Adan, A. M., & Felner, R. D. (2001). The school translational environment project: An ecological intervention and evaluation. 14 ounces of prevention: a case-book for practitioner.
Adan, A., Grabulosa, J. M. S., Caci, H., & Natale, V. (2009). A reduced Temperament and Character Inventory (TCI-56). Psychometric properties in a non-clinical sample. Personality and Individual Differences, 46, 687–692.
Aghaei, K. (2015). The Relationship between organizational culture and organizational atmosphere with the responsibility of the staff of Shiraz technical and vocational training centers. Thesis for Receiving a Master's Degree in Educational Management, Faculty of Educational Sciences and Psychology, Department of Educational Sciences, Islamic Azad University, Marvdasht Branch
Akinleke, O. W. (2012). An investigation of the relationship between test anxiety, self-esteem and academic performance among polytechnic students in Nigeria. International Journal of Computer Applications, 51(1).
Alam, M. (2014). A Study of test anxiety, self-esteem and academic performance among adolescents. The IUP Journal of Organizational Behavior, 12, 33-43.
Amiri Khorasani, A., & Lavasani, M. (2014). Investigating the relationship between responsibility and adaptation with academic achievement of day and night high school students in Rafsanjan. International Conference on Humanities and Behavioral Sciences. University of Science and Application.
Atkins, M. (2014). Teaching qualifications. data for academic staff in higher education institutions 2014-15
Aulak, D. S., Quinn, B., & Wilson, N. (2016). Student burnout. British Dental Journal, 220(5), 219-220.
Bahadormogadam, E. (2012). The effectiveness of teaching cognitive strategy skills on perceived competence dimensions in students. Developmental Psychology: Iranian Psychologists, 33(9), 39-46.
Bai, N., Hassanabadi, H., & Kavousian, J. (2015). Structural model of competency beliefs and perception of the classroom with students' academic achievement: The role of progress behaviors and beliefs. Journal of Applied Psychology, 1 (41), 67-83.
Behpejouh, A., & Salimian, B. (2001). Comparison of Perception of Cognitive and Social Values in Students with Low Academic, Late and Ordinary Academic Progress. Journal of Psychology and Educational Sciences, University of Tehran, 31(1), 21-40.
Brewer, M. (2013). Teaching your child responsibility. Pagewise. Inc
Brunstien, J.C., & Maier, G.W. (2005). An implicit and self-attributed motives to archive: Two separate but interacting needs. Journal of Personality and Social Psychology,89, 205-222.
Cloninger, C.R. (1994). The Temperament and Character Inventory (TCI): A Guide to its Development and Use. Center for Psychobiology of Personality, Washington University.
Deci, E. L., & Ryan, R. M. (2000). The "What" and "Why" of goal pursuits: Human needs and the self determination of behavior. Psychological Inquiry, 11(4), 227-268.
Denes, C., & Grecu, V. (2011). Some considerations on adapting academic qualifications to the Romanian labor market. In MATEC Web of Conferences, 121 (2003). EDP Sciences.
Fridedman, I, A. (2002). Student behavior patterns contributing to teacher burnout. The Journal of Educational Research, 99 (2), 291-298.
Furrer, C., Skinner, E., & Pitzer, J. (2014). The influence of teacher and peer relationships on student's classroom engagement and everyday motivational resilience. National Society for the Study of Education, 113(1), 101-123.
Ghafouri Vernosfadrani, M. R., Kamali, M., & Nouri, A. (2006). The Relationship between motivation and psychological stubbornness and excitement and responsibility. Knowledge and Research in Psychology, 35(36), 165-188.
Ghasem, M., & Hosseinchari, M. (2012). Psychological resilience and intrinsic- extrinsic motivation: The mediating role of self-efficacy. Developmental Psychology, 33(9), 61-71.
Hard, P. L. (2006). Factors affecting high school students' academic motivation in Taiwan. Asia Pacific Journal of Education, 26(2), 189-207.
Harter, S. (1985). Manual for the self-perception profile for children. Denver: University of Denver, Department of developmental; Psychology.
Hermans, H. J. M. (1997). A Questionnaire measure of achievement motivation. Journal of Applied Psycho logy, 54, 353-363.
Janson, H. (2013). Enabling school structure, collective responsibility, and a culture of academic optimism: Toward a robust model of school performance in Taiwan. Journal of Educational Administration, 51 (2), 176-193.
Kaviani, H., & Pornasah, M. (2005). Validation and standardization of Cloninger nature and character questionnaire in Iranian population. Journal of Tehran University of Medical Sciences, 63 (2), 89-98.
Komarraju, M., & Nadler, D. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences, 7(1), 67-72.
Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-281.
Mergler, A., Spencer, F. M., & Patton W. A. (2008). Personal responsibility: T Creation, implementation and evaluation of a school, Based Program Well-being, 2 (1), 35-51.
Mcclelland, D. C., Atkinson. J. W., Clark, R. A., & Lowell, E. L. (1953). The achievement motive. New York: Appleton Contury Crofts.
Mirzaei, Sh., Kiamenesh, A., Hejazi, E., & Bani Jamali, Sh. (2014). The effect of competency perception on academic resilience mediated by autonomous motivation. Psychological Methods and Models, 7 (25), 67-82.
Nadaf, S., Sharifi, T., Heydari, A., & Asadzadeh, N. (2018). Causal relationship between academic self-efficacy and achievement motivation with academic conflict and the mediating role of self-affirmation of first grade high school students in Ahvaz. Journal of Social Psychology, 11 (47), 79-89.
Newcombe, N. S., Ambady, N., Eccles, J., Gomez, L., Klahr, D., Linn, M., Miller, K., & Mix, K. (2010). Psychology ' s role in mathematics and science education. American Psychologist, 64 (6), 279-228.
Pasha Sharifi, H., Sharifi, N., & Tangestani, Y. (2011). Predicting academic achievement based on self-efficacy, self-regulation and creativity of students of Roodehen Azad University. Scientific and Research Quarterly Journal of Educational Management Research, 4 (4), 178-185.
Poor Kran, H. T. (2006). The relationship between responsibility, personality traits and Academic achievement and their comparison with smart and normal high school students in the city Babol. Master Thesis in Educational Research. Islamic Azad University, Roudehen Branch.
Premuzic, T., & Furnham, A. (2003). Personality predicts academic performance: evidence from two longitudinal university samples. Journal of Research i Personality, 37, 319-338.
Ranjbar, A., & Bayanfar, F. (2008). Relationship between personality traits and teachers 'responsibility with procrastination and motivation of students' academic achievement. Journal of New Advances in Psychology, Educational Sciences and Education, 2 (17), 1-15.
Rio, J. M. (2010). Motivation and excitement. Translation: Yahya Seyed Mohammadi, Tehran.
Sarmad, Z., Hejazi, E., & Bazargan, A. (2011). Research Methods in Behavioral Sciences, Agah Publications.
Schultz, D., & Schultz, S. A. (2004). Personality theories. Translated by Yahya Seyed Mohammadi. Tehran: Editing Publishing.
Sharifi, N. (2010). Development of structural models for predicting academic achievement based on intelligence, creativity and emotional intelligence at different levels of education. Journal of Organizational Industrial Psychology, 2 (6), 29-17.
Shiri, A., & Kazemi, K. (2014). Investigating the relationship between self-confidence and responsibility of nurses in hospitals of Ilam University of Medical Sciences. Journal of Ilam University of Medical Sciences, 24 (5), 50-61.
Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research.
Usher, E. L., & Pajares, F. (2014). Sources of self-efficacy in mathematics: A validation study. Journal of Contemporary Educational Psychology, 34(1), 89–101.
Verena, F., Ricarda, S., & Birgit, S. (2012). Competence beliefs and perceived ability evaluations: How do they contribute to intrinsic motivation and achievement? Learning and Individual Differences, 22(4),518-522.
Zare, H., & Mohammadzareh, R. (2008). A study of the role of personality traits in predicting students' achievement motivation. Journal of Psychological Achievements, 4 (1), 138-117.
Zimmerman, B. J., & Kitsantas, A. (2005). Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs. Contemporary Educational Psychology, 30 (4), 397-417.
)