Ahmadi, A., Ziapour, A., Lebni, J. Y., & Mehedi, N. (2023). Prediction of academic motivation based on variables of personality traits, academic self-efficacy, academic alienation and social support in paramedical students. Community Health Equity Research & Policy, 43(2), 195-201.
Almwalad, S. M. (2023). Self-regulation and academic motivation as predictors of academic achievement of undergraduate students in an online learning environment [Doctoral dissertation], Andrews University.
Andriyani, N., & Apriantoro, M. S. (2023). Enhancing students’ cognitive abilities in integrated Islamic high schools: A need-based analysis for developing chemistry modules infused with Islamic values. Ethica: International Journal of Humanities and Social Science Studies, 1(1), 1-10.
Atik, S., & Çelik, O. T. (2021). Analysis of the relationships between academic motivation, engagement, burnout and academic achievement with structural equation modelling. International Journal of Contemporary Educational Research, 8(2), 118-130.
Bagheri Hosein Abadi, F., & Yoosefi, N. (2023). The effectiveness of integrated intervention based on motivational interview and metacognitive skills on academic procrastination, academic resilience and motivation for academic achievement in students with a history of truancy. Psychological Achievements, 30(2), 281-302. [Persian].
Bagheri, N., Shahrarai, M., & Farzad, V. (2003). Psychometric tests of academic motivation scale among Tehran high school students. Daneshvar Raftar, 10(1), 11-24. [Persian].
Bandura, A. (2002). Growing primacy of human agency in adaptation and change in the electronic era. European Psychologist, 7(1), 2-16.
Bozanoğlu, İ. (2004). Akademik güdülenme ölçeği: Geliştirmesi, geçerliği, güvenirliği. Ankara University Journal of Faculty of Educational Sciences (JFES), 37(2), 83-98.
Bureau, J. S., Howard, J. L., Chong, J. X., & Guay, F. (2022). Pathways to student motivation: A meta-analysis of antecedents of autonomous and controlled motivations. Review of Educational Research, 92(1), 46-72.
Chiu, T. K. (2022). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(sup1), S14-S30.
Cho, H. J., Levesque-Bristol, C., & Yough, M. (2021). International students’ self-determined motivation, beliefs about classroom assessment, learning strategies, and academic adjustment in higher education. Higher Education, 81, 1215-1235.
Collins, N. (2009). Motivation and self-regulated learning: theory, research, and applications. The Journal of Higher Education, 80(4), 476-479.
Dalanbayar, R., Damba, T. A., & Badamdorj, O. (2024). Academic motivation in medical education: A Literature Review. In Conference on Quality Assurance in Higher Education: Transforming education-new generation of learners (QAHE 2023) (pp. 141-151). Atlantis Press.
De Bruin, A. B., Roelle, J., Carpenter, S. K., Baars, M., & Efg-Mre. (2020). Synthesizing cognitive load and self-regulation theory: A theoretical framework and research agenda. Educational Psychology Review, 32(4), 903-915.
Deci, E. L., & Ryan, R. M. (2013). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
Dehghan Manshadi, M., Marvastinia, Z., & Hemati, H. (2023). The effectiveness of mobile learning based on social networks on self-regulated learning strategies, academic well-being and achievement motivation of sixth grade elementary students in the city of Marvast. Interdisciplinary Studies in Education, 1(1), 31-50. [Persian].
Demirdağ, S. (2021). Communication skills and time management as the predictors of student motivation. International Journal of Psychology and Educational Studies, 8(1), 38-50.
Elhusseini, S. A., Tischner, C. M., Aspiranti, K. B., & Fedewa, A. L. (2022). A quantitative review of the effects of self-regulation interventions on primary and secondary student academic achievement. Metacognition and Learning, 17(3), 1117-1139.
El-Sayed, M. M., Taha, S. M., AbdElhay, E. S., & Hawash, M. M. (2024). Understanding the relationship of academic motivation and social support in graduate nursing education in Egypt. BMC nursing, 23(1), 12.
Eskandari, H. (2019). Life Skills. Tehran: Sepand Honar Publishing. [Persian].
Feraco, T., Resnati, D., Fregonese, D., Spoto, A., & Meneghetti, C. (2023). An integrated model of school students’ academic achievement and life satisfaction. Linking soft skills, extracurricular activities, self-regulated learning, motivation, and emotions. European Journal of Psychology of Education, 38(1), 109-130.
Feraco, T., Resnati, D., Fregonese, D., Spoto, A., & Meneghetti, C. (2023). An integrated model of school students’ academic achievement and life satisfaction. Linking soft skills, extracurricular activities, self-regulated learning, motivation, and emotions. European Journal of Psychology of Education, 38(1), 109-130.
Fernández, A. G. (2007). Modelos de motivación académica: una visión panorámica. REME, 10(25), 1.
Garavand, H., Ghadampour, E., & Vieskarami, H. A. (2017). Providing a causal model for perception of the educational atmosphere of creative and problem-solving skills with academic motivation: The mediating role of academic self-efficacy. Educational Psychology, 13(46), 95-121. [Persian].
Ghazizadeh Fard, M. A, Abolmaali Alhosseini, K., Saberi, H., & Ebrahimi Moghaddam, H. (2023). The effect of creativity training on problem-solving, continuous attention, and spatial working memory in preschool children. Iranian Journal of Learning and Memory, 6(23), 27-42.
Ghorbani, J. (2018). Academic life skills. Mashhad: FaraAngizesh Publications. [Persian].
Günaydın, H. D. (2022). The impact of social problem skills on academic motivation by means of Covid-19 fear: A SEM model: Social problem solving, Covid-19, and academic motivation. Current Psychology, 41(1), 427-436.
Hughes, J. N. (2012). Teacher–student relationships and school adjustment: Progress and remaining challenges. Attachment & Human Development, 14(3), 319-327.
Hulleman, C. S., Barron, K. E., Kosovich, J. J., & Lazowski, R. A. (2016). Student motivation: Current theories, constructs, and interventions within an expectancy-value framework. Psychosocial Skills and School Systems in the 21st Century: Theory, Research, and Practice, 241-278.
Ito, T., & Umemoto, T. (2022). Self‐regulation, co‐regulation, and socially shared regulation of motivation for collaborative activity: Comparison between university students and working adults. Japanese Psychological Research, 64(4), 397-409.
Klein, M. (2019). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Sociologicky Casopis, 55(3), 412-413.
Kryshko, O., Fleischer, J., Grunschel, C., & Leutner, D. (2023). University students’ self-efficacy for motivational regulation, use of motivational regulation strategies, and satisfaction with academic studies: Exploring between-person and within-person associations. Journal of Educational Psychology, 115(4), 571.
Lemos, M. S. (1999). Students’ goals and self-regulation in the classroom. International Journal of Educational Research, 31(6), 471-485.
Lohbeck, A., & Moschner, B. (2022). Motivational regulation strategies, academic self-concept, and cognitive learning strategies of university students: does academic self-concept play an interactive role? European Journal of Psychology of Education, 37(4), 1217-1236.
Mahbobi, T., salimi, H., & Hossini, S. A. (2016). The effect of emotional self- control training on the reduction of verbal aggression of Payame Noor University students. Social Cognition, 4(2), 124-136. [Persian].
Maleki, S., sharifi, T., Ghzanfari, A., & Ahmadi, R. (2023). Comparison of the effectiveness of positive parenting group training and effective communication skills with the spouse on procrastination and academic motivation in male male students. Psychological Achievements, 30(1), 223-240. [Persian].
Martina, F., Akbarjono, A., Friantary, H., & Sari, T. N. P. (2021). Investigating English students’ motivation in speaking class during new normal era. Journal of English Education and Teaching, 5(3), 436-452.
Mehraban, R., Hosseini Nasab, S. D., & Alivandi Vafa, M. (2022). The effectiveness of mindfulness training on aggression, mind rumination and self-control. Iranian Journal of Learning & Memory, 5(19), 5-17.
Mirhosseini, F. S., Lavasani, M. G., & Hejazi, E. (2018). The effectiveness of self-regulation learning skills on motivational and academic variables among students. Middle East Journal of Family Medicine, 16(5).
Pakdaman Savoji, A., Ganji, K., & Ahmadzadeh, M. (2013). The Effect of Life Skills Training (LST) on achievement motivation and academic achievement of students. Social Welfare Quarterly (Refahj), 12(47), 245-265. [Persian].
Ragusa, A., González-Bernal, J., Trigueros, R., Caggiano, V., Navarro, N., Minguez-Minguez, L. A., & Fernandez-Ortega, C. (2023). Effects of academic self-regulation on procrastination, academic stress and anxiety, resilience and academic performance in a sample of Spanish secondary school students. Frontiers in Psychology, 14, 1073529.
Rowell, R. K. (1996). Kerlinger's practicality myth and the quality of research instruction: An overview of the content of educational research textbooks. The Journal of Experimental Education, 65(2), 123-131.
Sameriyar, M., Razdar, M., & Hemmatyar, B. (2020). The impact of academic skills' instruction on achievement motivation and academic performance of elementary sixth grade male students in mathematics. Journal of Research in Elementary Education, 2(3), 50-61. [Persian].
Sheykholeslami, A., Seyedesmaili Ghomi, N., & Mohammadi, N. (2023). Investigating the effectiveness of cognitive rehabilitation on the executive functions of students with specific learning disorder. Iranian Journal of Learning and Memory, 6(23), 43-51.
Trotter, M. G., Obine, E. A., & Sharpe, B. T. (2023). Self-regulation, stress appraisal, and esport action performance. Frontiers in Psychology, 14, 1265778.
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003-1017.
Veyskarami, H., Soleymani, M., & Senobar, A. (2021). The effect of self-regulation learning strategies on academic self-efficacy and test anxiety among female students with academic failure. Educational and Scholastic Studies, 10(2), 87-106. [Persian].
Wang, Y., Jiang, G., Yao, Z., & Liu, L. (2024). The influence of teacher–student relationship on Chinese high school students' academic motivation for the ideological and political subject: the mediating role of academic emotions. Frontiers in Psychology, 14, 1329439.
Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational psychologist, 38(4), 189-205.
Wolters, C. A., & Benzon, M. B. (2013). Assessing and predicting college students’ use of strategies for the self-regulation of motivation. The Journal of Experimental Education, 81(2), 199-221.
Wolters, C. A., & Brady, A. C. (2021). College students’ time management: A self-regulated learning perspective. Educational Psychology Review, 33(4), 1319-1351.
Zimmerman, W. A. (2017). Predicting success in an online course using expectancies, values, and typical mode of instruction. International Journal of E-Learning & Distance Education, 32(1), n1.