6.Abolmaali, KH; Rashedi, M; Ajilchi, B. (2014). Explanation of Academic Achievement Based on Personality Characteristics Psycho-Social Climate of the Classroom and Students’ Academic Engagement in Mathematics. Open Journal of Applied Sciences, 4, 225-233.
7.Atashrouze, B., Rastegar, N.,&Askari, A. (2009).The Relationship between the Five Personality Characteristics and Academic Achievement.Iranian Journal of Psychology, 16, 376-367.
8.Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory. EnglewoodCliffs, NJ: PrenticeHall.
9.Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
10.Caprara, G.V; Vecchione, M; Alessandri, G; Gerbino, M; Barbaranelli, C. (2011). The contribution of personality traits and selfefficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81, 78–96.
11.Chemers, M.M; Hu, L; Garcia, B.F. (2001).Academic self-efficacy and first-year collegestudent performance and adjustment.Journal of Educational Psychology, 93, 55-64.
12.Connell, J.P; Wellborn, J.G. (1991). Competence,autonomy and relatedness: A motivational analysis of self-system processes. In M. Gunnar & L.A. Sroufe (Eds.), Self-processesindevelopment.Minnesota Symposium on Child Psychology.
13.Costa, P. T., & McCrae, R. R. (1999). Inventario de Personalidad NEO revisado (NEO PI-R) e Inventario NEO reducido de cinco factores (NEO-FFI) [NEO PI-R, Revised NEO Personality Inventory and NEO Five-Factor Inventory (NEO-FFI)]. Madrid: TEA Editions
14.Costa, P. T., Jr., & McCrae, R. R. (1985). Concurrent validation after 20 years: Implications of personality stability for its assessment. In J. N. Butcher & C. D. Spielberger (Eds.), Advances in personality assessment (Vol. 4, pp. 31-54). Hillsdale, NJ: Lawrence Erlbaum
15.Davis, H.A; Shalter-Bruening, P; Andrzejewski, C.E. (2008).Examining the efficacy of strategy intervention for ninth grade students: Are self-regulated learning strategies a form of social capital? Paper presented at the annual conference of the American Educational Research Association, New York, NY.
16.Duff, A; Boyle, E;Dunleavy, K; Ferguson, J. (2004). The Relationship between Personalities, Approach to Learning and Academic Performance. Personality and Individual Differences, 36, 1907-1920.
17.Dunsmore, J.A. (2005). An Investigation of the Predictive Validity of Board and Narrow Personality Traits in Relation to Academic Achievement.University of Tennessee, Knoxille.
18.Fredricks, J.A; Blumenfeld, P; Paris, A. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
19.Furrer, C; Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95(1), 148-162.
20.Goldberg, L.R; Sweeney, D; Merenda, P.F; Hughes, J.E. (1998). Demographic variables and personality: The effects of gender, age, education, and ethnic/racial status on self-descriptions of personality attributes. Personality and Individual Differences, 24: 393-403.
21.Joreskog, K; Sorbom, D. (2003).LISREL.Scientific Software International Inc.
22.Kindermann, T.A. (2007). Effects of naturally-existing peer groups on changes in academic engagement in a cohort of sixth graders.Child Development, 78, 1186-1203.
23.Komarraju, M., Karau, S.J.,&Schmeck, R.R. (2009) Role of the Big Five Personality Traits in Predicting College Student’s Academic Motivation and Achievement. Learning and Individual Differences, 19, 47-52.
24.Locke, E.A; Latham, G.P. (1990).A theory of goal setting & task performance. Englewood Cliffs, N.J.: Prentice Hall.
25.McNeely, C.A; Nonnemaker, J.M; Blum, R.W. (2002).Promoting school connectedness: Evidence from the National Longitudinal Study of Adolescent Health.The Journal of School Health, 72, 138-146.
26.Metallidou, P; Viachou, A. (2007).Motivational beliefs, cognitive engagement,and achievement in language and mathematics in elementary school children.International Journal of Psychology, 42(1), 2-15.
27.Meyer, D.K; Turner, J.C. (2002).Discovering emotion in classroom research.Educational Psychologist, 37, 107-114.
28.Newmann, F. (1992).Higher-order thinking and prospects for classroom thoughtfulness.In F.Newmann (Ed.),Student engagement and achievement in American Secondary Schools, 62-91.
29.Petska, K.S. (2007). Using personality variables topredict academic success inpersonalized system of instruction. http://digitalcommons. unl. Edu.
30.Pintrich, P.R. (1999). The role of motivation in promoting and sustaining self-regulated learning.International Journal of Educational Research, 31, 459-70.
31.Pintrich, P.R; DeGroot, E.V. (1990).Motivational and self-regulated learning components of classroom academic performance.Journal of Educational Psychology, 1, 82, 33-40.
32.Pintrich, P.R; Shunk, D.H. (1996). Motivation in education: Theory, research and applications. Englewood Cliffs, NJ: Prentice Hall Merrill.
33.Schunk, D.H. (1981). Modeling and attributional effects on children’s achievement: Aself-efficacy analysis. Journal of Educational Psychology, 73, 93-105.
34.Walker, C.O; Green, B.A; Mansell, R.A. (2006).Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement.Learning and Individual Differences, 16, 1-12.
35.Wolters, C; Pintrich, P.R. (1998).Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classroom.Instructional Scence, 26, 27-47.
36.Wolters, C;Yu, S; Pintrich, P.R. (1996).The relation between goal orientation and studentsMotivational beliefs and self-regulated learning.Learning and Individual Differences, 8, 211-38.
)