اسدزاده، حسن؛ محمودیراد، سارا و فرخی، نورعلی (1387). مقایسه اثربخشی تدریس مبتنی بر نظریه طرحواره و روش سنتی در درس زبان انگلیسی سال اول دبیرستان. فصلنامه روانشناسی تربیتی دانشگاه علامه طباطبائی، 12(4):39-22.
احمدوند، محمد (1385). درگیری فعالانه مساوی است با یادگیری مؤثر، مجله رشد معلم، 201: 7-4.
بخشایش، علیرضا؛ جسمانی، سمانه و افشانی، علیرضا (1393). بررسی تاثیر مدارس هوشمند بر اضطراب رایانه، خودتنظیم و عملکرد تحصیلی دانشآموزان دبیرستانی و مقایسه آن با مدارس غیر هوشمند. اندیشههای نوین تربیتی، 11(2): 48-33.
باباخانی، نرگس (1391). الگوی تبیین مطالعه و یادگیری خودتنظیم براساس ادراک یادگیری محیط کلاس، خانواده و احساس تعلق به مدرسه در دانشآموزان دبیرستانی شهر تهران. پایان نامه دکتری روانشناسی تربیتی. دانشگاه آزاد اسلامی واحد رودهن، تهران.
توحیدفر، فریبا (1391). رابطه میان ادراک از محیط یادگیری، رویکرد یادگیری و عملکرد تحصیلی دانشجویان تحصیلی دانشگاه یزد. پایان نامه اخذ مدرک کارشناسی ارشد. دانشگاه الزهرا، تهران.
حسنزاده، رمضان و مهدینژاد، گلین (1392). رابطه بین جهتگیریهای انگیزشی (درونی، بیرونی و بیانگیزشی) و پیشرفت تحصیلی دانشآموزان در درس زبان انگلیسی. روانشناسی مدرسه،3 :60-38.
رضوی، عبدالحمید؛ کاظمی، سلطانعلی و محمدی، محمد (1390). بررسی رابطه صفات شخصیتی و سبکهای مقابلهای با اضطراب اجتماعی دانشجویان نابینا و عادی دانشگاههای استان فارس. فصلنامه روانشناسی افراد استثنایی، 4: 133-109.
رمضانی خمس، زهرا؛ خادمی، ملوک و نقش، زهرا (1396). رابطه هوش هیجانی و پیشرفت تحصیلی: نقش واسطهای خودتنظیمی، خودکارآمدی و تعللورزی. اندیشههای نوین تربیتی، 13(3): 188-163.
سیف، علیاکبر (1384). روانشناسی پرورشی، تهران، مؤسسه آگاه، زمستان 84..
شیرینزاده دستگیری، صمد؛ گودرزی، محمدعلی؛ رحیمی، چنگیز ونظیری، قاسم (1387). بررسی رابطه هوش هیجانی، خودتنظیمی تحصیلی و ساختار هدف در کلاس با پیشرفت تحصیلی در دانشآموزان. مجله دانشور،(30)1: 98-85.
شیخ الاسلامی، راضیه و خیر ، محمد (1386). نقش جهتگیری انگیزشی در یادگیری زبان انگلیسی به عنوان یک زبان خارجی .پژوهش زبانهای خارجی، 39(12).
قدیری، پروین؛ اسدزاده، حسن و درتاج، فریبرز (1389). بررسی ادراک از محیط کلاس درس و جهتگیری هدف با پیشرفت یادگیری ریاضی در دانشآموزان دختر پایه سوم متوسطه. فصلنامه روانشناسی تربیتی، 19:138-115.
کاووسیان، جواد (1390). نقش واسطهای نیازهای اساسی روانشناختی، خودتنظیمی انگیزشی هیجانهای تحصیلی در تبیین رابطه متغیرهای محیطی حامی خودفرمانی تحصیلی دانشآموزان با عملکرد تحصیلی بهزیستی. رساله جهت اخذ مدرک دکتری دانشگاه خوارزمی تهران.
نیکدل، فریبرز؛ کدیور، پروین؛ فرزاد، ولیاله و کریمی، یوسف (1389). بررسی رابطه ادراک از محیط کلاس و باورهای انگیزشی (جهتگیری هدف و خودپنداره تحصیلی) با هیجانهای تحصیلی و یادگیری خودگردان:نقش واسطهای هیجان های تحصیلی. پایان نامه جهت اخذ کارشناسی ارشد. دانشگاه تربیت معلم.
نیسی، عبدالکاظم؛.شهنی ییلاق، منیجه و فراشبندی، افسانه (1384). بررسی رابطه ساده و چندگانه متغیرهای عزت نفس، اضطراب عمومی، حمایت اجتماعی ادراک شده و سرسختی روانشناختی با اضطراب اجتماعی دختران دانشآموز پایه اول دبیرستانهای شهرستان آبادان. مجله علوم تربیتی و روانشناسی دانشگاه شهید چمران اهواز،3(3) :152 – 137.
وکیلیان، سارا و قنبری هاشمآبادی، بهرام (1388). بررسی اثربخشی درمان شناختی– رفتاری و آموزش مهارتهای اجتماعی بر ترس از ارزشیابی منفی و اجتناب اجتماعی . مجله روانشناسی بالینی، 2 : 28-11.
یعقوبی، ابولقاسم؛ محققی، حسین؛ جعفری، مجید و یاریمقدم، نفیسه (1392). تاثیر آموزش راهبردهای یادگیری خودتنظیمی بر ادراک شایستگی و پیشرفت تحصیلی دانشآموزان پسر پایه اول متوسطه در درس زبان انگلیسی. اندیشه های نوین تربیتی، 9(1):180-155.
Andermen, E. M. & Midgley, C. (1997). Changes in achievement goal orientations and perceived classroom goal structures across the transition to middle level schools. Contemporary Educational Psychology, 22, 269–298.
Aldridge, J. M., Dorman, J. P., & Fraser, B. J. (2004). Use of mulitrait-multimethod modeling to validate actual and preferred forms of the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI). Australian Journal of Educational and Developmental Psychology, 4, 110-125.
Ames, C. (1992). Classroom: Goals, structure and motivation. Journal of Educational Psychology, 84, 261 -271.
Astleitner, H. (2000). Designing emotionally sound instruction: The FEASP-approach. Instructional Science, 28, 169-198.
Aldridge, J. M., Dorman, J. P., & Fraser, B. J. (2004). Use of multitrait-multimethod modeling to validate actual and preferred forms of the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI). Australian Journal of Educational and Developmental Psychology, 4, 110-125.
Alzubaidi, E., Aldridge, J. M., & Swe Khine, M. (2014). Learning English as a second language at the university level in Jordan: motivation, self-regulation and learning environment perceptions. Learning Environ Res, 19, 133–152.
Ahmadvand, M. (2006). The active involvement is equal to effective learning. Teacher Grow Magazine, 201, 4-7. (Text in Persian)
Asadzade, H., Mahmoodyrad, S., & Farkhy, N. (2006). Comparison of the Effectiveness of Teaching Based on the Theory Theory and the Traditional Method in the English Language of the First Year of High School. Quarterly Journal of Educational Psychology, Allameh Tabataba'i University,12(4),22-39. (Text in Persian)
Bakhshayesh, A., Jesmani, S., & Afshar, A. (2014). Effect of Intelligent Schools on Computer Anxiety, Self-Regulation and Academic Performance of High School Students and Comparison with Non-Intelligent Schools. New Educational Ideas, 11 (2), 48-33. (Text in Persian)
Babakhani, N. (2012). The pattern of self-regulating study and learning based on the perception of classroom environment, family and feeling of belonging to school in high school students in Tehran. Thesis for Ph.D. in Educational Psychology. Islamic Azad University, Roodehen Branch, Tehran, Iran. (Text in Persian)
Beck, A. T,.Emery,G,.& Greenberg,R.L.(1985).Anxiery disorder and phobias:A cognitive perspective journal of Journal of clinical psychology.20, 70-79 .
Benson, P. (2013). Teaching and researching: Autonomy in language learning. New York: Routledge.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: freeman.
Baker,J. A., Dilly, L. J., Aupperlee,J. L.,& PaAl, S. A. (2003). The developmental context of school satisfaction: Schools as psychologically healthy environments. School Psychology Quarterly, 18(2), 206-221.
Baek, S. G, Choi, H.J., (2002). The Relationship between Students’ Perceptions of Classroom Environment and Their Academic Achievement in Korea. Asia Pacific Education, Review 2002,Vol. 3, No. 1, 125-135.
Boekaerts, M., Pintrich, P. R., & Zeidner, M. (2000). Handbook of self-regulation. San Diego, CA: Academic Press.
Culotta, C. M., & Goldstein, S. E. (2008). Adolescents' aggressive and prosocial behavior: Associations with jealousy and social anxiety. Journal of Genetic Psychology, 169(1), 21-33.
Davis, H. A. (2003). Conceptualizing the role and influence of student-teacher relationships on children’s social and cognitive development. Educational Psychologist, 38(4), 207-234.
De Bot, K., Lowie, W., & Verspoor, M. (2007). A dynamic systems theory approach to second language acquisition. Bilingualism: Language and Cognition, 10(1), 7-21.
Dornyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(03), 117-135.
Dornyei, Z. (2001a). Motivation and second language acquisition. National Foreign Language Resource Center.
Dornyei, Z. (2001b). Teaching and researching motivation. London: Longman.
Dornyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53(S1), 3-32.
Dornyei, Z. (2009). Individual differences: Interplay of learner characteristics and learning environment. Language Learning, 59(s1), 230-248.
Dorman, J. P. & Ferguson, J. M. (2004). Association between student’s perception of mathematics classroom environment and self-handicapping in Australian and Canadian high schools. McGill Journal of Education, 39(1), 69-86.
Dorman, J.P., Fisher, D. L. & Waldrip, B. G. (2006). Classroom environment, students’ perceptions of assessment, academic efficacy and attitude to science: a lisrel analysis. University of Southern Queensland Australia.
Field, A. (2009). Discovering statistics using SPSS. London: SAGE Publications.
Fraser, B. J., Fisher, D. L., & Mcrobbies, C. J. (1996). Development, validation and use of personal and class forms of a new classroom environment instrument. Paper presented at the Annual of the American Educational Research Association, New York, USA.
Farmer, T. W., Lines, M. A., & Hamm.J.V. (2011). Revealing the invisible hand: The role of teachers in children's peer experiences. Journal of Applied Developmental Psychology, 32, 274-256.
Guo, J. (2018). Building bridges to student learning: Perceptions of the learning environment, engagement, and learning outcomes among Chinese undergraduates. Studies in Educational Evaluation, 59, 195-208.
Ghadiry, P., Asadzade, H., & Dortaj, F. (2010). Studying the perception of the classroom environment and goal orientation with the advancement of math learning in third-grade high school female students. Quarterly Journal of Educational Psychology, 19, 138-115. (Text in Persian)
Henderson, D., Fisher, D. & Fraser, B.J. (2000). Interpersonal behavior, laboratory learning environments, and student outcomes in senior biology classes. Journal of Research in Science Teaching, 37, 26-43.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.
Hasanzade, R., & Mehdinejad, G. (2013). The Relationship Between Motivational Orientation (Internal, Exterior and Inhibitory) and Academic Achievement of Students in English Language. School Psychology, 3, 60-38. (Text in Persian)
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379.
Kuperminc, G. P., Leadbeater, B. j., Emmons, C., & BlaO, S. J. (2001). Perceived school climate and difficulties in the social adjustment of middle school students. Applied Developmental Science, 1, 76-55.
Kayao_glu, M. N., & Sa_glamel, H. (2013). Students' perceptions of language anxiety in speaking classes. Tarih Kültür ve Sanat Aras¸ tırmaları Dergisi, 2(2),142-160.
Kavosian, J. (2011). Mediating role of basic psychological needs, self-regulation, motivational effects of academic excitement in explaining the relationship between environmental variables supporting the academic self-education of students with well-being academic performance. Thesis for Ph.D. in Kharazmi University of Tehran. (Text in Persian)
LaRocque, M. (2008). Assessing perceptions of the environment in elementary classrooms: The link with achievement. Educational Psychology in Practice, 24 (4), 289–305.
Leary, M.R. (2001). Shyness and the self: Attentional, motivational and cognitive self-processes in social anxiety and inhibition. New York: wiley Journal of Consulting and Clinical psychology. 11,302-325.
Larsen-Freeman, D. (2007). On the complementarity of chaos/complexity theory and dynamic systems theory in understanding the second language acquisition process. Bilingualism: Language and cognition, 10(1), 35-37.
Lewin, K. (1936). Principals of topological psychology. New York: McGraw.
Lewin, K. (1935). A Dynamic Theory of Personality. New York: McGraw-Hill.
Moss, R. H. (1979). Evaluating classroom learning environments. Studies in Educational Evaluation, Vol.6, No, 3, 239-259.
Murray, H. A. (1938). Explorations in Personality. New York: Oxford University Press.
Nikdel,F., Kadivar, P., Farzad, V., & Karimy, Y. (2010). Investigating the relationship between perception of classroom environment and motivational beliefs (goal orientation and academic self-concept) with academic excitements and self-learning: the role of mediator of academic excitement. Thesis for Master's Degree, Tarbiat Moalem University. (Text in Persian)
Nisi, A., Shahni, M., & Farashbandy, A. (2005). The study of simple and multiple relationship between self-esteem variables, general anxiety, perceived social support and psychological hardiness with social anxiety among female students of first grade high schools in Abadan. Journal of Educational Sciences and Psychology of Ahvaz Shahid Chamran University ,3(3),137-152. (Text in Persian)
Pintrich, P. R. & De Groot, V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 1, 33 - 40.
Pintrich, P. R. (2000). Multiple goals, multiple pathways: the role of goal orientation in learning and achievement. Journal of Educational psychology, 92, 544-555.
Park, G., & French, B. F. (2013). Gender differences in the foreign language classroom anxiety scale. System, 41(2), 462-471.
Pang, F., & Skehan, P. (2014). Self-reported planning behaviour and second language performance in narrative retelling. In P. Skehan (Ed.), Processing perspectives on task performance (pp. 95-127). Philadelphia: John Benjamins Publishing Company.
Patrick, H., Ryan, A. (2010). Early adolescents perceptions of classroom environment, motivation, and beliefs. Journal of educational psychology,99,83-98.
Pintrich, P. R., & De-Groot, E. V. (2010). Motivational and self-regulated learning component of classroom academic performance. Journal of Educational Psychology, No, 85, 33-40.
Ramazani, Z., Khademi, M., & Naghsh, Z. (2017). The Relationship between Emotional Intelligence and Academic Achievement: Self-Regulatory Mediation, Self-efficacy and Procrastination. New Educational Thoughts, 13 (3), 188-163. (Text in Persian)
Razavi, A., Kazemi, S., & Mohammadi, M. (2011). The Relationship between Personality Traits and Coping Styles with Social Anxiety in Blind and Normal Students of Fars Universities. Quarterly psychology of exceptional people, 4, 109-133. (Text in Persian)
Ryan, R. M., & Connell, J.P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749-761.
Ramsbotham, J., Dinh, H., Truong, H., Huong, N., Dang, T., Nguyen, C., Tran, D., & Bonner, A. (2019). Evaluating the learning environment of nursing students: A multisite crosssectional Study. Nurse Education Today, 79, 80-85.
Salehi, M., & Marefat, F. (2014). The effects of foreign language anxiety and test anxiety on foreign language test performance. Theory and Practice in Language Studies, 4(5), 931-940.
Skibbe, L., Montroy, J., Bowles,R., & Morrison, F. (2019). QuarterlySelf-regulation and the development of literacy and languageachievement from preschool through second grade. Early Childhood Research Quarterly, 46, 240-251.
Stefanou, C, R. (2001). Creating contexts for motivation and self-regulative learning in the collage classroom. Journal on excellence in college teaching. 12 (2). 19- 32.
Spence, S. H., Donovan, C., & Brechman Toussaint, M. (1999). Social skills, social outcomes, and cognitive features of childhood social phobia. Journal of Abnormal Psychology, 108(2), 211–221.
Sitzmann, T., & Ely, K. (2010). Sometimes you need a reminder: The effects of prompting self-regulation on regulatory processes, learning, and attrition. Journal of Applied Psychology, 95(1),132-144
Seif, A. (2009). Educational Psychology. Tehran, Agah Institute. (Text in Persian)Shirinzade, S., Godarzi, M., Rahimi, C., & Naziri, G. (2008). Investigating the relationship between emotional intelligence, academic self-regulation and target structure in class with academic achievement in students. Daneshvar Magazine,30(15),85-98. (Text in Persian)
Shekhol Eslami, R., & kheir, M. (2007). The role of motivational orientation in learning English as a foreign language. Foreign language research,12(39). (Text in Persian)
Tavakoli, P., & Foster, P. (2011). Task design and second language performance: The effect of narrative type on learner output. Language Learning, 61, 37-72.
Telli, S. Cakiroglu, J., & den Brok, P. (2006). Turkish secondary education students’ perceptions of their classroom learning environment and their attitude towards Biology. In D. L. Fisher & M. S. Khine(Eds.), Contemporary approaches to research on learning environments: world views ,517-542.
Tohidfar, F. (2012). The Relationship between Perceived Learning Environment, Learning Approach and Academic Performance of Yazd University Students. Master's thesis. Alzahra University, Tehran. (Text in Persian)
Van Petegem, K., Aelterman, A., Van Keer, H., & Rosseel, Y. (2008). The influence of student characteristics and interpersonal teacher behaviour in the classroom on student’s wellbeing. Social Indicators Research, 85 (2), 279–291.
Verga, L., & Kotz, S. A. (2013). How relevant is social interaction in second language learning? Frontiers in Human Neuroscience, 7.
Vakilian, S., & Ghanbari, B. (2009). Effectiveness of cognitive-behavioral therapy and social skills training on fear of negative evaluation and social avoidance. Journal of Clinical Psychology, 2, 28-11. (Text in Persian)
Watson, D. & Friend, R. (1969). Measurement of social evaluation anxiety. Journal of Consulting and Clinical psychology, 33, 448 – 454.
Yaghobi, A., Mohagheghy, H., Jafary, M., & Yari Moghadam, N. (2013). The Effect of Teaching Self-Regulatory Learning Strategies on Competency Understanding and Academic Achievement of First-Grade Secondary School Students in English. New Educational Ideas, 9(1), 180-155. (Text in Persian)
Zimmerman, B. J. & Martins– pons, M (1986). Development of structured interview for assessing students use of self- regulated learning strategies, American education research journal, 23(4), 614- 628.
Zhou, M. (2016). The roles of social anxiety, autonomy, and learning orientation in second language learning: A structural equation modeling analysis. System, 63, 89-100.
)