پیش‌بینی کمک‌طلبی تحصیلی توسط باورهای هوشی با واسطه‌‌گری احساسات شرم و گناه

پینتریچ، پ و دیل، ش (2002).  انگیزش در تعلیم­وتربیت، مترجم: مهرناز شهرآرای، تهران، علم.

رجبی، غ و عباسی، ق (1390). بررسی رابطۀ خودانتقادی، اضطراب اجتماعی و ترس از شکست با شرم درونی­شده در دانشجویان، پژوهش­های بالینی و روانشناسی، 2، 171-182.

رضایی، ا و پاشایی، ل (1389). رابطۀ بین باورهای شناختی و نگرش به رفتارهای کمک­طلبی با پیشرفت تحصیلی دانش­آموزان، آموزش و ارزشیابی (علوم­تربیتی)، 9، 102-126 .

زارع، ح و رستگار، ا (1393). مدل علّی پیش‌بینی پیشرفت تحصیلی دانشجویان آموزش مجازی: نقش باورهای هوشی، اهداف پیشرفت و هیجان­های تحصیلی، شناخت اجتماعی، 2، 18-32.

عاشوری، ج؛ عرب سالاری، ز؛ رستمیان، م و عاشوری، م (1391). نقش ساختار هدف­های ادراک­شدۀ کلاس، راهبردهای انگیزشی و راهبردهای یادگیری شناختی در پیش­بینی پیشرفت تحصیلی درس زبان انگلیسی، نوآوری در مدیریت آموزشی، 3، 97-110.

گلستانه، م و عسکری، ف (1393). بررسی رابطۀ برخی پیش‌آیندهای مهم انگیزشی، شناختی و شخصیتی بر کمک‌طلبی و اجتناب از کمک­طلبی، مجله دستاوردهای روانشناختی، 1، 101-122.

محمدی، ز؛ جوکار، ب؛ حسین‌چاری، م (1393). پیش‌بینی رفتارهای خودشکن توسط جهت­گیری هدف: نقش واسطه­گری احساسات شرم و گناه، روانشناسی تحولی (روانشناسان ایرانی)، 41، 83-102.

محمودیان، ح؛ صفری، ه؛ آقایی، ح؛ رضوانی فر، ش؛ میرمحمدتبار، س (1391). مقایسۀ رفتارهای کمک‌طلبی تحصیلی در دانش­آموزان عادی و دانش­آموزان دارای ناتوانی یادگیری ریاضی، ناتوانی­های یادگیری، 1، 107-119.

Abd-El-Fattah, S. M., & Yates, G. C. R. (2006). Implicit theory of Intelligence Scale: Testing for factorial invariance and mean structure. Paper presented at the Australian Association for Research in Education Conference, Adelaide, South Australia.

Ames, C., & Archer, J. (2005). Achievement goals in the classroom: Students learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.

Barker, G. (2007). Adolescents, social support and help-seeking behavior. WHO discussion paper on adolescence

Burnette, J. L., Boyle, E., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mindsets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin, 139, 655-701.

Butler, R., & Numen, O. (1995). Effects of task and ego achievement goals on help-seeking behaviors and attitudes. Journal of Educational Psychology. 3(87), 261-271

Butler, R. (1999). Information-seeking and achievement motivation in middle childhood and adolescence: The role of conceptions of ability. Developmental Psychology, 35, 146-163.

Butler, R. (2006). An achievement goal perspective on student help seeking and teacher help giving in the classroom: Theory, research, and educational implications. In S. Karabenick & R. Newman (Eds.), Help seeking in academic settings: Goals, groups, and contexts (pp. 15-44).

Ching-Lee, w & Yen-Lin, C. (2014). Exploring the structural relationships between high school students’ Internet-specific epistemic beliefs and their utilization of online academic help seeking. Computers in Human Behavior. 36, 391–400.

Cohen, T. R., Wolf, S. T., Panter, A. T., & Insko, C. A. (2011). Introducing the GASP Scale:_A new measure of guilt and shame proneness. Journal of Personality and Social Psychology, 100 (5), 947-966.

David, E., Conroy, N. R., Aaron, L., Pincus, M., & Amanda, L. (2014). Bursts of Self-Conscious Emotions in the Daily Lives of Emerging Adults. Self and Identity, 12, 1-24.

Deborah, C., Stearns,w., & Gerrod Parrott, W. (2012). When feeling bad makes you look good:  Guilt, shame, and person perception. Cognition & Emotion, 26 (3), 407-430.

Dickerson, S. S., Gruenewald, T. L., & Kemeny, M. E. (2004). When the social self is threatened: Shame, physiology, and health. Journal of Personality, 72, 1191–1216.

Durayappah, A. (2011). The 3P Model: A general theory of subject well-being. Journal of Happiness Studies, 12(4), 681-716.

Dweck, C. S. (2011). Self-theories. In P. Van Lange, A. Kruglanski, & E. T. Higgins (Eds.). Handbook of theories in social psychology. Hillsdale, NJ: Erlbaum

Dweck, C. S. (2012). Implicit theories. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins  (Eds.) Handbook of Theories of Social Psychology: Volume Two (pp. 43-61). Thousand  Oaks, CA: Sage.

Dweck, C. S., & Leggett, E. L. (1988). A socialcognitive approach to motivation and personality. Psychological Review, 95, 256-273.

Dweck, C. S., & Master, A. (2009). Self-theories and motivation: Students’ beliefs about intelligence. In K. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 171–195). New York, NY: Taylor Francis.

Dweck, C. S. & Molden, D. C. (2005). Self-theories: Their impact on competence motivation and acquisition. In A. Elliot, & C.S. Dweck (Eds.). The handbook of competence and motivation. New York: Guilford.

Grant, H., & Dweck, C. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85(3), 541-553.

Howerton, A., Byng, R., Campbell, J., Hess, D., Owens, C. & Aitken, P. (2007). Understanding help seeking behavior among male offenders: qualitative interview study. British Medical Journal – online first,  2 (3), 408-423.

Israelashvili, M & F. Ishu Ishiyama (2011) Positive and Negative Emotions Related to Seeking Help from a School Counselor, Advances in School Mental Health Promotion, 4, 5-13.

Kate, B., & Lynne, D. (2013). implicit theories of intelligence and academic locus of control as predictors of studying behavior. Learning and Individual Differences. 27, 163–166.

King, R.B.; McInerney, D.M. & Watkins, D.A. (2012). How you think about your intelligence determines how you feel in school: The role of theories of intelligence on academic emotions. Learning and Individual Differences, 22, 814-819.

Mihlon, M. A. (2010). The role of self- theories of intelligence and self- efficacy in adaptive help seeking by college students. The City University of New York.

Molden, D. C., & Dweck, C. S. (2006). Finding meaning in psychology: A lay theories approach to self-regulation, social perception, and social development. American Psychologist, 61, 192-203.

Newman, R. S. (1990) Children’s help-seeking in the classroom: The role of motivational factors and attitudes. Journal of Educational Psychology. 82(1),71–80.

Newman, R. S. (1998). Student help seeking during problem solving: Influences of personal and contextual achievement goals. Journal of educational psychology. 90(1), 644-658.

Newman, R. S. (2008). Adaptive and non adaptive help seeking with peer harassment: An integrative perspective of coping and self-regulation. Educational Psychologist, 43, 1–15.

Newman, R. S. (2010). Encourage students to seek academic help: The role of the educational therapist. The Educational Therapist, 31, 2, 8-10.

Pearson, S. (2003). Promoting sexual health services to young men: findings from focus group discussions. Journal of Family Planning and Reproductive Health Care, 29 (4), 194-198

Pekrun, R., Elliot, A. J. & Maier, M. A. (2009). Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations With Academic Performance. Journal of Educational Psychology, 101 (1), 115-135.

Pincus, A. L., & Ansell, E. B. (2012). Interpersonal theory of personality. In J. Suls & H. Tennen (Eds.), Handbook of psychology. Vol. 5. Personality and social psychology (2nd ed., pp. 141–159). Hoboken, NJ: Wiley.

Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education. Theory, research, and applications, (2nd ed). Englewood Cliffs: Prentice Hall

Renaud-Dube, A & Talbot, D. (2014). The relations between implicit intelligence beliefs, autonomous academic motivation, and school persistence intentions: a mediation model. Journal of Educational Psychology, 99, 734–746.

Rickwood,  D. J., Deane, F. P. & Wilson, C. J. (2007). When and how do young people seek professional help for mental health problems? Medical Journal of Australia, 187 (1), 35-39

Rickwood, D., Deane, F. P., Ciarrochi, J., & Wilson, C. J. (2007). Young people's help-seeking for mental health problems. Australian e-Journal for the Advancement of Mental Health, 4 (3), 1-34.

 Ryan, A. M & Pintrich, P. R. (1997). The Role of Motivation and Attitude sin Adolescents Help- seeking in Math Class. Journal of Educational Psychology, 89, 329-347.

Sayers, M. R., & Miller, K. M. (2004). Help-seeking behaviours of suicidal men aged 17-35 years: A consumer consultation and participation pilot project. Ministerial Council for Suicide Prevention, 9(3), 277-281.

Skaalvik, E. M. (2013). School goal structure: Associations with students’ perceptions of their teachers as emotionally supportive, academic self-concept, intrinsic motivation, effort, and help seeking, International Journal of Educational Research. 61, 5–14.

Stuewig, J., Tangney, J. P., Heigel, C., Harty, L., & McCloskey, L. (2010). Shaming, blaming, and maiming: Functional links among the moral emotions, externalization of blame, and aggression. Journal of Research in Personality, 44, 91–102

Stuewig, J., & McCloskey, L. A. (2005). The relation of child maltreatment to shame and guilt among adolescents: Psychological routes to depression and delinquency. Child Maltreatment, 10, 324–336.

 Tangney, J. P. (2000). The self-conscious emotions: Shame, guilt, embarrassment and pride. In T. Dalgleish & M. Power (Eds.), A handbook of cognition and emotion (pp. 541–568). New York, NY: John Wiley.

Tangney, J. P., & Dearing, R. l. (2002). Across time and beyond skin: Self and transgression in the everyday socialization of shame among Taiwanese preschool children. Social Development, 10, 420–437.

Tangney, J. P., Stuewig, J., & Mashek, D. J. (2007). Moral emotions and moral behavior. Annual Review of Psychology, 58, 345–372.

Tangney, J. P., Stuewig, J., Mashek, D., Hastings, M. (2011). Assessing Jail Inmates' Proneness To Shame and Guilt: Feeling Bad About the Behavior or the Self. Criminal Justice and Behavior, 3, 710-734.

Tracy, J. L. (2005). The automaticity of emotion recognition. Paper presented at the American Psychological Society’s 17th Annual Convention, Los Angeles, CA.

 Tracy, J. L., & Robins, R. W. (2006). Appraisal antecedents of shame and guilt: Support for a theoretical model. Personality and Social Psychology Bulletin, 32, 1339–1351.

Trzesniewski, K., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246- 263.

Walter, J. L., & Burnaford, S. M. (2006). Developmental changes in adolescents` guilt and shame: The role of family climate and gender. Journal of Psychology, 8(1), 321-338.

Weiner, B. (1985). An Attributional Theory of Achievement Motivation and Emotion. Psychological Review, 92(4), 548-573.

Weiner, B. (1994). Integrating social and personal theories achievement striving. Review of educational research, 64, 557-573.

Williams, J., & Takaku, S. (2004). Help seeking, self-efficacy, and writing performance among college students. Journal of Writing Research, 3(1), 1-18.

Williams , S. R & Woodruff- borden , J. (2014).  Parent Emotion Socialization Practices and Child Self-regulation as redactor's of Child Anxiety, Child Psychiatry Human. 3, 68-76.