اثر بازآموزی اسنادی بر باورهای هوشی و پیشرفت تحصیلی دانشآموزان دختر دبیرستانی دارای تجدیدی

حجازی، الهه ؛ ر ستگار، احمد ؛ غلامعلی لواسانی ، مسعود و قربان جهرمی ، رضا ( 1388 ). باورهای هوشی و
،(23) پیشرفت تحصیلی ، نقش اهداف پیشرفت و درگیری تحصی لی. پژوه شهای روان شناخ تی، 12
.11-25
رستگار، احمد ؛ حجازی، الهه وجمشیدی، اکبر ( 1387 ). ارتباط متغیرهای شناختی – انگیزشی با عملکرد
.63-74 ،(42) ورزشی دانشآموزان. فص لنامه المپیک، 2
نریمانی، محمد و وحیدی، زهره ( 1393 ). مقایسه ی نارسایی هیجانی، باورهای خو دکارآمدی و عزت نفس
.78-91 ،(2) در میان دانش آموزان با و بدون ناتوانی یادگیری. ناتوان یهای یادگیری، 3
محمودعلیلو، مجید؛ موحدی، یزدان و علیزاده گورادل، جابر ( 1392 ). تعیین رابطه ی حالت های فراشناختی،
سودمندی ادراک شده و تأکیدات هدفی والدین با پیشرفت تحصیلی در دانش آموزان مبتلا به ناتوانی
.90-109 ،(1) یادگیری. ناتوان یهای یادگیری، 3
Aronson, J., Fried, C. B. & Good, C.(2002). “Reducing the Effects of Stereotype Threat on
African American College Students by Shaping Theories of Intelligence”. Journal of
Experimental Social Psychology, 38, 113-125.
Blackwell, L., Trzesniewski, K. & Dweck, C. (2007). Implicit theories of intelligence
predict achievement across an adolescent transition, a longitudinal study and an
intervention. Child Development, 78(1), 246–263.
Bruning, R., Schraw, G., Norby, M. & Ronning, R. (2004). Cognitive psychology and
instruction. Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall.
Burhans, K. & Dweck, C. (1995). Helplessness in early childhood: the role of contingent
worth. Child Development, 66, 1719 – 1738.
Ciarrochi, J., Heaven, P. C. L. & Davies, F. (2007). The impact of hope, self-esteem, and
attributional style on adolescents’ school grades and emotional well-being, A
longitudinal study. Journal of Research in Personality, 41, 1161–1178.
Cury, F. A. J., Elliot, D., Fonseca, Da. & Moller, A. C. (2006). “The Socialcognitive Model
of Achievement Motivation and the 2x2 Achievement Goal Framework.” Journal of
Personality and Social Psychology, 90, 4, 666-679.
Diener, C. & Dweck, C. (1978). An analysis of learned helplessness: Continuous change in
Performance, strategy, and achievement cognitions following failure. Journal of
Personality and Social Psychology, 36, 451 – 461.
Dresel, Schober, M. & Zielgar, B. A. (2005). Nothing more than dimension? Evidence for a
surplus meaning of specific attributions. The Journal of Educational Research, 99(1).
31-44.
Durkin, K. (1995). Development social psychology: From infancy to old age. Malden,
Massachusetts: Blackwell Publishers Inc.
Dupeyrat, C. & Marian, C. (2005). “Implicit theories of intelligence, goal orientation,
cognitive engagement and achievement: A test of Dweck’s model with returning to
school adults”. ContemporaryEducational psychology, 30, 43-59.
Dweck, C. S. (1975). The role of expectations and attributions in the alleviation of learned
helplessness. Journal of Personality and Social Psychology, 31, 674 – 675.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41,
1040-1048.
Dweck, C. S. (1999). Self–Theories: Their role in motivation, personality and
development.,Philadelphia: Psychology Press.
Dweck, C. S. & Leggert, E. (1988). A social–cognitive approach to motivation and
personality. Psychological Review, 95, 256 – 273.
Dweck, C. S. (2000) Self-theories: Their Role in Motivation, Personality, and
Development, Philadelphia: Psychology Press.
Dweck, C. S. (2008). Self-theories of intelligence. In Aronson, J. & Aronson, E. (Eds.).
Readings about the social animal (10th ed, 217-231). New York: Worth Publishers.
Dweck, C. S. & Master, A.(2008). Self-theories motivate self-regulated learning. In D. H.
Schunk, & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory
research and, applications, 31–51. New York, NY: Lawrence Erlbaum Associates.
Ellis, R. M. (2007). Relationship between parenting styles and children’s motivational
style: The development of learned helplessness. Submitted to the Department of
Education and the Faculty of the Graduate School of Wichita State University in partial
fulfillment of the requirements for the degree of Master of Education.
Furr, S. R., Westefeld, J. S., McConnell, G. N. & Jenkins, J. M.(2001). Suicide and
depression among university students: A decade later. Professional Psychology
Research and Practice, 32, 97–100.
Good, C., Aronson, J. & Inzlicht, M. (2003). Improving adolescents’ standardized test
mperformance: An intervention to reduce the effects of stereotype threat. Journal of
Applied mDevelopmental Psychology, 24, 645 – 662.
Greene, J. A., Costa, L. J., Robertson, J., Pan, Y. & Deekens, V. M. (2010). Exploring
relations among college students’ prior knowledge, implicit theories of intelligence, and
self-regulated learning in a hypermedia environment. Computers & Education, 55, 1027
– 1043.
Hall, N. C., Perry, R. P., Goetz, T., Ruthig, J. C., Stupnisky, R. H. & Newall, N. E. (2007).
mAttributional retraining and elaborative learning. Improving academic development
through writing-based interventions. Elsevier Learning and Individual Diffrences, 17,
280 – 290.
Haynes, T. L., Perry, R. P., Stupnisky, R. H. & Daniels, L. M. (2009). A Review of
Attributional Retraining Treatments: Fostering Engagement and Persistence in
Vulnerable College Students. J. C. Smart (ed.), Higher Education: Handbook of Theory
and Research, Springer Science Business Media B.V. 2009.
Haynes, T. L., Clifton, R. A., Daniels, L. M., Perry, R. P., Chipperfield, J. G. & Ruthig, J.
(2011). Attributional Retraining: reducing the likelihood of failure. Social Psychology
Education, 14, 75 – 92.
Hong, Y., Chiu, C., Dweck, C. S., Lin, D. M. S. & Wan, W. (1999). Implicit theories,
attributions, and coping: A meaning system approach. Journal of Personality and Social
Psychology, 77, 588–599.
Mangels, J. A., Butterfield, B., Lamb, J., Good, C. & Dweck, C. S. (2006). Why do beliefs
about intelligence influence learning success? A social cognitive neuroscience model.
Social Cognitive & Affective Neuroscience, 1, 75-86.
McDowell, J. (2009). The impact of attribution retraining for increasing student motivation
.Submitted in partial fulfillmentof the requirements for the degree of master of arts in
education at northern Michigan university.
Miele, D. B. & Molden, D. C.(2010). Naive Theories of Intelligence and the Role of
Processing Fluency in Perceived Comprehension. Journal of Experimental Psychology:
General, 139, 535–557.
Molden, D. C. & Dweck, C. S. (2006). Finding “meaning” in psychology: A lay theories
mapproach to self-regulation, social perception, and social development. American
Psychologist, 61, 192–203.
Mueller, C. & Dweck, C. (1998). Praise for intelligence can undermine children’s motivation
and performance. Journal of Personality and Social Psychology, 75(1), 33–52.
Muis, K. R. (2004). “Personal Epistemology and Mathematics: A Critical Review and
Synthesis of Research, Review of Educational Research,Vol. 74, No. 3, pp. 317-377.
Ommundsen, Y.(2001). Self-handicapping strategies in physical education classes: The
influence of implicit theories of the nature of ability and achievement goals. Psychology
of Sport & Exercise, 2, 139–156.
Ommundsen, Y., Haugen, R. & Lund, T.(2005). Academic self-concept, implicit theories of
mability, and self- regulation strategies. Scandinavian Journal of Educational Research,
49, 461–474.
Pizzolato, J. E. (2004). Coping with conflict: Self-authorship, coping, and adaptation to
college in first-year, high-risk students. Journal of College Student Development, 45,
425-442.
Robins, R. W. & Pals, J. L. (2002). Implicit self-theories in the academic domain:
implications for goal orientation, attributions, affect, and self-esteem change. Self and
Identity,1, 313–336.
Ruthig, J. C., Perry, R. P., Hall, N. C. & Hladkyj, S. (2004). Optimism and attributional
retaining: Longitudinal effects on academic achievement, test anxiety, and voluntary
withdrawal in university students. Journal of Applied Social Psychology, 34, 709–730.
Rytkonen, K., Aunola, K. & Nurmi, J. (2005). Parents’ causal attributions concerning their
children’s school achievement:A longitudinal study. Merrill–Palmer Quarterly, 51,
494–523.
Seymour, E. & Hewitt, N. M. “Talking About Leaving: Why Undergraduates Leave the
Sciences,” Boulder: Westview Press, 2000.
Siegle, D., Rubenstein, L. D. V., Pollard, E. & Romey, E.(2010). Exploring the
Relationship of College Freshmen Honors Students' Effort and Ability Attribution,
Interest, and Implicit Theory of Intelligence With Perceived Ability. Gifted Child
Quarterly, 54(2), 92 –101.
Stipek, D., and Gralinski, J.H.(1996). “Children’s Beliefs about Intelligence and School
mPerformance,” Journal of Educational Psychology, 88(3), 397-407.
Tamir, M., John, O. P., Srivastava, S. & Gross, J. J. (2007). Implicit Theories of Emotion:
Affective and Social Outcomes Across a Major Life Transition. Journal of
Personality.and Socciol psychology, 92, 731–744.
Toland, J. & Boyle, C.(2008). Applying cognitive behavioural methods to retrain children's
attributions for success and failure in learning. School Psychology International, 29(3),
286-306.
Weiner, B. (1971). An attributional theory of achievement motivation and emotion.
Psychological Review, 92, 548 – 573.