حکمی، زهرا و شکری، امید. (1394). رابطه بین جهتگیریهای هدف پیشرفت و بهزیستی تحصیلی: الگوی اثرات میانجی گر هیجانات پیشرفت. فصلنامه مطالعات اندازهگیری و ارزشیابی آموزشی، 5(11)، 65-31.
ستاری، بهزاد.، پورشهریار، حسین و شکری، امید. (1394). تحلیل عاملی تأییدی و همسانی درونی مقیاس‌های هیجان مرتبط با یادگیری. فصلنامه اندازهگیری تربیتی، 6(2)، 53-31.
ستاری، بهزاد.، پورشهریار، حسین و شکری، امید. (1394). اثربخشی بسته مداخلهای تنظیم هیجانهای پیشرفت بر کاهش هیجانهای منفی دانشآموزان. مجله روانشناسی مدرسه، 4، 93-76.
عبداللهپور، محمد آزاد. (1394). تحلیل معادلات ساختاری الگوی شناختی ـ اجتماعی هیجانات پیشرفت: آزمون الگوهای رقیب. رساله دکتری در دانشگاه آزاد اسلامی، واحد علوم و تحقیقات تهران.
عبداللهپور، محمد آزاد.، درتاج، فریبرز و احدی، حسن. (1393). ارزیابی ساختار عاملی پرسشنامه هیجانات پیشرفت در دانشجویان ایرانی. فصلنامه مطالعات اندازهگیری و ارزشیابی آموزشی، 4(8)، 186-161.
کدیور، پروین.، فرزاد، ولیالله.، کاوسیان، جواد و نیکدل، فریبرز. (1388). روا سازی پرسشنامه هیجانهای تحصیلی پکران. فصلنامه نوآوری‌های آموزشی، 8(32)، 38-7.
فاتحی، زهرا و شکری، امید. (1393). نقش میانجی گر هیجانات پیشرفت در رابطه باورهای خودکارآمدی تحصیلی و رویکردهای یادگیری. دو فصلنامه راهبردهای شناختی در یادگیری، 3، 108-89.
فلسفین، زینب و شکری، امید. (1393). روابط ساختاری بین اسنادهای علّی، هیجانات پیشرفت و خود نظم جویی تحصیلی. فصلنامه روانشناسی شناختی، 2، 58-46.
نیکدل، فریبرز.، کدیور، پروین.، فرزاد، ولیالله.، عربزاده، مهدی و کاوسیان، جواد. (1392). بررسی نقش واسطهای هیجانهای تحصیلی در ارتباط میان اهداف پیشرفت و راهبردهای خودگردانی یادگیری: ارائه الگوی ساختاری. مجله مطالعات آموزش و یادگیری، 5(2)، 136-113.
Burić, I., & Sorić, I. (2012). The role of test hope and hopelessness in self-regulated learning: Relations between volitional strategies, cognitive appraisals and academic achievement. Learning and Individual Differences, 22, 523–529.
Dettmers, S., Trautwein, U., Lüdtke, O., Goetz, T., Frenzel, A. C., & Pekrun, R. (2011). Students’ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes. Contemporary Educational Psychology, 36, 25–35.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, 218–226.
Goetz, T., Frenzel, A. C., Pekran, R., Hall, N. C. (2007). Between- and Within-domain relations of students, academic emotions. Journal of educational psychology, 99, 715-733.
Goetz, T., Frenzel, N. C., Hall, N. C., & Pekrun, R. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33, 9–33.
Goetz, T., Pekrun, R., Hall, N., & Haag, L. (2006). Academic emotions a social-cognitive perspective: Antecedents and domain specificity of students, affect in the context of Latin instruction. British Journal of Educational Psychology, 76, 289-308.
Goetz, T., Preckel, F., Pekrun, R., & Hall, N. C. (2007). Emotional experiences during test taking: Does cognitive ability make a difference? Learning and Individual Differences, 17, 3–16.
Goetz, T., Sticca, F., Pekrun, R., Murayama, K., & Elliot, A. J. (2016).
Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach.
Learning and Instruction, 41, 115-125.
Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58, 47–77.
Hu, L. T., & Bentler, P. M. (1999).Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
Huang, C. (2011). Achievement Goals and Achievement Emotions: A Meta-analysis. Educational Psychology Review, 23, 359–388.
King, R. B., McInerney, D. M., & Watkins, D. A. (2012). How you think about your intelligence determines how you feel in school: The role of theories of intelligence on academic emotions. Learning and Individual Differences, 22, 814–819.
Lichtenfeld, S., Pekrun, R., Stupnisky, R. H., Reiss, K., & Murayama, K. (2012). Measuring students' emotions in the early years: The achievement emotions questionnaire-elementary school. Learning and Individual Differences, 22, 190-201.
Loehlin, J. C. (2004). Latent variable models: An introduction to factor, path, and structural analysis (4th ed.). Hillsdale, NJ: Erlbaum.
Marsella, A. J., & Leong, F. T. L. (1995). Cross-cultural issues in personality and career assessment. Journal of Career Assessment, 3,202–218.
Meyers,L.S, Gamest.G., & Goarin,A.J. (2006).Applied multivariate research, design and interpretation, Thousand oaks. London. New Deihi, Sage publication.
Patrick, B. C., Skinner, E. A., & Connell, J. P. (1993). What motivates children's behavior and emotion? Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and Social Psychology, 65, 781–791.
Pekrun, R. (1992). Expectancy-value theory of anxiety: Overview and implications. In K. Wrzesniewski, D. G. Forgays, & T. Sosnowski (Eds.), Anxiety: Recent developments in cognitive, psychophysiological, and health research (pp. 23–41). Washington, DC: Hemisphere Publishing Corp.
Pekrun, R. (2000). A social-cognitive, control-value theory of achievement emotions. In J.Heckhausen (Ed.). Motivational psychology of human development (pp. 143–163).
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341.
Pekran, R., Frenzel, A. Goetz, T. & Perry, R. (2007). The control- value of achievement emotions: An integrative approach to emotions in education. In P.A. Shutz, & R. Pekrun, (Eds.). Emotion in Education (pp.13-36). San Diego, CA: Academic Press.
Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102, 531–549.
Pekran, R., Goetz, T., Frenzel, A., Barchfeld, P., & Perry, P. (2011). Measuring emotions in students' learning and performance: The achievement emotions questionnaire. Contemporary Educational Psychology, 36, 36-48.
Pekrun, R., Goetz, T., & Perry, R.P. (2005). Achievement Emotions Questionnaire (AEQ), User’s manual. Munich, Germany: Department of psychology, University of Munich.
Pekrun, R., Goetz, T., Perry, R. P., Kramer, K., Hochstadt,M., & Molfenter, S. (2004). Beyond test anxiety: Development and validation of the test emotions questionnaire (TEQ). Anxiety, Stress, and Coping, 17, 287–316.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37, 91–106.
Pekrun, R., Maier, M.A., & Elliot, A.J. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583-597.
Perry, R. P. (1991). Perceived control in college students: Implications for instruction in higher education. In J. C. Smart (Ed.), Higher education: Handbook of theory and research, Vol. 7. (pp. 1–56) New York, NY: Agathon.
Seipp, B. (1991). Anxiety and academic performance: A meta-analysis of findings. Anxiety Research, 4, 27–41.
Spangler, G., Pekrun, R., Kramer, K., & Hofmann, H. (2002). Students’ emotions, physiological reactions, and coping in academic exams. Anxiety, Stress and Coping, 15, 383–400.
Turner, J. E., & Schallert, D. L. (2001). Expectancy-value relationships of shame reactionsand shame resiliency. Journal of Educational Psychology, 93, 320–329.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548–573.
Zeidner, M. (1998). Test anxiety: The state of the art. New York: Plenum.
Zeidner, M. (2007). Test anxiety in educational contexts: What I have learned so far. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 165–184). San Diego, CA: Academic Press.
)