جوکار، ب؛ دلاور پور، م (1386). "رابطة تعللورزی آموزشی با اهداف پیشرفت".
نشریة اندیشههای نوین تربیتی، 3، 63-80.
Adams, P., Gerhart, S., Miller, R. & Roberts, A. (2009). The accelerated learning program: Throwing open the gates. Journal of Basic Writing, 28, 50–69.
Alomyan, H. & Au, W. (2004). Exploration of Instructional Strategies and Individual Difference Within the Context of Web-based Learning, International Education Journal, 4, 86-92.
Ames, C. (1992). Classroom: Goals, structures, and student motivation. Journal of Educational Psychology. 84, 261-27.
Asif, M. (2011). Achievement goals and intrinsic motivation: A case of IIUM. International Journal of Humanities and Social Science, 11, 96-20.
Austin, A.M. & Gustafson, L. (2006). Impact of course length on student learning. Journal of Economics and Finance Education, 5, 26–37.
Barron, K.E. & Harackiewicz, J.M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80, 706–722.
Bennett, E., Mims G. & McKenzie, B. (2002). Assessing Distributed Learning: Student Perceptions and Future Directions. Society for Information Technology and Teacher Education International Conference, 2379-2382.
Bossaert, G.S., Doumen, E., Buyse, K., Verschueren, C. (2011). Predicting Students' Academic Achievement after the Transition to First Grade: A Two-Year Longitudinal Study. Journal of Applied Developmental Psychology, 32, 47–57.
DeGeest, D. & Brown, K.G. (2011). The role of goal orientation in leadership development. Human Resource Development Quarterly, 22, 157-175.
Dweck, C.S. & Leggett, E.L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256- 273.
Eitle, T.M. (2005). Do gender and race matter? Explaining the relationship between sports participation and achievement. Sociological Spectrum, 25, 177-195.
Elliot, A. & McGregor, H. (2001). A2∗A2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-509.
Elliot, A.J. & Thrash, T.M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13, 139-156.
Fadlelmula, F.K. (2010). Educational motivation and students' achievement goal orientations. Procedia Social and Behavioral Sciences, 2, 859-863.
Grant, H. & Dweck, C.S. (2003). Clarifying achievement goals and their impact. Journal of Personalit1y and Social Psychology, 85, 541–553.
Gutman, L.M. & Midgley, C. (2000). The role of protective factors in supporting the academic achievement of poor African American students during the middle school transition. Journal of Youth and Adolescence, 29, 223 – 248.
Harackiewicz, J.M. & Barron, K.E. (2000). Short-term and long-term consequences of achievement goals in college: Predicting continued interest and performance overtime. Journal of Educational Psychology, 92, 316–330.
Harackiewicz, J.M., Barron, K.E., Tauer, J.M. & Elliot, A.J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94, 562-575.
Jitendra, A.K., DuPaul, G.J., Someki, F. & Tresco, K.E. (2008). Enhancing academic achievement for children with attention deficit hyperactivity disorder: evidence from school-based intervention research. Developmental Disabilities Research Reviews, 14, 325-30.
Lyke, J.A. & Kelaher Young, A.J. (2006). Cognition in context: Students’ Perceptions of classroom goal structures and reported cognitive strategy use in the college classroom. Research in Higher Education, 47, 477-490.
Meece, J.L., Anderman, E.M. & Anderman, L.H. (2006). Classroom goal structure, student motivation and academic achievement. Annual Review of Psychology, 57, 487– 503.
Midgely, C., Kaplan, A. & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77–86.
Parri, J. (2006). Quality in higher education. Vadyba Management, 2, 107-111.
Pintrich, P.R. (2000). Multiple goals, multiple pathways: The role of goal orientations in learning and achievement. Journal of Educational Psychology, 92, 544-555.
Turner, E.A., Chandler, M., and Heffer, R.W. (2009). The influence of parenting styles, achievement motivation and self-efficacy on academic performance in college students. Journal of College Student Development, 50, 337-346.
Vandewalle, D., Cron, W.L. & Slocum, J.W. (2001). The role of goal orientation following performance feedback. Journal of Applied Psychology, 86, 629-640.
Vansteenkiste, M., Lens, L. & Deci, E.L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41, 19-31.
)