کدیور، پروین. (1394). روانشناسی تربیتی. تهران: سمت.
محمدیانی، داود. (1384). رویکردی تطبیقی بر وجود شناسی در فلسفه هایدگر و ملاصدرا. پژوهشهای فلسفی –کلامی، 22، 28-57.
هومن، حیدر علی. (1385). تحلیل دادههای چند متغیری در علوم رفتاری. تهران: سمت.
Baxter Magolda, M. B. (2004). A constructivist conceptualization of epistemological reflection. Educational Psychologist, 39, 31–42.
Belenky, M. R, Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's ways of knowing: The development of self-voice and mind. New York: Basic Books.
Bendixen, L. D. & Rule, D.C. (2004). An integrative approach to personal epistemology: A guiding model. Educational Psychologist, 39(1), 69-80.
Buehl, M. M., & Alexander, P. A. (2001). Beliefs about academic knowledge. Educational Psychology Review, 13, 385–417.
Burr, J. E. & Hofer, B. E. (2002). Personal epistemology and theory of mind: deciphering young children’s beliefs about knowledge and knowing. New Ideas in Psychology, 20, 199-224.
Chan, K., & Elliott, R. G. (2002). Exploratory study of Hong Kong teacher education students’ epistemological beliefs: Cultural perspectives and implications on beliefs research. Contemporary Educational Psychology, 27, 392–414.
Chen, C., Stevenson, H. W., Hayward, C., & Burgess, S. (1995). Culture and academic achievement: Ethnic and cross- national differences. Advances in Motivation and Achievement, 9, 119-151.
Conley, A. M, Pintrich, P. R, Vekiri, I & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29, 186-204.
Elder, A. D. (2002). Characterizing fifth grade students_ epistemological beliefs in science. In P. R. Pintrich (Ed.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 347–364). Mahwah, NJ, USA: Lawrence Erlbaum Associates.
Greene, J. A., & Yu, S. B. (2014). Modeling and measuring epistemic cognition: A qualitative reinvestigation. Contemporary Educational Psychology, 39, 13-28.
Haerle, F. C. (2006). Personal epistemologies of fourth graders: Their beliefs about
Knowledge and knowing. Oldenburg, Germany: Didaktisches Zentrum.
Hofer, B. K. & Pintrich, P. R. (1997). The development of epistemological theories: beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88-140.
Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 378–405.
Hofer, B. K. (2004). Epistemological understanding as a metacognitive process: Thinking aloud during online searching. Educational Psychologist, 39, 43–56.
Hofstede, G. (1986) ‘Cultural differences in teaching and learning’, Int. J. Intercultural Relations, Vol. 10, pp.310–320.
Hofstede, G. (2002) ‘Europe: strengths and pitfalls of diversity’, Paper presented in the Proceedings of the 2nd International Conference on Human Resource Management in Europe Trends and Challenges, Athens University of Economics and Business, Athens, October 17, Available at:http://www.mbc.aueb.gr/hrconference/application.htm.
Kampa, N., Neumann, I., Hetmann., & Kremer, K. (2016). Epistemological beliefs in science—a person-centered approach to investigate high school students’ profiles. Contemporary Educational Psychology, 46, 81–93.
King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass.
Kitchener, R. F. (2002). Folk epistemology: An introduction. New Ideas in Psychology, 20, 89–105.
Kuhn, D. (1991). The Skills of Argument. Cambridge University Press, Cambridge.
Kuhn, D., Cheney, R., & Weinstock, M. (2000). The development of epistemological understanding. Cognitive Development, 15, 309-328.
Li, J. (2003). US and Chinese cultural beliefs about learning. Journal of Educational Psychology, 95, 258–267.
Lin, T., Deng, F., Chai, C. S., & Tsai, C. (2013). High school students’ scientific epistemological beliefs, motivation in learning science, and their relationships: A comparative study within the Chinese culture. International Journal of Educational Development
, 33(1), 37-47.
Manikutty, S., Anuradha, N. S. & Hansen, K. (2007). Does culture influence learning styles in higher education? Int. J. Learning and Change, 2 (1), 70-87.
Mansfield, A. F., & Clinchy, B. McV. (2002). Toward the integration of objectivity and subjectivity: Epistemological development from 10 to 16. New Ideas in Psychology, 20, 225–262.
Mason, L., Boldrin, A., & Vanzetta, A. (2006). Epistemological beliefs and achievement goals in conceptual change learning, 5 th meeting of the EARLI SIG “Conceptual change”, Stockholm, Sweden.
Mulger, F. & Landbeck, R. (1997). Learning in South Pacific and phenomenography across cultures. Higher Education Research and Development, 16, 227-239.
Muis, K. R., Bendixen, L. D., & Haerle, F. (2006). Domain-Generality and domain-specificity in personal epistemology research: philosophical and empirical reflections in the development of a theoretical framework. Educ Psychol Rev, 18, 3–54.
Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart and Winston.
Phan, H. P. (2006). Examination of student learning approaches, reflective thinking, and epistemological beliefs: A latent variables approach. Electronic Journal of Research in Educational Psychology, 14 (3), 577-610.
Phan, H, P. (2008a). Predicting change in epistemological beliefs, reflective thinking, learning styles: a longitudinal study. British Journal of Educational Psychology, 78, 75-93.
Phan, H. P., Deo, B. (2007). The revised learning process questionnaire: A validation of a Western model of students' study approaches to the South Pacific context using confirmatory factor analysis. British Journal of Educational Psychology, 77, 719.
Qian, G., & Alvermann, D. (1995). Role of epistemological beliefs and learned helplessness in secondary school students’ learning science concepts from text. Journal of EducationalPsychology, 87(2), 282–292.
Rhodes, M., & Brandone, A. (2014). Three-year-olds’ theories of mind inactions and words. Original Research Article Published, 5 1-8.
Richardson, J. T. E., Landbeck, R. & Muglar, F. (1995). Approches to studying in higher education: a comparative study in the South Pacific. Educational Psychology, 15(4), 417-432.
Rubba, P. A., & Andersen, H. (1978). Development of an instrument to assess secondary school students_ understanding of the nature of scientific knowledge. Science Education, 62, 449–458.
Sandoval, W. A., & Çam, A. (2010). Elementary children’s judgments of the epistemic status of sources of justification. Science Education, 95(3), 383–408.
Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3). 498-504.
Schraw, G., Bendixen, L. D., & Dunkle, M. E. (2002). Development and validation of the Epistemic Belief Inventory (EBI). In P. R. Pintrich (Ed.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 261–276). Mahwah, NJ, USA: Lawrence Erlbaum Associates.
Thriandis, H. C. (1989). The self and social behavior in differing cultural contexts. Psychological Review, 96(3), 506-520.
Tweed, R. G., & Lehman, D. R. (2002). Learning considered within a cultural context: Confucian and Socratic approaches. American Psychologist, 57, 89–99.
Youn, I. (2000). The cultural specificty of epistemological beliefs about learning. Asian Journalof Social Psychology, 3, 87–105.