گذار از قضاوت‌های کلیشه‌ای به کنش‌های تأملی: فرایند تغییر ادراک و عمل معلمان ابتدایی در مواجهه با دانش‌آموزان بی‌انگیزه

Ahn, I., Chiu, M. M., & Patrick, H. (2021). Connecting teacher and student motivation: Studentperceived teacher need-supportive practices and student need satisfaction. Contemporary
Educational Psychology, 64, 1-14
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of educational
psychology, 84(3), 261-271.
Bandura, A. (1997). Self-efficacy: The exercise of control. Macmillan.
Brandmiller, C., Schnitzler, K., & Dumont, H. (2024). Teacher perceptions of student motivation
and engagement: Longitudinal associations with student outcomes. European Journal of
Psychology of Education, 39, 1397–1420. https://doi.org/10.1007/s10212-023-00741-1
Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative
research. San Francisco: Jossey-Bass Inc.
Corveleyn, X., Corbel, C., Fabre, R., Zeghari, R., Dujardin, K., Robert, P., & Manera, V. (2023).
Validation study of the apathy motivation index in French adults. Frontiers in Psychology.
14, 1-13
Flynn, N., O’Brien, E., Kennedy, Y., & Greene, G. (2025). An ecological analysis of teacher
perceptions of, and responses to, student unproductive behaviour in Irish primary schools.
Irish Educational Studies. 44(1), 95-112.
https://doi.org/10.1080/03323315.2023.2236079
Hasani, L. (2022). Investigating the relationship between educational factors and academic
achievement motivation among students (Case study: Accounting students at Athar

Technical and Vocational College in Arak). Recent Advances in Psychology, Educational
Sciences and Education, 5(48), 134–147. [in Persian]
Hasty, L. M., Quintero, M., Li, T., Song, S., & Wang, Z. (2023). The longitudinal associations
among student externalizing behaviors, teacher-student relationships, and classroom
engagement. Journal of School Psychology, 100, 101242.
https://doi.org/10.1016/j.jsp.2023.101242
Hoveyzai, Z. (2022). The effect of motivation and motivational factors on students’ learning.
Recent Advances in Psychology, Educational Sciences and Education, 5(57), 81–96. [in
Persian]
Inbar-Furst, H., Ayvazo, S., Yariv, E., & Aljadeff, E. (2022). Inservice teachers’ self-reported
strategies to address behavioral engagement in the classroom. Teaching and Teacher
Education, 106, Article 103635. https://doi.org/ 10.1016/j.tate.2021.103466
Khani Chelkasari, F., Ahmadi, S., & Salehi, S. (2022). The role of teachers in students’ academic
motivation and strategies for enhancing it. Research and Studies in Humanities, 4(35),
76–93. [in Persian]
Lazarides, R., Watt, H. M. G., & Richardson, P. W. (2023). Does school context moderate
longitudinal relations between teacher-reported self-efficacy and value for student
engagement and teacher-student relationships from early until midcareer? Contemporary
Educational Psychology, 72, 102136. https://doi.org/10.1016/j.cedpsych.2022.102136
Li, T., Wang, Z., Merrin, G. J., Wan, S., Bi, K., Quintero, M., & Song, S. (2024). The joint
operations of teacher-student and peer relationships on classroom engagement among
low-achieving elementary students: A longitudinal multilevel study. Contemporary
Educational Psychology, 77, 102258. https://doi.org/10.1016/j.cedpsych.2024.102258
Maleki, H. (2023). An introduction to educational and social activities (Extracurricular activities).
Tehran: Aeezh.
Murad, M., & Tufail, M. (2024). Academic Motivation of Elementary School Students: Unearthing
the Role of Teachers. Academy of Education and Social Sciences Review, 4(1), 82–93.
Murray, H. A. (1938). Explorations in Personality. Oxford University Press.
Patall, E. A., Vite, A., Lee, D. J., & Zambrano, J. (2024). Teacher support for students’
psychological needs and student engagement: Differences across school levels based on a
national teacher survey. Teaching and Teacher Education, 137, 104400.
https://doi.org/10.1016/j.tate.2023.104400
Radil, A. I., Goegan, L. D., & Daniels, L. M. (2023). Teachers' authentic strategies to support student
motivation. Frontiers in Education, 8, 1-11
Rahmani, A., & Saki, R. (2017). Investigating the relationship between some factors affecting
academic motivation and academic achievement among secondary school students.
Management and Accounting Studies, 3(4), 126–136. [in Persian]
Rozeboom, J. (2018). Is Intrinsic or Extrinsic Motivation More Effective with Elementary Students?
Master’s thesis, Northwestern College, Orange City.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic
motivation, social development, and well-being. American Psychologist, 55(1), 68–78
Saunders, M., Lewis, Ph., & Thornhill, A. (2016). Research methods for business students. 7th ed.
Rev. Pearson Education Limited.
Shirvani Shiri, A. R., Norouzi, A., & Nemati, S. (2019). The relationship between learners and
teachers with an emphasis on modern educational approaches. Educational Research,
5(19), 51–73. [in Persian]
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher
behavior and student engagement across the school year. Journal of Educational
Psychology, 85(4), 571–581
Tavakoli, Y., Rahmani, H., Tavakoli, R. H., & Tavakoli, A. (2021). Designing and explaining the
role of teachers in creating students’ academic achievement motivation: A qualitative
study using the narrative inquiry method. Studies in Practicum in Teacher Education,
1(4), 31–51. [in Persian] 

Vargas-Madriz, L. F., Konishi, C., & Wong, T. K. (2024). A meta-analysis of the association
between teacher support and school engagement. Social Development, 33(4),1-26.
https://doi.org/10.1111/sode.12745
Weiner, B. (Ed.). (1974). Achievement motivation and attribution theory. General Learning Press.
Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical
analysis. Developmental Review, 12(3), 265-310
Zakaria, S., & Osman, S. Z. M. (2025). Intrinsic Motivation in Primary Education: A Bibliometric
Trend. International Journal of Research and Innovation in Social Science, 9(3), 226–236
Zhang, W., & Hu, J. (2025). The relationship between perceived teacher support and student
engagement in Chinese senior high school English classrooms: the mediating role of
learning motivation. Frontiers in Psychology, 16,1-12