ارائه الگویی برای توسعه جو رشددهنده در کلاس تربیت بدنی بر اساس تئوری مولتی گرندد

Aarskog, E. (2021). ‘No assessment, no learning’: exploring student participation in assessment in Norwegian physical education. Sport, Education and Society, 26(8), 875-888. https://doi.org/10.1080/13573322.2020.1791064

Alamos, P., Corbin, C. M., Klotz, M., Lowenstein, A. E., Downer, J. T., & Brown, J. L. (2022). Bidirectional associations among teachers' burnout and classroom relational climate across an academic year. Journal of School Psychology, 95, 43-57. https://doi.org/10.1016/j.jsp.2022.09.001

Alonso-Tapia, J., & Ruiz-Díaz, M. (2022). Student, teacher, and school factors predicting differences in classroom climate: A multilevel analysis. Learning and Individual Differences, 94, 102115. https://doi.org/10.1016/j.lindif.2022.102115

Amutio, A., Telletxea, S., Mateos-Pérez, E., Padoan, S., & Basabe, N. (2022). Social climate in university classrooms: A mindfulness-based educational intervention. PsyCh Journal, 11(1), 114-122. https://doi.org/10.1002/pchj.509

Barrientos Hernán, E. J., López-Pastor, V. M., Lorente-Catalán, E., & Kirk, D. (2022). Challenges with using formative and authentic assessment in physical education teaching from experienced teachers’ perspectives. Curriculum Studies in Health and Physical Education, 14(2), 109–126. https://doi.org/10.1080/25742981.2022.2060118

Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2017). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87(2), 425-469. https://doi.org/10.3102/0034654316669821

Bochaver, A. A., Korneev, A. A., & Khlomov, K. D. (2022). School Climate Questionnaire: a new tool for assessing the school environment. Frontiers in psychology, 3361. https://doi.org/10.3389/fpsyg.2022.871466

Bradshaw, C. P., Cohen, J., Espelage, D. L., & Nation, M. (2021). Addressing school safety through comprehensive school climate approaches. School Psychology Review, 50(2-3), 221-236. https://doi.org/10.1080/2372966X.2021.1926321

Braithwaite, R., Spray, C. M., & Warburton, V. E. (2011). Motivational climate interventions in physical education: A meta-analysis. Psychology of Sport and Exercise, 12(6), 628-638. https://doi.org/10.1016/j.psychsport.2011.06.005

Braun, S. S., Roeser, R. W., Mashburn, A. J., & Skinner, E. (2019). Middle school teachers’ mindfulness, occupational health and well-being, and the quality of teacher-student interactions. Mindfulness, 10, 245-255. https://doi.org/10.1007/s12671-018-0968-2

Bronfenbrenner, U., & Morris, P. A. (2007). The bioecological model of human development. Handbook of child psychology, 1.

Cheng, L., Zhang, X., Lin, J., Dong, Y., Zhang, J., & Tong, Z. (2023). Social-emotional classroom climate and academic achievement for Chinese elementary students: The roles of convergent and divergent thinking. School Psychology International, 44(3), 301-325. https://doi.org/10.1177/01430343221128825

Cheon, S. H., Reeve, J., Marsh, H. W., & Song, Y.-G. (2022). Intervention-enabled autonomy-supportive teaching improves the PE classroom climate to reduce antisocial behavior. Psychology of Sport and Exercise, 60, 102174. https://doi.org/10.1016/j.psychsport.2022.102174

Cohen, J., Mccabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School Climate: Research, Policy, Practice, and Teacher Education. Teachers College Record, 111(1), 180-213. https://doi.org/10.1177/016146810911100108

Demirtas-Zorbaz, S., Akin-Arikan, C., & Terzi, R. (2021). Does school climate that includes students’ views deliver academic achievement? A multilevel meta-analysis. School Effectiveness and School Improvement, 32(4), 543-563. https://doi.org/10.1080/09243453.2021.1920432

Ebbert, A. M., & Luthar, S. S. (2021). Influential domains of school climate fostering resilience in high achieving schools. International Journal of School & Educational Psychology, 9(4), 305-317. https://doi.org/10.1080/21683603.2021.1898501

Elias, M., Zins, J., & Weissberg, R. (2000). Promoting social and emotional learning: Guidelines for educators. Adolescence, 35(137), 221.

Escarti, A., & Gutiérrez, M. (2001). Influence of the motivational climate in physical education on the intention to practice physical activity or sport. European Journal of Sport Science, 1(4), 1-12. https://doi.org/10.1080/17461390100071406

Fraser, B. J., & Treagust, D. F. (1986). Validity and use of an instrument for assessing classroom psychosocial environment in higher education. Higher Education, 15, 37-57. https://doi.org/10.1007/BF00138091

Gallahue, D. L., & Donnelly, F. C. (2007). Developmental physical education for all children. Human Kinetics.

Gariglio, J. Â. (2021). Beginning physical education teachers’ induction: Discoveries and survival in the profession. Sport, Education and Society, 26(7), 733-745. https://doi.org/10.1080/13573322.2021.1884061

Gedamu, A. D., & Siyawik, Y. A. (2015). The relationship between students’ perceived EFL classroom climate and their achievement in English language. Science, technology and arts research journal, 3(4), 187-192. https://doi.org/10.4314/star.v3i4.27

Goldkuhl, G., & Cronholm, S. (2010). Adding Theoretical Grounding to Grounded Theory: Toward Multi-Grounded Theory. International Journal of Qualitative Methods, 9(2), 187-205. https://doi.org/10.1177/160940691000900205

Goldkuhl, G., Lind, M. (2010). A Multi-Grounded Design Research Process. In: Winter, R., Zhao, J.L., Aier, S. (eds) Global Perspectives on Design Science Research. DESRIST 2010. Lecture Notes in Computer Science, vol 6105. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-13335-0_4

Grazia, V., & Molinari, L. (2020). School climate multidimensionality and measurement: a systematic literature review. Research Papers in Education, 36(5), 561–587. https://doi.org/10.1080/02671522.2019.1697735

Joe, H.-K., Hiver, P., & Al-Hoorie, A. H. (2017). Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings. Learning and Individual Differences, 53, 133-144. https://doi.org/10.1016/j.lindif.2016.11.005

Khalfaoui, A., García-Carrión, R., & Villardón-Gallego, L. (2021). A systematic review of the literature on aspects affecting positive classroom climate in multicultural early childhood education. Early Childhood Education Journal, 49(1), 71-81. https://doi.org/10.1007/s10643-020-01054-4

Killian, C. M., & Mays Woods, A. (2021). Assessment Practices in K–12 Physical Education in the United States: A Scoping Review of Research, 2000–2020 [Article]. Research Quarterly for Exercise and Sport, 92(2), 248-258. https://doi.org/10.1080/02701367.2021.1894315

Lee, M., Lee, M. K., Yaung, H., Lee, T., & Lee, S. M. (2022). Academic Hatred: Focusing on the Influence of a Supportive Classroom Climate. SAGE Open, 12(2), https://doi.org/10.1177/21582440221094820

Liang, F. (2021). Management of Physical Education Classroom Teaching in the Context of Big Data 2021 4th International Conference on Information Systems and Computer Aided Education, Dalian, China. https://doi.org/10.1145/3482632.3483160

Licul, N., & Juriševič, M. (2022). The perception of creative classroom climate in elementary school students: Comparison between regular and enriched visual art classes. High Ability Studies, 33(1), 45-63. https://doi.org/10.1080/13598139.2020.1855124

Lim, C. T. D., & Fraser, B. J. (2018). Learning environments research in English classrooms. Learning Environments Research, 21, 433-449.

Lucarelli, J. F., Alaimo, K., Mang, E., Martin, C., Miles, R., Bailey, D., Kelleher, D. K., Drzal, N. B., & Liu, H. (2014). Facilitators to promoting health in schools: is school health climate the key? Journal of School Health, 84(2), 133-140. https://doi.org/10.1111/josh.12123

McLure, F. I., Koul, R. B., & Fraser, B. J. (2022). University Students’ Classroom Emotional Climate and Attitudes during and after COVID-19 Lockdown. Education Sciences, 12(1), 31. https://doi.org/10.3390/educsci12010031

Mira-Galvañ, M.-J., & Gilar-Cobi, R. (2021). OKAPI, an Emotional Education and Classroom Climate Improvement Program Based on Cooperative Learning: Design, Implementation, and Evaluation. Sustainability, 13(22), 12559. https://doi.org/10.3390/su132212559

Mohammad Hosseini, H., Fathi, J., Derakhshesh, A., & Mehraein, S. (2022). A model of classroom social climate, foreign language enjoyment, and student engagement among English as a foreign language learners. Frontiers in psychology, 13. https://doi.org/10.3389/fpsyg.2022.933842

Moos, R. H., & Moos, B. S. (1978). Classroom social climate and student absences and grades. Journal of educational psychology, 70(2), 263. https://doi.org/10.1037/0022-0663.70.2.263

Morgan, K., & Carpenter, P. (2002). Effects of manipulating the motivational climate in physical education lessons. European Physical Education Review, 8(3), 207-229. https://doi.org/10.1177/1356336X020083003

Moslehi, L., & Davari, F. (2022). Indicators of Effective Teaching of Teachers of Physical Education at Farhangian University. Educational and Scholastic studies, 11(2), 39-61. https://dorl.net/dor/20.1001.1.2423494.1401.11.2.2.6 [In Persian]

Namdari Pejman, M. (2024). School in the Evolutionary Level of the Education System: In Search of the Ideal Model. Islamic Perspective on Educational Science, 12(25), 5-35. https://doi.org/10.30497/esi.2024.246077.1760 [In Persian]

Parish, L. E., & Treasure, D. C. (2003). Physical activity and situational motivation in physical education: Influence of the motivational climate and perceived ability. Research Quarterly for Exercise and Sport, 74(2), 173-182. https://doi.org/10.1080/02701367.2003.10609079

Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of educational psychology, 99(1), 83.-98. https://psycnet.apa.org/doi/10.1037/0022-0663.99.1.83

Peng, J.-E. (2019). The roles of multimodal pedagogic effects and classroom environment in willingness to communicate in English. System, 82, 161-173. https://doi.org/10.1016/j.system.2019.04.006

Péter-Szarka, S. (2012). Creative climate as a means to promote creativity in the classroom. Electronic Journal of Research in Education Psychology, 10(28), 1011-1034. https://doi.org/10.25115/ejrep.v10i28.1547

Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System™: Manual K-3. Paul H Brookes Publishing.

Piñeiro-Cossio, J., Fernández-Martínez, A., Nuviala, A., & Pérez-Ordás, R. (2021). Psychological wellbeing in physical education and school sports: a systematic review. International Journal of Environmental Research and Public Health, 18(3), 864. https://doi.org/10.3390/ijerph18030864

Qiu, F. (2022). Reviewing the role of positive classroom climate in improving English as a foreign language students’ social interactions in the online classroom. Frontiers in psychology, 13. https://doi.org/10.3389/fpsyg.2022.1012524

Quennerstedt, M., Öhman, M., & Eriksson, C. (2008). Physical education in Sweden: a national evaluation. Education-line, 1-17.

Rudasill, K. M., Snyder, K. E., Levinson, H., & L Adelson, J. (2018). Systems view of school climate: A theoretical framework for research. Educational psychology review, 30, 35-60. https://doi.org/10.1007/s10648-017-9401-y

Ruiz-Díaz, M., & Alonso-Tapia, J. (2022). School Climate and Teachers Motivational Variables: Effects on Teacher Satisfaction and Classroom Motivational Climate Perceived by Middle School Students. A Cross-cultural Study. Psicología Educativa. Revista de los Psicólogos de la Educación, 28(2), 151-163. https://psycnet.apa.org/doi/10.5093/psed2022a4

Schwab, S. (2014). Schulische Integration, soziale Partizipation und emotionales Wohlbefinden in der Schule: Ergebnisse einer empirischen Längsschnittstudie (Vol. 4). LIT Verlag Münster.

Vahdani, M., Cronin, L., Taslimi, Z., & Rezasoltani, N. (2024). Teaching and Transferring Life Skills From the Classroom: A Qualitative Study of Iranian Physical Education Teachers’ Perceptions. Journal of Teaching in Physical Education (published online ahead of print 2024). Retrieved Feb 21, 2025, from https://doi.org/10.1123/jtpe.2024-0139

Vahdani, M., Rezasoltani, N., & jafari, m. (2021). Designing of a pedagogical model to implementation the goals of the physical education curriculum of schools during the Covid-19 pandemic. Research on Educational Sport, 9(22), 14-46. https://doi.org/10.22089/res.2021.9596.1974 [In Persian]

Vidić, T. (2021). Students’ School Satisfaction: The Role of Classroom Climate, Self-efficacy, and Engagement. International Journal of Cognitive Research in Science, Engineering and Education, 9(3), 347-357.  https://doi.org/10.23947/2334-8496-2021-9-3-347-357

Wachs, S., Castellanos, M., Wettstein, A., Bilz, L., & Gámez-Guadix, M. (2022). Associations Between Classroom Climate, Empathy, Self-Efficacy, and Countering Hate Speech Among Adolescents: A Multilevel Mediation Analysis. Journal of Interpersonal Violence, 38(5-6), 5067-5091. https://doi.org/10.1177/08862605221120905

Wang, M.-T., L. Degol, J., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review, 57, 100912. https://doi.org/10.1016/j.dr.2020.100912

Wolcott, H. F. (2008). Writing up qualitative research. Sage publications.

Zedan, R. (2010). New dimensions in the classroom climate. Learning Environments Research, 13(1), 75-88. https://doi.org/10.1007/s10984-009-9068-5