Ahmadjavaheri, Z., & Zeraatpishe, M. (2020). The impact of construct-irrelevant factors on the validity of reading comprehension tests. International Journal of Language Testing, 10(1).1-10.
Alay, A., & Safaria, T. (2013). Effects of self-efficacy on students’ academic performance. Journal of Educational, Health and Community Psychology, 2(1), 22-29.
Amiryousefi, M., & Tavakoli, M. (2011). The relationship between test anxiety, motivation and MI and the TOEFL IBT reading, listening and writing scores. Procedia Social and Behavioral Sciences, 15, 210-214. doi:10.1016/j.sbspro.2011.03.075
Au, S. Y. (1988). A critical appraisal of Gardner's social-psychological theory of second-language (L2) Learning. Language Learning, 38(1), 75-99. doi:10.1111/j.1467-1770.1988.tb00402.x
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. doi:10.1080/0969595980050102
Boekaerts, M., & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18(3), 199-210.
Bravo, J. C., Intriago, E. A., Holguin, J. V., Garzon, G. M., & Arcia, L. O. (2017). Motivation and autonomy in learning English as foreign language: A case study of Ecuadorian college students. English Language Teaching, 10(2), 100-113.doi:10.5539/elt.v10n2p100
Buyukkeles, G. (2016). The washback effect of a high-stakes exit test on students’ motivation in a Turkish pre-university EFL preparatory school (Master’s dissertation). University of Reading, UK, Reading.
Chan, H. W. (2016). Popular culture, English out-of-class activities, and learner autonomy among highly proficient secondary students in Hong Kong. Universal Journal of Educational Research, 4(8), 1918-1923. doi:10.13189/ujer.2016.040823
Cheng, L. (1998). Impact of a public English examination change on students’ perceptions and attitudes toward their English learning. Studies in Educational Evaluation, 24(3), 279-301.
Cheng, L., & Deluca, C. (2011). Voices from test-takers: Further evidence for language assessment validation and use. Educational Assessment, 16(2), 104-122. doi:10.1080/10627197.2011.584042
Cohens, S., Evans, G. W., Stokols, D., & Krantz, D. S. (1986). Behavior, health and environmental stress. New York: Plenum.
Conttia, L. M. W. (2007).
The influence of learner motivation on developing autonomous learning in an English-for-specific-purposes course (Master's thesis). University of Hong Kong, Hong Kong. Retrieved from
https://s3.amazonaws.com/academia.edu
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Publishing Co.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation. Harlow: Pearson Education.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Gardner, R.C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Harlen, W., & Deakin-Crick, R. (2003). Testing and motivation for learning. Assessment in Education, 10(2), 169-208.
Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
Hung, S.A., Huang, H.D. (2019). Standardized proficiency tests in a campus-wide English curriculum: a washback study. Language Testing in Asia, 9(21), 1-17. doi:10.1186/s40468-019-0096-5
elly, M. (2014). Fostering autonomy, generating motivation and shaping identities in the adolescent language classroom: An experimental research project (Doctorial thesis), Dublin City University, Dublin.
Khajavy, G. H., Ghonsooly, B., HosseiniFatemi, A., & Choi, C. W. (2014). Willingness to communicate in English: A microsystem model in the Iranian EFL classroom context. TESOL Quarterly, 50(1), 154-180. doi:10.1002/tesq.204
Khodadady, E., & Khajavy, G. (2013). Exploring the role of anxiety and motivation in foreign language achievement: A structural equation modeling approach. Porta Linguarum, 20, 269-286.
Kulm, G. (1994). Mathematics assessment: What works in the classroom? San Francisco, CA: Jossey Bass Inc.
Lamb, T. (2009). Controlling learning: Learners’ voices and relationships between motivation and learner autonomy. In S. Toogood, R. Pemberton & A. Barfield (Eds.), Maintaining control: Autonomy and language learning (pp. 67-86). Hong Kong: Hong.
Little, D., Ridley, J., & Ushioda, E. (Eds). (2003). Learner autonomy in the foreign language classroom: teacher, learner, curriculum and assessment. Dublin: Authentik, Kong University Press.
Liu, M., & Huang, W. (2011). An exploration of foreign language anxiety and English learning motivation. Education Research International, 12, 1-8.
Madaus, G., & Clarke, M. (1999). The adverse impact of high stakes testing on minority students: evidence from 100 years of test data. Paper presented at High Stakes K–12 Testing Conference, Harvard University.
Mahadi, T. S. T., & Jafari, S. M. (2012). Motivation, its types and impacts on language learning. International Journal of Business and Social Science, 24(3), 230-235.
Menken, K. (2017). High-stakes tests as de facto language education policies. In E. Shohamy, I.G. Or & S. May (Eds.), Language testing and assessment. Encyclopedia of language and education (pp. 385 -397). Cham, Switzerland: Springer. doi: 10.1007/978-3-319-02261-1_35
Mikami, H., Leung, C.Y., & Yoshikawa, L. (2018). The threshold of anxiety in low-stakes testing for foreign language reading. Reading in a Foreign Language, 30(1), 92-107.
Nandamuri, P. P., & Ch, G. (2011). Sources of academic stress, a study on management students. Journal of Management and Science, 1, 31-42.
Pajares, F., & Urdan, T. (2006). Self-efficacy beliefs of adolescents. Greenwich, CT: Information Age Publishing.
Pan, Y. C., & Newfields, T. (2013). Student washback from tertiary standardized English proficiency exit requirements in Taiwan.
Journal of Teaching and Learning, 9(1), 1-16.
doi: 10.22329/jtl.v9i1.3540
Pintrich, P. R., & Schunk, D. (2002). Motivation in education: Theory, research and applications (2nd ed.). Upper Saddle River: Merrill Prentice Hall.
Rücker, J. C. (2012).The relationship between motivation, perceived stress and academic achievement in students (Bachelor’s thesis) Enschede: University of Twente
Rezaeian, M., Seyyedrezaei, S.H., Barani, G., Seyyedrezaei, Z. (2020). Construction and validation of educational, social and psychological consequences questionnaires of EPT as a high-stakes test. International Journal of Language Testing, 10(2), 33-70.
Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
Ryan, R. M., Kuhl, J., & Deci, E. L. (1997). Nature and autonomy: Organizational view of social and neurobiological aspects of self-regulation in behavior and development. Development and Psychopathology, 9(4), 701–728. doi:10.1017/s0954579497001405
Salehpour, G.H.R., & Roohani, A. (2020). Relationship between intrinsic/extrinsic motivation and l2 speaking skill among Iranian male and female EFL learners. Journal of Teaching & Learning Language & Literature, 13(1), 43-59. doi: 10.5565/rev/jtl3.803
Schunk, D. H. (2007). Learning theories: An educational perspective. New York: New York Prentice Hall.
Schunk, D. H., Pintrich, P., & Meece, J. (2008). Motivation in schools: Theory, research and applications. Pearson- Merrill Prentice-Hall, UpperSaddle River.
Shih, S., & Alexander, J. M. (2000). Interacting effects of goal setting and self- or other referenced feedback on children's development of self-efficacy and cognitive skill within the Taiwanese classroom. Journal of Educational Psychology, 92(3), 536-543.
Shohamy, E. (1982). Affective considerations in language testing. The Modern Language Journal, 66(1), 13-17. doi:10.2307/327810
Stevens, T., Olivarez, A., Lan, W. Y., & Tallent-Runnels, M. K. (2004). Role of mathematics self-efficacy and motivation in mathematics performance across ethnicity. The Journal of Educational Research, 97(4), 208–221.
Strauss, G. P., & Cohen, A. S. (2017). A transdiagnostic review of negative symptom phenomenology and etiology. Schizophrenia Bulletin, 43, 712–729. doi: 10.1093/schbu l/sbx06 6.
Tavakoli, M. (2011). The role of motivation in ESP reading comprehension test performance. Teaching English Language, 9(3), 99-117.
Tóth, Z. (2007). Predictors of foreign-language anxiety: Examining the relationship between anxiety and other individual learner variables. In J. Horváth & M. Nikolov (Eds.), Empirical studies in English applied linguistics (pp. 123-148). Pécs: Lingua Franca Csoport.
Ushioda, E. (2011). Motivating learners to speak as themselves. In G. Murray, X. Gao & T. Lamb (Eds.), Identity, motivation and autonomy in language learning. Second language acquisition (pp.141-153). Bristol: Multilingual Matters.
Ushioda, E., & Dörnyei, Z. (2009). Motivation, language identities and the L2 self: A theoretical overview. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2. Second language acquisition (pp. 1-8). Bristol: Multilingual Matters.
Vallerand, R. J., & Bissonnette, R. (1992). Intrinsic, extrinsic, and amotivational styles as predictors of behavior: A prospective study. Journal of Personality, 60,599–620.
Walker, C. O., Greene, B. A., & Mansell, R. A. (2006). Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learning and Individual Differences, 16(1), 1-12. doi:10.1016/j.lindif.2005.06.004
Wang, C., Schwab, G., Fenn, P., & Chang, M. (2013). Self-efficacy and self-regulated learning strategies for English language learners: Comparison between Chinese and German college students.
Journal of Educational and Developmental Psychology, 3(1), 173-191.doi:
10.5539/jedp.v3n1p173
Xerri, D., & Vella Briffa, P. (Eds). (2018). Teacher involvement in high-stakes language testing. Springer International Publishing: Cham, Switzerland.
Yang, Y. X. (2017). Test anxiety analysis of Chinese college students in computer-based spoken English test. Educational Technology & Society, 20 (2), 63-73.
Young, K. (2016). Handbook of social psychology: International library of sociology. London: Routledge.
Zheng, Y. (2008). Anxiety and second/foreign language learning revisited. The Canadian Journal of New Scholars in Education, 1(1), 1-12.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91. doi:10.1006/ceps.1999.1016
Zimmerman, B. J., & Kitsantas, A. (2005). Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility belief.
Contemporary Educational Psychology, 30 (4), 397–417.
doi: 10.1016/j.cedpsych.2005.05.003
Zimmerman, B. J., & Kitsantas, A. (1999). Acquiring writing revision skill: Shifting from process to outcome self-regulatory goals. Journal of Educational Psychology, 91(2), 241-250. doi:10.1037/0022-0663.91.2.241