مقایسة تاثیر آموزش انگیزش تحصیلی‌ و راهبردهای کمک‌خواهی بر ثبات قدم دانش‌آموزان دورۀ متوسطه اوّل

Atapattu, R. (2015). Grit and engagement as mediators of the relation between academic support and literacy achievement in ethnic minority elementary school students. Master's Thesis, University of Maryland].

Aulia, F., Takiuddin, M., & Rahmatullah, A. (2022). Relationship between personality, mindset, academic motivation on grit (persistence) in middle school students. KONSELI : Jurnal Bimbingan dan Konseling (E-Journal), 9, 27-40. https://doi.org/10.24042/kons.v9i1.11926

Barzegarbafrooei, M., & Merati, A. R. (2023). Investigating the relationship between perception of constructivist learning environment and belonging to school with the role of mediation of stability. Cognitive Strategies in Learning, 11(21), 197-211. https://doi.org/ https://doi.org/10.22084/J.PSYCHOGY.2023.25663.2429

Brier, N. (2006). Enhancing academic motivation: An intervention program for young adolescents. Research Press.

Collins, W., & Sims, B. C. (2006). Help Seeking in Higher Education Academic Support Services. In Help seeking in academic setting: Goals, groups, and contexts. (pp. 203-223). Lawrence Erlbaum Associates Publishers.

Eskreis-Winkler, L., Duckworth, A. L., Shulman, E. P., & Beal, S. (2014). The grit effect: predicting retention in the military, the workplace, school and marriage [Original Research]. Frontiers in Psychology, 5. https://doi.org/10.3389/fpsyg.2014.00036

Eyni, S., Nazar, S., Ebadi, M., & Zeynalzadeh, M. (2022). Development of structural equations of social adjustment of students with Specific Learning Disorder based on alexithymia and metacognition beliefs and mediated by perceived social support. Journal of Learning Disabilities, 11(4), 62-77. (Persian) https://doi.org/10.22098/jld.2022.8168.1865

Greenier, V., Derakhshan, A., & Fathi, J. (2021). Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers. System, 97, 102446. https://doi.org/https://doi.org/10.1016/j.system.2020.102446

Gyamfi, G., & Lai, Y. (2020). Beyond motivation: investigating thai english major students' grit. PASAA, 60(1), 60-96. https://doi.org/10.58837/CHULA.PASAA.60.1.3

Ha, J.-H., & Han, C.-w. (2021). Converged Study of Perceived Parental Autonomy Support, Growth Mindset, Grit, and Help-Seeking Behaviors Of High-SchoolStudents [Converged Study of Perceived Parental Autonomy Support, Growth Mindset, Grit, and Help-Seeking Behaviors Of High-School Students]. Journal of the Korea Convergence Society, 12(6), 161-171. https://doi.org/10.15207/JKCS.2021.12.6.161

Hashemi, T., Bayrami, M., Vahedi, S., & Beyrami, N. (2017). The effectiveness of help-seeking strategies training in the improvement of academic stress, performance and motivation by the moderating role of attributional styles among students. Biquarterly Journal of Cognitive Strategies in Learning, 5(8), 139-158. https://doi.org/ 10.22084/j.psychogy.2017.11482.1423

Hayri, K., & Gökalp, Z. Ş. (2023). Understanding The Relationship Between Self-Control and Grit: The Mediating Role of Academic Motivation and Attention Control. International Journal of Modern Education Studies, 7(1). https://doi.org/https://doi.org/10.51383/ijonmes.2023.311

Jehanghir, M., Ishaq, K., & Akbar, R. (2023). Effect of learners’ autonomy on academic motivation and university students’ grit. Education and Information Technologies, 29, 1-38. https://doi.org/10.1007/s10639-023-11976-2

Karabenick, S. A. (2011). Classroom and technology-supported help seeking: The need for converging research paradigms. Learning and Instruction, 21(2), 290-296. https://doi.org/https://doi.org/10.1016/j.learninstruc.2010.07.007

Karlen, Y., Suter, F., Hirt, C., & Maag Merki, K. (2019). The role of implicit theories in students' grit, achievement goals, intrinsic and extrinsic motivation, and achievement in the context of a long-term challenging task. Learning and Individual Differences, 74, 101757. https://doi.org/https://doi.org/10.1016/j.lindif.2019.101757

Lee, J., & Park, J. (2024). The role of grit in inclusive education: a study of motivation and achievement among preservice physical education teachers [Original Research]. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1332464

Liu, Y. (2022). Investigating the role of english as a foreign language learners’ academic motivation and language Mindset in their Grit: A Theoretical Review [Conceptual Analysis]. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.872014

Narimani, M., Sahebgharan fard, M., Nokhostin Goldoost, A. (2023). Comparing the effectiveness of the model based on progress motivation and social skills training on academic self-efficacy in students with learning disabilities. Journal of Learning Disabilities, 12(3), 81-91. (Persian) https://doi.org/10.22098/jld.2023.12901.2095

Shafiei Sani, S., Mahoor, H., & Yamini, M. (2024). The impact of help-seeking training and self-compassion training on academic achievement motivation. Journal of Adolescent and Youth Psychological Studies (JAYPS), 5(2), 68-74. https://doi.org/10.61838/kman.jayps.5.2.8

Shechtman, N. (2013). Promoting grit, tenacity, and perseverance: Critical factors for success in the 21st century.

Skinner, E. A., & Zimmer-Gembeck, M. J. (2007). The Development of Coping. Annual Review of Psychology, 58(Volume 58, 2007), 119-144. https://doi.org/https://doi.org/10.1146/annurev.psych.58.110405.085705

Steinmayr, R., Weidinger, A. F., & Wigfield, A. (2018). Does students’ grit predict their school achievement above and beyond their personality, motivation, and engagement? Contemporary Educational Psychology, 53, 106-122. https://doi.org/https://doi.org/10.1016/j.cedpsych.2018.02.004