امیری جومیلو، میکائیل. (1394). تعیین رابطه جوّ روانی-اجتماعی کلاس، مدیریت کلاس و حمایت عاطفی معلم با هیجانهای تحصیلی (مثبت و منفی). پایان نامهکارشناسی ارشد. دانشگاه تبریز. دانشکده روانشناسی و علوم تربیتی.
بشرپور، سجاد؛ عیسی‌زادگان، علی؛ زاهد بابلان، عادل؛ احمدیان، لیلا. (1392). مقایسه خودپندارهی تحصیلی و‌اشتیاق به مدرسه در دانش‌آموزان مبتلا به ناتوانی یادگیری و عادی. مجله مطالعات آموزش و یادگیری، 2(65)، 47-64.
بهاری، فرشاد. (1390). مبانی امید و امید درمانی، راهنمای امید آفرینی، تهران، نشر دانژه.
تیموری، لیلا؛ رضایی، اکبر و محمدزاده، علی. (1398). مقایسة امید، انگیزش پیشرفت تحصیلی و خودپندارة تحصیلی در دانش‌آموزان با و بدون اختلال یادگیری خاص. مجله ناتوانیهای یادگیری، 9(2)، 7-35.
دهقانی، ماهرخ و عزیزیان کهن، نسرین. (1398). نقش انگیزش مشارکت ورزشی و حمایت تحصیلی در پیش‌بینی سرزندگی تحصیلی دانش‌آموزان دارای اختلال یادگیری. مجله ناتوانیهای یادگیری، 9(3)، 52-76.
صادقی، مسعود؛ ویسکرمی، حسینعلی و چهری، پرستو. (1395). بررسی تأثیر اموزش امید بر درگیری تحصیلی دانش‌آموزان دختر کم توان ذهنی. تعلیم و تربیت استثنایی، 16(2)، 2-18.
طاهری، محمد؛ پورمحمدرضایی تجریشی، معصومه و سلطانی بهرام، سعید. (1391). رابطه سبک دلبستگی و امید به زندگی در مادران فرزند پسر کم توان ذهنی آموزش پذیر. مجله اصول بهداشت روانی، 4(1)، 24-35.
میکائیلی منیع، فرزانه؛ مهدوی فر، سوسن؛ عیسی زادگان، علی و مهنا، سعید. (1396). بررسی روابط ساختاری امید، خودکارآمدی تحصیلی و ادراک از جو کلاس با انگیزش تحصیلی. فصلنامه مطالعات روانشناسی تربیتی، 25 (2)، 57-81.
نریمانی، محمد؛ رشیدی، جمال و زردی، بهمن. (1398). نقش خودپنداره کودکان، حمایت اجتماعی خانواده و سبک والدگری در پیش‌بینی سرزندگی تحصیلی دانش‌آموزان دارای ناتوانی یادگیری خاص. مجله ناتوانیهای یادگیری، 8(3)، 112-133.
نعامی، عبدالزهرا و پیریایی، صالحه. (1391). رابطۀ ابعاد انگیزش تحصیلی با اشتیاق تحصیلی دانش‌آموزان سال سوم دبیرستانهای شهر اهواز. مجله پژوهش در نظام های آموزشی، 3(2)،7-15.
Alexander, E.S., & Onwuegbuzie, J. A. (2007). Academic procrastination and the
role of hope as a coping stategy. Personality and individual differences, 42(7),
1301-1310
Cadima, J., Sarah D., Karine V., & Evelien B. (2015). Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate. Early Childhood Research Quarterly. 32(3), 1-12
Catalano, R., & Hawkins, D. (1996). The social development model: A theory of antisocial behavior. In D. Hawkins (Ed.), Delinquency and crime: Current theories Cambridge, UK: Cambridge University Press. PP149-197.
Collie, R. J., Martin, A. J., Malmberg, L-E., Hall, J., & Ginns, P. (2015). Academic buoyancy, student's achievement, and the linking role of control: A cross-lagged analysis of high school students. British Journal of Educational Psychology, 85(1), 113-130.
Conti, R. (2000). College goals: Do self-determined and carefully considered goals
predict intrinsic motivation, academic performance, and adjustment during the
first semester?. Social Psychology of Education, 4, 189-211.
Davis, H. A. (2003). Conceptualizing the role and influence of student– teacher relationships on children's social and cognitive development, Educational Psychologist, 38 (4), 207–234.
Dehghani, M., & Azizian Kohan, N. (2020). The role of sport participation motivation and academic support in predicting academic vitality in students with learning disabilities. Journal of Learning Disabilities, 9(3), 52-76. (Persian)
Ford, M. E. (1992). Motivating humans: Goals, emotions, and personal agency beliefs. Newbury Park, CA: Sage.
Hamre, B.K., & Pianta, R.C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eight grades. Child Development, 72, 625-638.
Jayarathna, L. C. H. (2014). Perceived Social Support and Academic Engagement. Kelaniya Journal of Management. 3(2), 85-92.
Jennifer, A., Fredricks. (2015). Academicc engagement. International Encyclopedia of the Social & Behavioral Sciences.74(1), 31-36
Jennifer Jun-Li Chen (2005). Relation of academic support from parents,
teachers, and Peers to Hong Kong adolescents' academic achievement: The mediating role of academic engagement. Genetic, Social, and General Psychology Monographs, 131(2), 77-127.
Lei, H., Cui, Y., & Chiu, M.M .(2018) Therelationship between teachersupport and students’ academicemotions: A Meta-Analysis.Front. Psychol. 8:2288.
Longobardi, C., Prino, L.E., Marengo, D., & Settanni, M. (2016). Student-teacher relationships as a protective factor for school adjustment during the transition from middle to high school. Front. Psychol. 7:1988.
Malik, A. (2013). Efficacy, hope, optimism and resilience at workplace –positive
Organizational Behavior. International Journal of Scientific and Research
Publications, 3(10): 1-4.
Mohammadipour, M., & Rahmati, F. (2016). The predictive role of social adjustment, academic procrastination and academic hope in the high school Students’ academic burnout. Interdisciplinary Journal of Education, 1(1), 35-45. (Persian)
Narimani, M., Rashidi, J., & Zardi, B. (2019). The role of children’s self-concept, family’s social support, and parenting styles in predicting academic vitality among students with specific learning disability. Journal of Learning Disabilities, 8(3), 112-133. (Persian)
Newmann, F. M., Wehlage, G. G. & Lamborn, S. D. (1992). The significance and sources of student engagement. In Newmann, F. M. (ed.) Student engagement and achievement in American secondary schools (pp. 11-39). New York: Teachers College Press. Onwuegbuzie, A.J., & Snyder, C.R. (2000). Relations between hope and graduate
students’ studying and test-taking strategies. Psychological Reports, 86: 803-806.
Ouweneel, E., Le Blanc, P.M. & Schaufeli, W.B. (2011). Flourishing students: A longitudinal study on positive emotions, personal resources, and study engagement. The Journal of Positive Psychology: Dedicated to furthering research and promoting good practice, 6 (2), 142-153.
Scheier, M.F., & Corver, C.S. (2001). Optimism pessimism, and psychological
wellbeing. In E. C. Change (Ed.), optimism and pessimism: Implications for
theory research and practice. Washington DC: American Psychological
Association, 189-216.
Seligman, M. E. P. (2002). Positive psychology,positive prevention, and positive therapy', in C. R.Snyder,S. J. Lopez )eds.(. Handbook of Positive Psychology. New York: Oxford University Press.
Shaaria, A. S., Nurahimah Mohd, Y., Izam, M. Gh., Rafisah H. O., Nur Fatirah M. D. (2014). The Relationship between lecturers teaching style And Academic Engagement. Social and Behavioral Sciences. 118(3), 10 – 20.
Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100, 765-781.
Snyder, C.R., Harris, C., Anderson, J.R, Holleran, S. A., & Hrving, L.M. (1991). The will and the ways: Development and validation of an individual- difference measure of hope. Journal of Personality and Scial Psychology, 60:570-585.
Snyder, C.R. (1994). The psychology of hope: You can get there from here. New York: Free Press.
Snyder, C.R. (1995). Conceptualizing, measuring, and nurturing hope. Journal of Counseling and Development, 73: 335-360.
Snyder, C.R. (1999). Hope, goal blocking thoughts, and test-related anxieties. Psychological Reports, 84: 206-208.
Snyder, C.R. (2000). Handbook of Hope; theory, measures, and applications. San Diego, CA; Academic Press.
Snyder, C.R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry,13: 249-75.
Snyder, C.R., & Lopez, S.L. (2007). Positive psychology: The scientific and practical explorations of human strengths. Sage Publications, Thousand Oaks, London, New Delhi.
Snyder, C.R., Harris, C., Anderson, J.R., Holleran, S.A., Irving, S.A., Sigmon, S.
and et al. (1991). The will and the ways: Development and validation of an
individual differences measure of hope. Journal of Personality and Social
Psychology, 60(4): 570-585
Snyder, C.R., Hoza, B., Pelham, W. E., Rapoff, M., Ware, L., Danovsky, M., & et al. (1997). The development and validation of the Children’s Hope Scale. Journal of Pediatric Psychology, 22: 399-421.
Snyder, C.R., Sympson, S.C., Michael, S. T., & Cheavens, J. (2000). The optimism
and hope constructs: Variants on a positive expectancy theme. In E. C. Chang
(Ed.), Optimism and pessimism (pp. 103-124). Washington, DC: American
Psychological Association.
Teimouri, L., Rezaei, A., & Mohammadzadeh, A. (2020). A comparative study of hope, academic achievement motivation, and academic self-concept among students with and without learning disabilities. Journal of Learning Disabilities, 9(2), 7-35. (Perasian)
Turner, J. C., Meyer, D., Anderman, E., Midgley, C., Green. M., & Kang, Y. (2002). The classroom environment and students’ reports of avoidance strategies in mathematics: A multimethod study. Journal of Educational Psychology, 94, 88-106.
Wang, M. T. & Holcombe, R. .(2010). Adolescents' perceptions of classroom environment, school engagement, and academic achievement. American Educational Research Journal, 47, 633–662.
Wang, M.T., Brinkworth, M.E., & Eccles, J.S. (2013). The moderation effect of teacherestudent relationship on the association between adolescents’ selfregulation ability, family conflict, and developmental problems. Developmental Psychology, 49: 690-705.
Wentzel, K R. (1998). Social support and adjustment in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90, 202-209.
Wentzel, K.R. (2004). Understanding classroom competence: The role of socialmotivational and self-processes. In R. Kail (Ed.). Advances in child development and behavior. New York, NY: Elsevier. 32, 213-241.
Wentzel, K.R. (2005). Peer relationships, motivation, and academic performance at school. In A. Elliot & C. Dweck (Eds.), Handbook of competence and motivation. New York, NY: Guilford. 279-296
Wentzel, K.R., Battle, A., Shannon, L., Russell, S.L., & Looney, L.B. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35: 193–202.
Zyngier, D. (2008). Conceptualizing student engagement: Doing education
)