”. Agency Sales Magazine, 33, 60-62.
Chen, H.L., McDermott, R. C., Lopez, F. G. (2015). “Mental health, self-stigma, and help-seeking intentions among emerging adults: An attachment perspective. Counseling
Psychologist. 43: 463-487. DOI:
10.1177/0011000014568203.
Cheng, K., Tsai, C. (2011). “An investigation of Taiwan university students’ perceptions of online academic help seeking and their web-based learning self-efficacy”. The Internet and Higher Education, 14(3), 150-157.
Coskun, A. (2010). “The effect of metacognitive strategy training on the listening performance of beginner students”. Novitas-ROYAL (Research on Youth and Language), 4(1), 35-50.
Ferrari, J. R. (1991). “A preference for a favorable public impression by procrastinators: Selecting among cognitive and social tasks”. Personality and Individual Differences, 12, 1233-1237.
Ferrari, J. R. (2001). “Procrastination as self-regulation failure of performance: Effects of cognitive load, self-awareness, and time limits on working best under pressure”. European Journal of Personality, 15, 391-406.
Ferrari, J. R., Tice, D. M. (2000). “Procrastination as a self-handicap for men and women: A task-avoidance strategy in a laboratory setting”. Journal of Research in Personality, 34, 73-83.
Fitter, P. (2016). Academic help seeking constructs and group differences: An examination of First-Year University Students. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. University of Nevada, Reno.
Flavell, J. H. (1976). “Metacognitive aspects of problem solving”. The Nature of Intelligence, 12, 231-235.
Gupta, R., Hershey, D. A., Gaur, J. (2012). “Time perspective and procrastination in the workplace: An empirical investigation”. Current Psychology, 31(2), 195-211.
Hartwig, M., Dunlosky, J. (2012). “Study strategies of college students: Are self-testing and scheduling related to achievement?”, Psychonomic Bulletin & Review, 19(1), 126-134.
Hoffman, B., Spatariu, A. (2008). “The influence of self efficacy and metacognitive prompting on math problem-solving efficiency”. Contemporary Educational Psychology; 33(4), 875-893.
Holt, L.J. (2014). “Attitudes about help-seeking mediate the relation between parent attachment and academic adjustment in first-year college students”. Journal of College Student Development, 55(4), 418-423.
Humphrey, E. (2006). “Project success: Helping probationary students achieve academic success”. Journal of College Student Retention, 7, 3-4, 147-163.
Hutson, B.L. (2006). Monitoring for success: Implementing a proactive probation program fordiverse, atrisk college students.Unpublished doctoral Dissertation University of North Carolina-Greensborg.
Karigan, K. (2006). “Metacognition and its implication on pedagogy”. The Journal for Independent School Educator, 4(4), 1-12.
Koles, J. E., Boyle, C. (2013). “Future direction of attribution retraining for students with learning difficulties: A review”. Student learning: Improving practice, 3, 13-30.
Kuo, B., Roldan-Bau., A., Lowinger, R. (2015). “Psychological Help-Seeking among Latin American Immigrants in Canada: Testing a Culturally-Expanded Model of the Theory of Reasoned Action Using Path Analysis”. International Journal for the Advancement of Counselling, 37, 179-197.
McCormick, C. B. (2003). Metacognition and learning. In W. M. Reynolds, G. E. Miller (Eds.), Handbook of psychology: Volume 7, educational psychology. New York: John Wiley & Sons, Inc.
Mihlon, M. A. (2010). The role of self- theories of intelligence and self- efficacy in adaptive help seeking by college students. The City University of New York.
Meirav, H., Marina, G. (2014). “Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: A Comparison between students with and without learning disabilities”. Journal of Learning Disabilities, 47(2), 21-31
Mson, S. R. (2017). Capturing the Struggle: Understanding the metacognitive strategies for academic writing of mature, work-based learners at University. Thesis submitted for the degree of Doctor of Philosophy at the University of Leicester.
Nash-Ditzel, S. (2010). “Metacognitive reading strategies can improve self-regulation”. Journal of College Reading and Learning, 40(2), 45-63
Ozer, B., Demir, A., Ferrari, J. (2013). “Reducing academic procrastination through a group treatment program: A pilot study”. Journal of Rational Emotive & Cognitive-Behavior Therapy, 33(3), 127-135.
Pacheco del Castillo, L. A. (2017). Dominican college students’ experiences of distress, help-seeking and stigma. A dissertation submitted to the Graduate Collegein partial fulfillment of the requirements for the degree of Doctor of Philosophy Counselor Education and Counseling Psychology. Western Michigan University.
Park, S. W., Sperling, R. A. (2012). “Academic procrastinators and their self-regulation”, Psychology, 3(1), 12-23.
Phan, H. P. (2010). “Critical Thinking as a Self- Regulatory Process Component In Teaching And Learning”. Psicothema Journal, 22(2), 284-920
Pintrich, P. R. (2002). “The Role of Metacognitive Knowledge in Learning”, Teaching, and Assessing, 41(4), 219-225.
Ramirez Basco, M. (2010). The procrastinator’s guide to getting things done. New York: The Gullford Press.
Renzulli, S. J. (2015). “Using learning strategies to improve the academic performance of university students on academic Probation”. NACADA Journal, 35(1), 29-42.
Roll, I., Aleven, V., McLaren, B. M., Koedinger, K. R. (2007). “Designing for metacognition Applying cognitive tutor principles to the tutoring of help seeking”. Metacognition and Learning, 2(2), 125-140.
Rozental, A., Forsell, E., Svensson, A., Forsstrom, D., Andersson, G., Carlbring, P. (2015). “Differentiating Procrastinators from Each Other: A Cluster Analysis”. Cognation Behavior Therapy, 44(6), 480-90.
Ruban, L., Reis, S. M. (2006). “Patterns of self regulatory strategy use among low-achieving and high-achieving university students”. Roeper Review, 28, 148-156.
Ryan, A. M., Shin, H. (2011). “Help-seeking tendencies during early adolescence: An examination of motivational correlates and consequences for achievement”. Learning and Instruction, 21(2), 247-256.
Ryan, A.M. & Pintrich, P. R. (1997). “Should I ask for help? The role of motivation and attitudes in adolescent’s help-seeking in math class”. Journal of Educational Psychology , (89), 329-341.
Selbrg, L., Maxa, V., Busscher, E. (2010). “Life after probation”. Academic Advising Today, 37(4), 217-237.
Soares, E. H. (2012). Metacognitive intervention for the alleviation of learned helplessness. Dissertation submitted to the Faculty of the Virginia Polytechnic Institute and State University as partial fulfillment of the requirements for the degree of Doctor of Philosophy In Curriculum and Instruction.
Steel, P. (2007). “The nature of procrastination: A meta – analytic and theoretical review ofquintessential self- regulatory failure”. Psychological Bulletin. 133, 65-94.
Steiner, H. H. (2016). “The strategy project: Promoting self-regulated learning through an authentic assignment”. International Journal of Teaching and Learning in Higher Education, 28(2), 271-282.
Thomas, G. P. (2009). “Conceptualization, development and validation of an instrument for investigating the metacognitive orientation of science classroom learning environments”. Learning environments research, 6(2), 175-179.
Thomas, G.P. (2013). “Conceptualization, development and validation of an instrument for investigating the metacognitive orientation of science classroom learning environments”. Learning Environments Research, 6(2), 175-197.
Toland, J., Boyle, C. (2008). “Applying cognitive behavioral methods to retrain children's attributions for success and failure in learning”. School Psychology International, 29(3), 286-302.
Tuckman, B. W., Kennedy, G. J. (2011). “Teaching learning strategies to increase success of first-term college students”. The Journal of Experimental Education, 79, 478-504.
Williams, J. P., Atkins, J. G. (2009). The role of Metacognition in teaching reading comprehension in primary students. In Hacker, D., Dunlosky, J., Graesser, A. (Eds.), Handbook of Metacognition in Education (pp. 240-256). New York: Routledge.
Williams, J. D. Takaku, S. (2011). “Help seeking, self- efficacy, and writing performance among college students”. Journal of Writing Research, 3(1), 1-18
Wong, B. Sh. (2012). Metacognitive awareness, procrastination and academic performance of university students in Hong Kong (Doctoral dissertation, University of Leicester).
Yaworski, J., Weber, R., Ibrahim, N. (2000). “What makes students succeed or fail? The voices of developmental college students”. Journal of College Reading and Learning, 30(2),195-200.
Zimmerman, B. J. (2008). “Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects”. American Educational Research Journal, 45, 166-183.
Zusho, A., Barnett, P. A. (2011). “Personal and contextual determinants of ethnically diverse female high school students’ patterns of academic help seeking and help avoidance in English and mathematics”. Contemporary Educational Psychology, 36, 152-164.
)