افشاری، بهنام؛ قدیری، فرهاد و بهرام، عباس (1395). تأثیر بازخورد ژنریک و غیرژتریک بر انگیزش درونی و یادگیری حرکتی کودکان. مطالعات روان شناسی ورزشی، 5(15)، 25-38.
ترابی، فرناز (1391). مقایسة آثار انواع مداخله های انگیزشی بر اکتساب، یادداری و انتقال پرتاب آزاد بسکتبال. رفتار حرکتی، 11: 163-176.
سیج جورج (1998). یادگیری و کنترل حرکتی از دیدگاه روانشناسی عصبی. مترجم: حسن مرتضوی (1378). تهران: نشر سنبله.
عاشوری، محمد و جلیل آبکنار، سیده سمیه (1392). از عادی سازی تا آموزش فراگیر، تحولی در نظام آموزشی. تعلیم و تربیت استثنایی، 13(4)،49-60.
علیپور، محمد؛ چاپاری ایلخچی و علمردانی صومعه (1397). اثر بخشی روش بازخورد مثبت به خود در درمان مشکل دانشآموزان نارساخوان. مجله ناتوانیهای یادگیری، 8(2)،58-75.
کاشی، علی و شیروانی ها، زهره (1395). توجه به دیدگاه های مختلف توانایی ها: تأثیر بازخورد عمومی و غیرعمومی در یادگیری مهارتهای حرکتی کودکان کم توان ذهنی. رفتار حرکتی، 23، 15-32.
نوروزی سید حسینی، رسول؛ کوزه چیان، هاشم و تندنویس، فریدون (1391). ارتباط بین سبکهای رهبری مربیان و انگیزش پیشرفت جودوکاران نخبه ایران. مطالعات مدیریت ورزشی، 14، 175-190.
Afshari, B., Ghadiri, F., & Bahram, A. (2016). Effect of generic and non-generic feedback on intrinsic motivation and motor learning in children. Sport Psychology Studies, 5(15): 25-38. (Persian)
Alipour, M., Chappari Ilkhchi, S., & Alamrdani Someeh, S. (2019). The effectiveness of self-reinforcement on the improving reading performance of student with dyslexia. Journal of Learning Disabilities, 8(2):58-75. (Persian)
Ashoory, M., & Jalil Abkenar, S. S. (2013). From mainstreaming to inclusive education: A transition in the educational system. Exceptional Education, 4 (117):49-60. (Persian)
Chiviacowsky, S., Drews, R. (2014). Effects of generic versus non-generic feedback on motor learning in children. PLoS ONE, 9(2): e88989.
Chiviacowsky, S., Wulf, G., Lewthwaite, R. (2012). Self-controlled learning: The importance of protecting perceptions of competence. Frontiers in Psychology, 2(3):458.
Chiviacowsky, S., Wulf, G., Medeiros, F., Kaefer, A., Tani, G. (2008). Learning benefits of selfcontrolled knowledge of results in 10-year old children. Research Quarterly Exercis and Sport, 79: 405–410.
Cimpian, A., Arce, H.M., Markman, E.M, & Dweck, C.S. (2007). Subtle linguistic cues affect children’s motivation. Psychological Science, (18):314–316.
Dweck, C. S. (1999). Their role in motivation, personality, and development. Philadelphia: Psychology Press.
Ericsson, K. A. (1996). The road to excellence: The acquisition of expert performance in the arts and sciences, sports, and games. Mahwah, NJ: Erlbaum.
Fairbrother, J.T., Laughlin, D.D., & Nguyen, T.V. (2012). Self-controlled feedback facilitates motor learning in both high and low activity individuals. Frontiers in Psychology, 31(3):323.
Fredenburg, B.K., Lee, A.M., & Solmon, M. (2001). The effects of augmented feedback on student's perceptions and performance. Research Quarterly for Exercise and Sport, 2(3): 232.
Jourden, F.J., Bandura, A., & Banfield, J.T. (1991). The impact of conceptions of ability on self-regulatory factors and motor skill acquisition. Journal of Sport and Exercise Psychology, (8): 213–226.
Kashi, A., & Shirvani, Z. (2016). Considering different perspectives of abilities: The effect of general and non-general feedback on learning motor skills of mentally retarded children. Motor Behavior, 23: 15-32. (Persian)
Lewthwaite, R., & Wulf, G. (2010). Social-comparative feedback affects motor skill learning. Quarterly Journal of Experimental Psychology, 63: 738–749.
Locke, E., Cartledge, N., Koeppel, J. (1968). Motivational effects of knowledge of results: A goal-setting phenomenon. Psychological Bulletin, 70(6): 474-485.
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice and performance. Psychological Review, 91: 328–346.
Patterson, J.T., & Carter, M. (2010). Learner regulated knowledge of results during the acquisition of multiple timing goals. Human Movement Science, 29: 214–227.
Saemi, E., Wulf, G., Varzaneh, A.G., & Zarghami, M. (2011). Feedback after good versus poor trials enhances learning in children. Revista Brasileira de Medicina do Esporte, (25): 671–679.
Seyyed Hosseini Norouzi, R., Kouzie Chian, H., & Tondnevis, F. (2012). The relationship between coaching leadership styles and the progress motivation of Iranian Elite Judoists. Sport Management Studies, 14: 175-190. (Persian)
Siech,G. (1998). Learning and motor control from the perspective of neuroscience. Translated by: Hasan Mortazavi (1999). Tehran: Sanbole pub. (Persian)
Torabi, F. (2012). Comparison of the effects of different motivational interventions on basketball free throw acquisition, retention and transfer. Motor Behavior, 11: 163-176. (Persian)
Wulf, G., & Lewthwaite, R. (2009). Conceptions of ability affect motor learning. Journal of Motor Behavior, 41(5):461-467.
Wulf, G., Chiviacowsky, S., & Lewthwaite, R. (2010). Normative feedback effects on learning a timing task. Physical Education, Recreation and Dance, 81(4): 425–431.