اصغری نکاح، سیدمحسن و حیدری دربندی، آسیه (1389). مقایسه شیوههای نگهداری و حمایت از کودکان بی سرپرست و بد سرپرست از منظر مراقبت سلامت و بهداشت روانی. خلاصه مقالات چهارمین جشنواره علمی–تحقیقاتی کودکان سرور، 18.
باقری، ناصر (1379). هنجاریابی مقیاس انگیزش تحصیلی در دانشآموزان دبیرستانی شهر تهران. پایان نامه کارشناسی ارشد، دانشگاه تربیت معلم.
محمود علیلو، مجید؛ موحدی، یزدان و علیزاده گورادل، جابر (1392). تعیین رابطه ی حالت های فراشناختی، سودمندی ادراک شده و تأکیدات هدفی والدین با پیشرفت تحصیلی در دانشآموزان مبتلا به ناتوانی یادگیری. مجله ناتوانی های یادگیری، 3(1)، 109-91.
Akramr, R., & Zafar iqbal, M. (2005). Effect of students' self-concept and gender onacademic achievement in science. Bulletin of education & research, 27(2), 19- 36.
Asgharinekah, S.M., Hedaridarbandi, A. (2011). Comparing methods of maintenance and support of orphans and irresponsible children in terms of health care and mental health. Abstracts of scientific- research Festival of Children's. page 18.
Bagheri, N. (2000). Standardization OF academic motivation scale among high school students in Tehran. Master's thesis, University of Tarbiate Moalem.
Baker, S.R. (2003). A prospective longitudinal investigation of social problem-solving appraisals on adjustment to university, stress, health, and academic motivation and performance. Personality and Individual Differences, 35, 569–591.
Battle, J. (1981). Culture-free SEI: Self-Esteem Inventories for children and adult Seattle: Special Child Publications.
Berger, J-L., & Karabenick, S.A. (2011). Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms. Learning and Instruction, 21(3), 416-428.
Butler, D. L. (1998). The strategic content learning approach to promoting self-regulated learning: a report of three studies. Journal of Educational Psychology, 90, 682– 697.
Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination inhuman behaviour. New York, NY: Plenum.
Einar, M., Skaalvik, S., Skaalvik, S. (2013).
School goal structure: Associations with students’ perceptions of their teachers as emotionally supportive, academic self-concept, intrinsic motivation, effort, and help seeking behavior Original Research Article
International Journal of Educational Research, 61, 5-14.
Engin-Demir, C. (2009). Factors influencing the academic achievement of the Turkish urban poor. International Journal of Educational Development, 29 (1),17–29.
Eweniyi, G.D. (2005).
The impact of family structure on university students’ academic performance, Available from
http://64.233.183.104.
Guay, F., Ratelle, C.F., Roy, A., Litalien, D. (2010). Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects Learning and Individual Differences, 20 (6), 644–653.
Hirshi, T. (1969). Causes of delinquency. Berkley, CA: University of California Press.
Huang, C. (2011). Self-concept and academic achievement: A meta-analysis oflongitudinal relations. Journal of School Psychology, 49, 505-528.
Jansen, M., Schroeders, U., & Lüdtke, O. (2014). Academic self-concept in science: Multidimensionality, relations to achievement measures, and gender differences Original Research ArticleLearning and Individual Differences, 30, 11-21.
Kemmelmeier, M., Danielson, C., & Bastten, J. (2005). What’s in a grade? Academic success and political orientation. Personality and Social Psychology Bulletin, 31, 1386-1399.
Kimani, C.G., Mutua, M. M., Chesire, A. M. & Chebet, P.S. (2012). The self-concept and academic performance of institutionalized and non-institutionalized HIV/AIDS orphaned children in Kisumu municipality. Journal of Alternative Perspectives in the Social Sciences, 4 (1), 242-254.
Komarraju, M., Nadler, D. (2013).Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Original Research Article Learning and Individual Differences, 25, 67-72.
Liu, W.C., & Wang, C.K.J. (2005). Academic self-concept: A cross-sectional study of grade and gender differences in a Singapore Secondary School. Asia Pacific Education Review, 6(1), 20-27.
Marsh, H.W., Relich, J.D. & Smith, I.D. (1983). Self-concept: The construct validity of interpretations based upon the SDQ. Journal of personality and social psychology, 45, 173-187.
Mahmood alilu, M., Movahedi, Y. & Alizadehgoradel, J. (2013). The relationship between metacognitive states, perceived instrumentality, parental goal emphases and academic achievement of students with learning disabilities. Journal of Learning Disabilities, 3(1), 91-109.(Persian).
Ning, K.H., & Downing, K. ) 2010(. The reciprocal relationship between motivation and self-regulation: A longitudinal study on academic performance. Learning and Individual Differences, 20 (6), 682–686.
OECD. (2005). Learning for tomorrow's world first results from PISA 2003. (No.9264007245). Paris: OECD. Rothman, S. (2003). The Changing Influence of Socioeconomic Status on Student Achievement: Recent Evidence from Australia. American Educational Research Association, 21- 25 Nisan, Chicago, 2003.
Piers, E.V., & Harris, D.B. (1964). Age and other correlates of self-concept in children.interpretations based upon the SDQ. Journal of Personality and Social Psychology, 45, Journal of Educational Psychology, 55(2), 91-95.
Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.
Ryan, M., & Deci, L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
Siqueira, A.C,
Dell'Aglio, D. D. (2010). Institutionalized children and adolescents: academic achievement, life satisfaction and social support network.
Psic. Teor. e Pesq, 26(3), 407-415.
Taylor, G.,
Jungert, T.,
Mageau, G.A.,
Schattke, K.,
Dedic, H.,
Rosenfield, S. &
Koestner, R. (2014). A self-determination theory approach to predicting school achievement over time: the unique role of intrinsic motivation.
Contemporary Educational Psychology,
39(4), 342–358.
Wang, M.T., Willett, J. B., & Eccles, J. S. (2011). The assessment of school engagement: Examining dimensionality and measurement invariance by gender and race/ethnicity. Journal of School Psychology, 49, 465-480.