جوکار، بهرام (1378). بررسی رابطه هدفگرایی و خودتنظیمی در دانشجویان رشتههای مختلف تحصیلی دانشگاه شیراز. مجله علوم اجتماعی و انسانی دانشگاه شیراز، دوره بیست و دوم، شماره چهارم، صص 71-56.
حاجی یخچالی، علیرضا (1380). رابطه ساده و چندگانه پیشایندهای مهم هدفگرایی تبحری و رابطه آن با پیامدهای برگزیدهاش در دانشآموزان پسر سال اول دبیرستانهای اهواز.پایاننامه کارشناسی ارشد، دانشگاه شهید چمران اهواز.
دلیرعبدینیا، محمود (1377). بررسی روابط خودکارآمدی، جهتگیریهای هدفی، یادگیری خودگردان و پیشرفت تحصیلی دانشآموزان سال سوم راهنمایی در تهران. پایاننامه کارشناسی ارشد، دانشگاه تهران.
عابدینی، یاسمین (1386). نقش درگیری تحصیلی و هدفهای پیشرفت در پیشرفت تحصیلی دانشآموزان دختر پایه سوم دبیرستان: مدل ساختاری پیشرفت تحصیلی در دو رشته ریاضی - فیزیک و علوم انسانی. پایاننامه دکتری، دانشگاه تهران.
محسنپور، مریم (1384). نقش خودکارآمدی، اهداف پیشرفت، راهبردهای یادگیری و پایداری در پیشرفت تحصیلی درس ریاضی دانشآموزان سوم متوسطه (رشته ریاضی) شهر تهران. پایاننامه کارشناسی ارشد، دانشگاه تهران.
Ames, C. (1984). Achievement attribution and self-instructions under competitive and individualistic goal structures. Journal of Educational Psychology, 76, 478-487.
Ames, C. (1992). Classroom: Goal structure, and student motivation. Journal of Educational Psychology, 84,261-271.
Ames, C., & Archer, J. (1988). Achievement goal in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80,260-267.
Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287-309.
Coutinho, S., & Neuman, G. (2008). A model of metacognition, achievement goal orientation, learning style and self-efficacy. Learning Environments Research, 11 (2), 131-151.
Dupeyrat, C., & Marine, C. (2004). Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck’s model with returning to school adults. Contemporary Educational Psychology, 30,43–59.
Dweck, C., & Leggett, E. (1988). A social cognitive approach to motivation and personality. Psychological Review, 95,256-273.
Elliot, A., & McGregor, H. A. (1999). Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 79,628-644.
Elliot, A., & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80 (3),501-519.
Elliot, A., & Thrash, T.M. (2001). Achievement goal and the hierarchical model of achievement motivation. Educational Psychology Review, 13 (2),139-156.
Elliot, A., McGregor, H. A., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: A meditational analysis. Journal of Educational Psychology, 91 (3),549-563.
Greene, B. A., & Miller, R. B. (1996). Influences on course performance: Goals, perceived ability, and self-regulation. Contemporary Educational Psychology, 21,181-192.
Harackiewicz, J. M., & Linnenbrink, E. A. (2005). Multiple achievement goal orientation and multiple pathway for learning: The impact of Paul pintrich. Educational Psychologist, 40 (2),75-84.
Linnenbrink, E. A., Pintrich, P. R. (2002). Motivation as enable of academic success. School Psychology Review. 31 (3),313-327.
Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80,514-523.
Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An under explored aspect of goal theory. Journal of Educational Psychology, 89 (4),710-718.
Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., Gheen, M., Kaplan, A., Kumar, R., Middleton, M. J., Nelson, J., Roeser, R., & Urdan, T. (2000). Manual for Adaptive Learning Scales (PALS). Annarbor, MI: University of Michigan.
Miller, R. B., Greene, B. A., Montalvo, G. P., Ravindran, B., & Nichols, J. D. (1996). Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Contemporary Educational Psychology, 21,388-422.
Miller, A. D., & Murdock, T. B. (2007). Modeling latent true scores to determine the utility of aggregate student perceptions as classroom indicators in HLM: The case of classroom goal structures. Contemporary Education Psychology, 32,83-104.
Pintrich, P. R., & De Groot, E. (1990). Motivational and self-regulated components of classroom academic performance. Journal of Educational Psychology, 82,33-40.
Pintrich, P. R., & Garcia, T. (1991). Student goal orientation and self-regulation in the college classroom. In M. L. Maehr & P.R. Pintrich (Eds.), Advances in motivation and achievement, 7, 371-402.
Reinek, W. M., Craway, C. M., Tucker, G. H., & Hall, C. (2003). Self-efficacy, goal orientation, and fear of failure as predictors of school engagement in high school student. Psychology in School, 40 (4),417-427.
Roeser, R., Midgley, C., & Urdan, T. (1996). Perceptions of the school psychological environment and early adolescents’ psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88,408-422.
Ryan, A. M., & Pintrich, P. R. (1997). Should I ask for help? Adolescent perceptions of costs and benefits of help seeking in math class. Journal of Educational psychology, 89 (2),329-341.
Simons, J., Dewitte, S., & Lens, W. (2004). The role of different types of instrumentality in motivation, study strategies, and performance: Know why you learn, so you’ll know what you learn. British Journal of Educational Psychology, 74,343-360.
Vermetten, Y.J., Lodewijks, H.G., & Vermunt, J.D. (2001). The role of personality traits and goal orientations in strategy use. Contemporary Educational Psychology, 26,149–170.
Wolters, Ch.A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96,236-250.
Wolters, Ch. A., YU, S. L., & Pintrich, P. R. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences, 8,211-238.