انفعالات الإنجاز الأكاديمي لدى طلبة الجامعة

المصادر والمراجع:

-القران الكريم.

المراجع العربية :

1. جي، ميلر، جيو فري، ابراسان، بيتر. ((2012. البحث التربوي- كفايات للتحليل والتطبيقات. (ترجمة صلاح الدين محمود علام). عمان. الأردن: دار الفكر.

2. سفينة، صابر (2003) . فعالية الذات وعلاقتها باتخاذ القرار لدى المراهقين من الجنسين". رسالة ماجستير غير منشورة، معهد الدراسات العليا للطفولة، جامعة عين شمس.

3. عباس، جمال أحمد، شهاب، منتهى خالد. ((2018. مناهج وأساليب البحث العلمي. ط1. عمان: دار أمجد للنشر والتوزيع.

4. العرباوي ، علي حاكم (2014) انفعالية التحصيل وانماط الشخصية وفق نظام الانيكرام التسعةوعلاقتهما بتوجهات اهداف الإنجاز ، رسالة ماجستير ، جامعة بغداد ، العراق .

5. القصبي, & وسام حمدي. (2017). النموذج البنائي للعلاقات بين الانفعالات الأکاديمية وإستراتيجيات التعلم والاندماج الدراسي والتحصيل لدى طلبة جامعة الملک خالد. مجلة البحوث في مجالات التربية النوعية ، 3(13)، 1-72.

المراجع الأجنبية:

1. Bandura, A. (1994). Self-efficacy. Encyclopedia of Human Behavior, 4(1),71-81.

2. Cakar, F., & Karatas, Z. (2012). The Self-Esteem, Perceived Social Support and Hope-lessness in Adolescents: The Structural Equation Modeling. Educational Sciences: Theory & Practice, 12(4), 2406-2412.

3. Clore, G. L., &Huntsinger, J. R. (2007). How emotions inform judgment and regulate thought. Trends in Cognitive Sciences, 11, 393 –399

4. Frenzel, A. C. (2014). Teacher emotions. In R. Pekrun & E. A. Linnenbrink (Eds.), Inter-national Handbook of Emotions in Education (pp. 494-519). New York: Routledge. | pre-print>

5. Pekrun, R , Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary educational psychology, 36(1), 36-48.

6. Pekrun, R. (1992). Expectancy-value theory of anxiety: Overview and implications. In D. G. Forgays, T. Sosnowski, & K. Wrzesniewski (Eds.), Anxiety: Recent Developments In Self-Appraisal, Psychophysiological And Health Research (pp. 23-41). Washington, DC: Hemisphere.

7. Pekrun, R. (2006). The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9

8. Pekrun, R. (2014). Emotions and learning. Educational practices series, 24(1), 1-31.

9. Pekrun, R., & Stephens, E. J. (2010). Achievement emotions in higher education. In Higher education: Handbook of theory and research (pp. 257-306). Springer, Dordrecht.‏

10. Pekrun, R., Goetz, T., Titz, W., & Perry, R. (2002). Positive Emotions in Education. In E. Frydenberg (Ed.), Beyond coping: Meeting goals, visions and challenges(pp. 149–174).

11. Pekrun, R., Goetz, T., Titz, W., & Perry, R.P. (2002). Academic emotions in student's self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37(2), 91-105.

12. Pekrun, R.; Frenzel, A.; Goetz, T., &Perry, R. (2007). The Control-Value Theory of Achievement Emotions: An Integrative approach to emotions in education In Emotion in edu-cation (pp. 13-36). Academic Press

13. Ranellucci, J., Hall, N. C., & Goetz, T. (2015). Achievement goals, emotions, learning, and performance: A process model. Motivation Science, 1(2), 98.

14. Schukajlow ,S.(2015)Effects of enjoyment and boredom on students interestin mathe-matics and viceversa University of Münster, Germany.

15. Titz, W. (2001). Emotionen von Studierenden in Lernsituationen. Waxmann Verlag.

Sources and references:

-The Holy Quran.

Arabic References:

1. G, Miller, Geo Free, Abrasan, Peter. (2012). Educational Research - Competencies for Analysis and Applications. (Translated by Salah al-Din Mahmoud Allam). Oman. Jordan: Dar al-Fikr.

2. Safina, Saber (2003). Self-efficacy and its relationship to decision-making among adolescents of both sexes." Unpublished Master's Thesis, Institute of Graduate Studies for Childhood, Ain Shams University.

3. Abbas, Jamal Ahmed, Shehab, Muntaha Khaled. ((2018. Methods and Methods of Scientific Research. 1st Edition. Amman: Dar Amjad for Publishing and Distribution.

4. Al-Arabawi, Ali Hakim (2014) The emotionality of achievement and personality patterns according to the nine Anikram system and their relationship to the directions of achievement goals, Master Thesis, University of Baghdad, Iraq.

5. Al-Qasabi, & Wissam Hamdi. (2017). The structural model of relationships between academic emotions, learning strategies, academic integration and achievement among King Khalid University students. Journal of Research in Specific Education, 3(13), 1-72.

Foreign references:

1. Bandura, A. (1994). Self-efficacy. Encyclopedia of Human Behavior, 4(1),71-81.

2. Cakar, F., & Karatas, Z. (2012). The Self-Esteem, Perceived Social Support and Hopelessness in Adolescents: The Structural Equation Modeling. Educational Sciences: Theory & Practice, 12(4), 2406-2412.

3. Clore, G. L., &Huntsinger, J. R. (2007). How emotions inform judgment and regulate thought. Trends in Cognitive Sciences, 11, 393 –399

4. Frenzel, A. C. (2014). Teacher emotions. In R. Pekrun & E. A. Linnenbrink (Eds.), International Handbook of Emotions in Education (pp. 494-519). New York: Routledge. | preprint>

5. Pekrun, R , Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary educational psychology, 36(1), 36-48.

6. Pekrun, R. (1992). Expectancy-value theory of anxiety: Overview and implications. In D. G. Forgays, T. Sosnowski, & K. Wrzesniewski (Eds.), Anxiety: Recent Developments In Self-Appraisal, Psychophysiological And Health Research (pp. 23-41). Washington, DC: Hemisphere.

7. Pekrun, R. (2006). The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9

8. Pekrun, R. (2014). Emotions and learning. Educational practices series, 24(1), 1-31.

9. Pekrun, R., & Stephens, E. J. (2010). Achievement emotions in higher education. In Higher education: Handbook of theory and research (pp. 257-306). Springer, Dordrecht.‏

10. Pekrun, R., Goetz, T., Titz, W., & Perry, R. (2002). Positive Emotions in Education. In E. Frydenberg (Ed.), Beyond coping: Meeting goals, visions and challenges(pp. 149–174).

11. Pekrun, R., Goetz, T., Titz, W., & Perry, R.P. (2002). Academic emotions in student's self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37(2), 91-105.

12. Pekrun, R.; Frenzel, A.; Goetz, T., &Perry, R. (2007). The Control-Value Theory of Achievement Emotions: An Integrative approach to emotions in education In Emotion in education (pp. 13-36). Academic Press

13. Ranellucci, J., Hall, N. C., & Goetz, T. (2015). Achievement goals, emotions, learning, and performance: A process model. Motivation Science, 1(2), 98.

14. Schukajlow ,S.(2015)Effects of enjoyment and boredom on students interestin mathematics and viceversa University of Münster, Germany.

15. Titz, W. (2001). Emotions of students in learning situations. Waxmann Verlag.