Beerenwinkel, A., & von Arx, M. (2016). Constructivism in Practice: an Exploratory Study of Teaching Patterns and Student Motivation in Physics Classrooms in Finland, Germany and Switzerland. Research in Science Education, 1-19.
Bowen, G., Hopson, L, Rose, R., &Glennie, E. (2012). Students’ perceived parental school behavior expectations and their academic performance: A longitudinal analysis. Family Relations, 61, 175-191.
Bowen, G., Rose, R., Powers, J., &Glennie, E. (2008).The joint effects of neighborhoods, peers, families on changes in the school success of middle school students. Family Relations, 57, 504-516.
Bryan, R. R., Glynn, S. M., & Kittleson, J. M. (2011). Motivation, achievement, and dvanced placement intent of high school students learning science. Science Education, 95(6), 1049–1065.
Cantley, C. (2005). Predicting Academic Intrinsic Motivation: The Role of Parents, Teachers, and Child Factors. Dissertation Abstracts International.66,11.
Davis-Kean, P. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19, 294-304.
Gonzalez, A. & Wolters, C. (2006). The relation between perceived parenting practices and achievement motivation in mathematics. Journal of Research in Childhood Education,21:203-217.
Gonzalez, A., Holbein, M., & Quilter, S. (2002). High school students’ goal orientations and their relationship to perceived parenting styles. Contemporary Educational Psychology, 27: 450-470.
Grolnick, W. S. (2016). Parental Involvement and children’s academic motivation and achievement. in building autonomous learners (pp. 169-183). Springer Singapore.
Hoge, D., Smit, E. & Crist, J. (1997). Four family process factors predicting academic achievement in sixth and seventh grade. Educational Research Quarterly, 21, 27.
Hruda, L.Z., Anderman, E., Anderman, L., Freeman, K.E., Gheen, M., Kaplan, A., Kumar, R., Middleton, M.J., Nelson, J., Roeser, R. & Urdan, T. (2000). Manual for the Patterns of Adaptive Learning Scales: Univeristy of Michigan.
Kuperminc, G.P. Darnell, A.J. & Alvarez-Jimenez, A. (2008). parent involvement in the academic adjustment of Latino middle and high school youth: Teacher expectations and school belonging as mediators. Journal of Adolescence, 31, 469-483.
Lee, J. O. (1987). A path analytical approach to parents and teacher expectation effects on achievement for middle school students. [ph. D thesis]. Iowa State University.
Marrero, A. F. (2015). Dominican parents involvement in children's academic achievement and motivation (Doctoral dissertation, SAGE GRADUATE SCHOOL).
Mau, W. (1997). Parental influences on the high school students’ academic achievement: A comparison of Asian immigrants, Asian Americans, and White Americans. Psychology in the Schools, 34: 267-277.
Nolen, A. L. (2002). A predictive model for high school academic expectations: Factors influencing adolescents, their parents, and their teachers[ph. D thesis]. Baylor University.
Ricard, N. C. & Pelletier, L. G. (2016). Dropping out of high school: The role of parent and teacher self-determination support, reciprocal friendships and academic motivation. Contemporary Educational Psychology.
Ryan, R. & Deci, E. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
Seyfried, S. F. & Chung, I. J. (2002). Parent involvement as parental monitoring of student motivation and parent expectations predicting later achievement among African American and European American middle school age students. Journal of Ethnic and Cultural Diversity in Social Work, 11(1-2), 109-131.
Sheldon, S. B. & Epstein, J. L. (2007). Parent survey on family and community involvement in the elementary and middle grades. Baltimore: Center on School, Family, and Community Partnerships, Johns Hopkins University.
Taylor, L.C., Hinton, I.D. & Wilson, M.N. (1995). Parental influences on academic performance in African-American students. Journal of Child and Family Studies, 4: 293-302.
Toston, LaShonda(2013). Home and school factors and their influence on students' academic goal orientation and motivation. [ph. D thesis]. University of Southern California.
Weinstein, R. & Middlestadt, S. (1979). Student perceptions of teacher interactions with male high and low achievers. Journal of Educational Psychology, 71, 421-431.
Woolley, M.E., Kol, K.L. & Bowen, G.L. (2009). The social context of school success for Latino middle school students: Direct and indirect influences of teachers, family, and friends. The Journal of Early Adolescence, 29, 43-70.
Yamamoto, Y. & Holloway, S. (2010). Parental expectations and children’s academic performance in sociocultural context. Educational Psychology Review, 22, 189-214.
Zhan, M. (2006).Assets, parental expectations and involvement and children’s educational performance. Children and Youth Services Review, 28, 961-975.
Wentzel, K., Wigfield, A., & Miele, D. (Eds.). (2009). Handbook of motivation at school. Routledge.pp.459-477.
)