Abd-El-Fattah, S. M.,Yates,greg (2010). Implicit Theory of
Intelligence Scale: Testing for factorial invariance and mean structure.
Social Psychology of Education, 9.
Ames, C. & Archer, J. (1988). Achievement goal in classroom:
Student' learning strategies and motivation processes. Journal of
Educational Psychology. . 80(3), 160-167.
Andermen, E.M. & C. Midgley, C. (1997), Changes in achievement
goal orientations and perceived classroom goal structures across the
transition to middle level schools. Contemporary Educational
Psychology, 22, 269–298.
Braten, I. & Olaussen, B.S. (1998) The relationship between
motivational beliefs and learning strategy use among Norwegian college
students. Contemporary educational Psychology. 23,183-192.
Braten, I., & Stromso, H. (2003). Epistemological belief and implicit
theories of intelligence as predictos of achievement goals. Contemporary
Educational Psychology. 29,371-388.
Church, M.A, Elliot, A.J & Gable, S, L, (2001). Perception of
classroom environment, achievement goals, and achievement outcomes.
Journal of Educational Psychology. 93(1), 43-54.
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. Contemporary
Educational psychology.30,43-59.
Dweck, C. S. (2000). Self-theories: Their role in motivation,
Personality and Development. Philadelphia: Psychology Press.
Elliot, A. J., & McGregor, H. A. (2001). A 2 X 2 Achievement Goal
Framework. Journal of Personality and Social Psychology, 80, 501-519.
Elliot A. J, & Fonseca, D. & Moller,A.C. (2006) .A social-cgnitive
model of achievement motivation and the 2*2 achievement goals
framework. Journal of Personality and social Psychology, 99, 4,666-679.
Elliot, A.& Church, M.A. (1997). A hierarchical model of approach
and avoidance motivation. Journal of Personality and Social Psychology.
72(1), 218-232.
Elliot,A. & McGregor, H.A. (2001). A 2×2 achievement goal
framework. Journal of Personality and Psychology. 80(3), 501-519.-
Harachkiewicz, J.M., Barron, K.E., Elliot, A.J., Carter, S.M. & Letho,
A.T. (1997). Maintaining interest and making the grade. Journal of
Personality and Social Psychology. 73(6), 1284-1295.
Midgley, c., Kaplan, A. & Middleton, M. Maehr, M. L. Urdan, T.
Anderman, L. H. Anderman, E. and Roeser, R.(1998).The development
and validation of scales assessing students achievement goal orientations.
Contemporary Educational Psychology, 23, 113-131.
Middleton, M.J., & Midgley, C. (1997). Avoiding the demonstration
of lack ability: An underexplored aspect of goal theory. Journal of
Educational Psychology. 89(4), 710-718.
Nicholls, J. G. (1984). Conceptions of ability and achievement
motivation. In Research on Motivation in Education: Student Motivation
(Vol. 1, pp.39-73): Academic Press.
Pintrich, P. (1999). The role of motivation in promoting and sustaiing
self regulated learning. International Journal of educational research.
31,450-470.
Pintrich, P.R. (2000). Multiple goal, multiple pathway: the role of goal
orientation in learning and achievement. Journal of educational
psychology. 92,544-555.
Vermetten, Y.J., Lodewijks, H.G & Vermunt, J.D. (2001). The role of
personality traits and goal orientation in strategy use. Contemporary
Educational Psychology. 26,149-170. (http// www. Sciencedirect.com).