- -John, O.P., & Soto, C.J. (2017). The Next Big Five Inventory (BFI-2): Developing and Assessing a Hierarchical Model with 15 Facets to Enhance Bandwidth, Fidelity, and Predictive Power. Journal of Personality and Social Psychology, 113 (1), 117-143.
- -Tseng, W., Dornyei, Z., & Schmitt, N. (2006). A New Approach to Assessing Strategic
- Learning: The Case of Self-Regulation in Vocabulary Acquisition. Applied Linguistics, 27(1), 78–102.
- -Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41, 219–225.
- -Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students’ learning with hypermedia? Journal of Educational Psychology, 96, 523–535.
- -Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance: An introduction and an overview. In B. J. Zimmerman & D. J. Schunk (Eds.), Handbook of self-regulated learning and performance (pp. 1–12). New York, NY: Routledge.
- -Oxford, R. (2001). Language learning strategies. In R. Carter, & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 166-172). Cambridge: Cambridge University Press.
- -Oxford, R. L. (2011). Teaching and researching: Language learning strategies. New York, NY: Routledge.
- -Zimmerman, B. J. (2011). Motivational sources and outcomes of self-regulated learning and performance. In B. J. Zimmerman & D. J. Schunk (Eds.), Self-regulation of learning and performance (pp. 49–64). Hillsdale, NJ: LEA Publishers.
- -Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated
- learning. International Journal of Educational Research, 31, 459–470.
- -Zimmerman B, & Schunk, D. (1989). Self-regulated learning and academic achievement: theory, research and practice. New York: Springer-Verlag.
- -Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning
- outcomes. Language Learning, 46(4), 643–679.
- -Hakimi, S., Hejazi, E., & Lavasani. M. G. (2011). The Relationships between personality traits and students’ academic achievement. Procedia Social and Behavioral Sciences, 29, 836-845.
- -Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135(2), 322-338.
- -Trapmann, S., Hell, B., Hirn, J. O. W., & Schuler, H. (2007). Meta-analysis of the
- relationship between the Big Five and academic success at university. Zeitschrift Fur
- Psychologie, 215, 132–151.
- -McCrae, R. R., & Costa, P. T. (1999). A Five-Factor Theory of Personality. In L. A. Pervin & O.P. John (Eds.), Handbook of Personality (2 ed.). New York: The Guilford press.
- -Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human
- behavior. New York: Plenum.
- -Richardson, M., Bond, R., & Abraham, C. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138 (2), 353-387.
- -DeKeyser, R. (2000). The robustness of critical period effects in second language acquisition. Studies in Second Language Acquisition 22,499–533.
- -Ackerman, P. L., & Heggestad, E. D. (1997). Intelligence, personality, and interests: Evidence for overlapping traits. Psychological Bulletin, 121, 219-245.
- -Barrick, M. R., Mount, M. K., & Judge, T. A. (2001). Personality and beginning of the new millennium: What do we know and where do we go next. International Journal of Selection and Assessment, 9 (1/2), 9-30.
- -Hurtz, G. M., & Donovan, J. J. (2000). Personality and job performance: The Big Five
- revisited. Journal of Applied Psychology, 85, 869–879.
- - Steel, P. D. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65-94.
- -Eysenck, H. J. (1992). Personality and education: The influence of Extraversion,
- Neuroticism and Psychoticism. Journal of Educational Psychology, 6, 133-144.
- -Martin, J. H., Montgomery, R. L., & Saphian, D. (2006). Personality, achievement test scores and high school percentile as predictors of academic performance across four years of coursework. Journal of Research in Personality, 40, 424-431.
- -Poropat, A. (2014). Other-rated personality and academic performance: Evidence and
- implications. Learning and Individual Differences, 34, 24–32.
- -Judge, T. A., Ilies, R., Bono, J. E., & Gerhardt, M. w. (2002). Personality and Leadership: A Qualitative and Quantitative Review. Journal of Applied Psychology, 87(4), 765-780.
- -De Raad, B., & Schouwenburg, H. C. (1996). Personality in learning and education: A review. European Journal of Personality, 10, 303-336.
- -Laidra, K., Pullmann, H., & Allik, J. (2007). Personality and intelligence as predictors of
- academic achievement: A cross-sectional study from elementary to secondary school.
- Personality and Individual Differences, 42, 441–451.
- -Komaraju, M. Karau, S. J. & Schmeck, R. R. (2009). Role of the big five personality traits in predicting college student’s academic motivation and achievement. Learning and individual differences, 19, 47-52.
- -Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist, 40, 85
- -Bandura, A. (1977). Self-efficacy: Toward a unifying theory of change. Psychological Review, 84, 191−215.
- -Fatemipour H., & Najafgholikhan, M. (2015). The impact of self-regulated strategy development on vocabulary learning among English language learners. Mediterranean Journal of Social Sciences, 6(5), 249-258.
- -Mahmoodi, M.H., Kalantarib, B., & Ghaslanic, R. (2014). Self-regulated learning
- (SRL), motivation and language achievement of Iranian EFL learners. Procedia - Social and Behavioral Sciences, 98 (2014), 1062 – 1068.
- -Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning
- components of classroom academic performance. Journal of Educational Psychology, 82,
- –40.
- -Tseng, W., Liu, H., & Nix, J.M. (2017). Self-Regulation in Language Learning: Scale
- Validation and Gender Effects. Perceptual and Motor Skills, 1–18.
- -Oxford, R. L., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 73(3), 291–300.
- -Zarei, A.A., & Gilanian, M. (2015). Language learning strategies predicting resource management self-regulated learning. WALIA Journal, 31(S3), 235-244.
- -Haghshenas, H. (2006). Big Five factor of personality. Medical Sciences, 86-100.
- -سلطانی، م.، فولادوند، خ. و فتحی آشتیانی، ع. (1389). رابطه هویت و هیجان خواهی با اعتیاد اینترنتی.
- مجله علوم رفتاری، ۳ (4)، 197-191.
- -Pintrich, P., Smith, D., Garcia, T., & McKeachie, W. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor, MI: National Center for Reearch to Improve Post secondary Teaching and Learning.
- -البرزی، ش. و سامانی، س. (1378). بررسی و مقایسه باورهای انگیزشی و راهبردهای یادگیری خود تنظیمی برای یادگیری در میان دانش آموزان دختر و پسر مقطع راهنمایی مراکز تیزهوشان شهر شیراز. مجله علوم اجتماعی و
- انسانی دانشگاه شیراز. 15 (1).
- -Schumacker, R. E., & Lomax, R. G. (2010). A beginners guide to structural equation
- modeling (3rd ed.). Hoboken: Taylor and Francis.
- -Keith, T. Z. (2015). Multiple Regression and Beyond. An Introduction to Multiple Regression & Structural Equation Modeling. 2nd. Eds. NY and London: Routledge.
- -. Jarare, J. & Razavi, A. (2017). Big Five Personality, Self-regulated Strategies & Learners’ academic success. Biannual journal of clinical psychology & personality, 15 (1), 28, 167-178.
- -گودرزی، ح. (1393). نقش ویژگی های شخصیتی در پیش بینی خود نظم دهی، خود نظم دهی کوتاه مدت
- و خود نظم دهی بلند مدت. فصلنامه علمی-پژوهشی پژوهشنامه تربیتی، (9) 39، 104-85.
- -تابع بردبار، ف. (1391). رابطه ویژگی های شخصیت و سبک های یادگیری با موفقیت تحصیلی دانشجویان بر خط. مجله مدیا، (2) 3، 67-56.
- -Hoyle, R.H. (2007). Personality and Self-Regulation: Trait and Information-Processing
- Perspectives. Journal of personality, 74(6), 1507-25.
- -Bidjerano, T. & Yun Dai, D. (2007). Learning and Individual Differences, 17, 69-81.
- -Fathizadeh, A. & Khoshouei, M. S. (2017). Fundamentals of Mental Health, 19 (1), 14-
- -Sarstedt, M. & Mooi, E. (2014). A Concise Guide to Market Research. Berlin:
- Springer.
- -Hair, J.F., Hult, G.T.M., Ringle, C., & Sarstedt, M. (2017). A Primer on Partial Least
- Squares Structural Equation Modeling (PLS-SEM). 2nd. Eds. SAGE Publishing.
- -Khine, M.S. (2013). Application of structural equation modeling in educational
- research and practice. The Netherlands: Sense Publishers.
- Kashy, D.A., Donnellan, M. B., Ackerman, R. A., & Russell, D. W. (2009). Reporting
- and interpreting research in PSPB: Practices, principles, and pragmatics. Personality
- and Social Psychology Bulletin, 35, 1131-1142.
- -Widaman, K.F. (2010). Multitrait-multimethod analysis. In G. R. Hancock & R.O. Mueller (Eds.), The reviewer’s guide to quantitative methods in the social sciences, 299-314. New York: Routledge.
- -Hu, L., & Bentler, P. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55.
- -Brown, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A.
- Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury
- Park, CA: Sage.
- -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.
- -Tempelaar, D. T., Gijselaers, W. H., Van der Loeff, S. S., & Nijhuis, J. F. H. (2007). A
- structural equation model analyzing the relationship of student achievement
- motivations and personality factors in a range of academic subject-matter areas.
- Contemporary Educational Psychology, 32(1), 105-131.
- -Ruisel, I., & Halama, P. (2007). NEO päťfaktorový osobnostný inventar. Praha:
- Testcentrums Hogrefe.
- -درخشش، الف و فاطمی جهرمی، س. الف. (1396). باورهای انگیزشی: تاثیر آنها بر ظرفیت به کار گیری راهبردهای خود تنظیمی در بین دانشجویان فراگیر زبان انگلیسی بعنوان زبان دوم. مجله نقد زبان و ادبیات خارجی، (19) 14، 167-141.
- -اکبری بورنگ، م. ، حسینی، س. الف. و قوامی راد، ز. (1394). بررسی راهبردهای یادگیری و نگرش نسبت به یادگیری زبان انگلیسی در دانشجویان کارشناسی دانشگاه بیرجند: نقش جنسیت، بومی – غیر بومی بودن و محل سکونت. مجله نقد زبان و ادبیات خارجی، (11) 15، 19-1.
- -Podsakoff, P. M., MacKenzie, S. B., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 87-99.
|
