Ames, C. (1992). Classrooms: Goals structures and students' motivation. Journal of Educational Psychology, 19, 430- 446.
Azadian Bojnordi, M., Bakhtiarpour, S., Makvandi, B. & Ehteshamzadeh, P. (2020). nternal and External Developmental Assets and Academic Well-Being:The Mediating Role of Academic Buoyancy. Developmental Psychology: Iranian Psychologists, 16 (64), 425-436. ) Persian)
Cheng, K. & Tsai, C. (2011). “An investigation of Taiwanuniversity students’perceptions of online academic help seeking and their web-based learning selfefficacy”. The Internet and Higher Education, 14(3), 150-157.
Chowdhury, S. & Halder, S. (2019). Academic help-seeking: A constructivist approach in learning and achievement. International Journal of Education & ManagementStudies,, 9(4), 227-231.
Christopher L. Thomas & Kristie Allen (2020): Driving engagement: investigating the influence of emotional intelligence and academic buoyancy on studentengagement
, Journal of Further and Higher Education.
https://doi.org/10.1080/0309877X.2020.1741520
Collie, R. J., Ginns, P., Martin, A. J., & Papworth, B. (2017). Academic buoyancy mediates academic anxiety’s effects on learning strategies: an investigation of English-and Chinese-speaking Australian students. Educational Psychology, 37(8), 947-964.
Colmar, S., Arief D. Liem, G., Connor, J. & Martin, A.J. (2019): Exploring the relationships between academic buoyancy, academic self-concept, and academic performance: a study of mathematics and reading among primary school students, Educational Psychology, DOI: 10.1080/01443410.2019.1617409
Dinger, F. C., Dickhäuser, O., Spinath, B., & Steinmayr, R. (2013). Antecedents and consequences of students' achievement goals: A mediation analysis. Learning and Individual Differences, 28, 90-101.
Elliot, A. J., & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80(3),501-519.
Ghadmpour, E. & Sarmad, Z. (2003). The Role of Motivational Beliefs in Help-Seeking Behavior and Students' Academic Achievement, Psychology, 7(2), 112-126. ) Persian)
Grahom, A. & Anderson, K. A. (2008). I have to be three steps ahead: academic identity gifted African American male students in an urban high school the tension between an ethnic and academic identity. Urban Review, 40, 472-499.
Groccia, J. E. (2018). What Is Student Engagement; bring your research it life, 154, 11-20.
Honicke, T., Broadbent, J. & Fuller-Tyszkiewicz, M. (2019). Learner self-efficacy, goal orientation, and academic achievement: exploring mediating and moderating relationships. Higher Education Research & Development, 1-15.
Imanparvar, S., Narimani, M., Taklavi, S. & Hashemi, T. (2020). Preparation of a School-based psycho-educational Package and its effect on the Psychological Distress of12thgrade Female Students. Journal of Modern Pcychological Researches, 15(58), 1-10. ) Persian)
Jafari, Z. (2019). Predicting academic adjustment based on academic identity, academic retention and academic motivation of high school students in Qom in the academic year 1397-98. Master Thesis. Literature and Humanities. University of Qom. (Persian)
Javadi Elmi, L. & Asadzadeh, H. (2020). Structural Equation Modeling of Students' academic engagement based on Academic Help-Seeking, Transformational teaching, perceived social support with the Mediation Role of Academic Buoyancy. Quartery social psychology research, 37, 101-122. ) Persian)
Jokar, B. & Delavarpour, M. (2007). The relationship between educational procrastination and achievement goal. New Thoughts on Educational, 3, 61-80. ) Persian)
Jokar, B. (2005). Investigating the relationship between goal orientation and self-regulation in students of different fields of study at Shiraz University. Journal of Social Sciences and Humanities, Shiraz University, 22 (4), 56-71. ) Persian)
Jokar, B., & Delavarpour, M.A. (2007). The relationship between educational procrastination and the goal of progress. New Educational Thoughts, 3, 61-80. (Persian)
Jowkar, B., Kojuri, J., Kohoulat, N., & Hayat, A. A. (2014). Academic resilience in education: the role of achievement goal orientations. Journal of advances in medical education & professionalism, 2(1), 33.
Kabini Moghaddam, S., Entesar Foumani, GH., Hejazi, M., & Asadzadeh, H. (2019). The Effectiveness of Teaching Self-Governing Learning Strategies and Assistance Training on Academic Retention of Non-Profit School Students, New Educational Approaches, 14 (1), 33-52. (Persian)
Kaplan, A. & Flum, H. (2010). Achievement goal orientations and identity formation styles Educational Research Review, 5, 50–67.
Lust, M., Huber, C. & Junne, J
. (2018). Academic Identity as a Discursive Resourcefor Resistance: The Case of QualityManagement in German Higher EducationInstitutions
. Higher Education Policy. https://doi.org/10.1057/s41307-018-0116-6
Martin, A., & Marsh, H. (2006). Academic resilience and its psychological and educational corre-lates: A construct validity approach.Psychology in the Schools,43(3), 267–281. doi:10.1002/pits.20149
Martin, A., & Marsh, H. (2008). Academic buoyancy: Towards an understanding of students’everyday academic resilience.Journal of School Psychology, 46(1), 53–83. doi:10.1016/j.jsp.2007.01.002
Mohammadi, M.M. & Poursaberi, R. (2017). Academic self-regulation of adolescents with cancerand its relationship with identity styles in 2015-2016 school year. Journal of Urmia Nursing and Midwifery Faculty, 14(12), 982-989. ) Persian)
Muriithi, I.A. (2015). Academic Identity Status and Achievement Goal Orientation as Predictors of Academic Achievement among Form Three Students in Embu County, Kenya, kerd.ku.ac.ke.
Narimani, M., Basharpoor, S., & Ahmadi, Sh. (2020). Predicting the tendency towards high-risk behaviors based on moral disengagement with the role of the mediator difficulties in emotion regulation (Structural Equation Modeling). Journal of Research in Psychopathology,1(2), 56-81.
Nasa, G. & Lata Sharma, H. (2018). A Study on the Impact of Academic Self-efficacy and Academic Help-seeking Behaviour on Goal Orientation of Secondary School Students, International Journal of Research in SocialSciences, 8(4), 929-940.
Newman, R. S. (1998). Student’s help-seeking during problem-solving: Influences of personal and contextual achievement goals. Journal of Educational Psychology, 90, 644-658.
Nouri, Saeed (2019). The relationship between goal orientation, academic engagement, learning motivation and academic buoyancy of students of Shahid Madani University of Azerbaijan. Master Thesis. Educational Sciences and Psychology. Shahid Madani University of Azerbaijan. ) Persian)
Roeser, R. W., & Lau, S. (2002). On academic identity formation in middle school setting during early adolescence. In T. M. Brinthaupt & R.P. Lipka (eds.), Understanding early adolescent self and identity: Applications and interventions(pp. 91–131). Albany: State University of New York Press.
Ryan, A.M.,& Pintrich, P.R. (1997). Should I ask for help? The role of motivation and attitudes in adolescent's help-seeking in math class. Journal of Educational Psychology, 89, 329-341.
ShahbaziyanKhonig, A., Samimi, Z. & HabibiKaleybar, R. (2018). Discrimination of Students withHigh and Low Academic Vitality based on Academic Optimism and Goal Orientation. New Thoughts on Education, 14(1), 247-268. ) Persian)
Thomas, C. L., & Allen, K. (2021). Driving engagement: investigating the influence of emotional intelligence and academic buoyancy on student engagement. Journal of Further and Higher Education, 45(1), 107-119.
Thomas, C., & Tagler, M. (2019). Predicting Academic Help-Seeking Intentions Using the Reasoned Action Model. In Frontiers in Education (Vol. 4, p. 59). Frontiers.
Was, C., & Isaacson, R. (2008). The development of a measure of academic identity status. Journal of Research in Education, 18(3), 94-105.
Yaghoobi, A., Zoghipaidar,M.R. Farhadi, M. & Yousefi, B. (2020). Predicting educational well-being and mental vitality of high school students based on their feeling of belonging to the school mediated by goal orientation. Journal of school psychology, 9(2), 169-190. ) Persian)
Yousefvand1, M., Ghadampour, E., Sadeghi, M. & Gholamrezaie, S. (2019). The role of AcademicBuoyancy, Locus of Control and Academic Excitement in predicting Academic Resilience. Journal of Research in Teaching, 6(4), 127-144. ) Persian)
Yu, K., & Martin, A. J. (2014). Personal best (PB) and "classic" achieve-ment goals in the Chinese context: Their role in predicting academicmotivation, engagement and buoyancy.
Educational Psychology,34(5), 635–658.
https://doi.org/10.1080/01443410.2014.89529