کارایی بەرنامەیەکی ڕێنمایی پێشنیار کراو بۆ بەرزکردنەوەی ئاستی ڕێکخستنی خود بۆ فێربوون لای فێرخوازانی زانکۆ

بە زمانی کوردی:

بۆكانى، سابیر (2020) . میتۆى توێژینه‌وه‌ى زانستى، چاپى یه‌كه‌م، سلێمانى، خانه‌ و چاپ و بڵاوكراوه‌ى چوارچرا.

زێباری،پ.د.تاهرحسۆ(2018). ڕێبازەکانی توێژینەوەی زانستی لە کۆمەڵناسیدا، وەرگێڕانی شەهلا وەلی جەبار، چاپی یەکەم، چاپخانەی نوسینگەی تەفسیر.

قەرەچەتانی،کەریم شەریف (2023). ڕێبازەکانی توێژینەوەی زانستی،چاپخانەی زبان صلح/تاران

محمد،سەرکەوت جمال(2020). ڕێبازی لێکۆڵینەوەی دەرونزانی وپەروەردەیی،چاپی ئەلیکترۆنی.

نوری،سعید محمد (2022). دەرونزانی تاقیکاری،چاپی یەکەم،تاران،چاپخانەی مێخەک/تاران.

بەزمانی فارسی:

بخشی، م.، آهنچیان، م.، (2013). الگوي پيشبيني پيشرفت تحصيلي: نقش تفكر انتقادي و راهبردهاي خودتنظيمي يادگيري. مجله ایرانی آموزش در علوم پزشکی، 13(2)، 153-163.

بقایی، ح.، و ولی‌پور، ف.، 1404. بررسی نقش هوش مصنوعی در یادگیری خودتنظیم. پژوهش و نوآوری در تربیت و توسعه، انتشار آنلاین، صص. 91-108.

بلوری، ا.، شالچی، ب.، و آزموده، م. (1402). مقایسه اثر بخشی آموزش راهبردهای یادگیری خود تنظیمی و تنظیم شناختی هیجان، بر کیفیت زندگی کلاسی و بهزیستی تحصیلی دانش آموزان دوره دوم متوسطه. رفتار مثبت در سازمان‌های آموزشی، 1(3)، صص. 15-29.

حسینی لرگانی، م.، 1398. ارزیابی تاثیر فسودگی تحصیلی بر پیشرفت تحصیلی دانشجویان نظام آموزش عالی کشور. مطالعات اندازه‌گیری و ارزشیابی آموزشی، 9(25)، صص. 229-254.

زارعی و جوادی پور, 2021. مشکلات یادگیری الکترونیکی در دانشگاه تهران از دیدگاه دانشجویان به واسطه شیوع ویروس کرونا. مدیریت و برنامه ریزی در نظام های آموزشی, 14(2), pp.313-342.‎

علی‌بخشی، ز.، و زارع، ح.، (2010). اثربخشی آموزش خودتنظیمی یادگیری و مهارت‌های مطالعه بر پیشرفت تحصیلی دانشجویان. روانشناسی کاربردی، 4(4)، صص. 69-80.

مقدم، ز.، 1398. بررسی مقایسه‌ای باورهای انگیزشی و راهبردهای یادگیری خودتنظیم دانشجویان دوره‌های کارشناسی ارشد دانشگاه‌های دولتی و پیام نور استان همدان. پژوهش‌های آموزش و یادگیری، 16(1)، صص. 91-110.

بەزمانی ئینگلیزی

.Abdullah, S.M., 2019. Social cognitive theory: A Bandura thought review published in 1982-2012. Psikodimensia: Kajian Ilmiah Psikologi, 18(1), pp.85-100.

Arsal, Z., 2010. The effects of diaries on self-regulation strategies of preservice science teachers. International Journal of Environmental and Science Education, 5(1), pp.85-103.

Bandura, A., 2008. Social Cognitive Theory. The International Encyclopedia of Communication, First Edition. Edited by Wolfgang Donsbach, John Wiley & Sons, Ltd.

Bandura, A., 2014. Social-cognitive theory. In An introduction to theories of personality (pp. 341-360). Psychology Press.

Boekaerts, M., 1996. Self-regulated learning at the junction of cognition and motivation. European psychologist, 1(2), pp.100-112.

de Bruijn-Smolders, M., Timmers, C. F., Gawke, J. C., Schoonman, W., & Born, M. P. (2016). Effective self-regulatory processes in higher education: Research findings and future directions. A systematic review

Diaz, R.M., Neal, C.J. and Amaya-Williams, M., 1990. The social origins of self-regulation. Vygotsky and education: Instructional implications and applications of sociohistorical psychology, pp.127-154.

Duncan, T.G. and McKeachie, W.J., 2005. The making of the motivated strategies for learning questionnaire. Educational psychologist, 40(2), pp.117-128.

Ganda, D.R. and Boruchovitch, E., 2018. Self-regulation of Learning: key concepts and theoretical models. Psicologia da Educação, (46), pp.71-80.

Gauvain, M., 2001. Cultural tools, social interaction and the development of thinking. Human development, 44(2-3), pp.126-143.

Gonzalez, J.A., 2012. Mechanisms of transfer: Modeling motivational and self-regulatory processes that promote transfer of learning (Doctoral dissertation, Syracuse University).

Gredler, M.E., 2009. Hiding in plain sight: The stages of mastery/self-regulation in Vygotsky's cultural-historical theory. Educational Psychologist, 44(1), pp.1-19.

Hadwin, A. and Oshige, M., 2011. Self-regulation, coregulation, and socially shared regulation: Exploring perspectives of social in self-regulated learning theory. Teachers College Record, 113(2), pp.240-264.

Hoops, L.D., Yu, S.L., Wang, Q. and Hollyer, V.L., 2016. Investigating postsecondary self-regulated learning instructional practices: The development of the self-regulated learning observation protocol. International Journal of Teaching and Learning in Higher Education, 28(1), pp.75-93.

Kozulin, A., 2003. Psychological tools and mediated learning. Vygotsky’s educational theory in cultural context, 4(6), pp.15-38.

Martin, J. (2018). Research Methods in Education, 8th edition, edited by Louis Cohen, Lawrence Manion and Keith Morrison. Routledge. p 572

Palacio, C.R., López, G.C.H. and Nieto, L.Á.R., 2006. Qué es la intervención psicopedagógica: definición, principios y componentes. El Ágora USB Medellín-Colombia, 6(2), pp.215-226.

Panadero, E., 2017. A review of self-regulated learning: Six models and four directions for research. Frontiers in psychology, 8, p.422.

Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In Handbook of self-regulation (pp. 451-502). Academic Press.

Pintrich, P.R., 1995. Understanding self‐regulated learning. New directions for teaching and learning, 1995(63), pp.3-12

Pintrich, P.R., Smith, D.A., Garcia, T. and McKeachie, W.J., 1993. Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and psychological measurement, 53(3), pp.801-813.

Poehner, M.E. and Infante, P., 2017. Mediated development: A Vygotskian approach to transforming second language learner abilities. tesol QUARTERLY, 51(2), pp.332-357.

Puustinen, M. and Pulkkinen, L., 2001. Models of self-regulated learning: A review. Scandinavian journal of educational research, 45(3), pp.269-286.

Ragusa, A., González-Bernal, J., Trigueros, R., Caggiano, V., Navarro, N., Minguez-Minguez, L.A., Obregón, A.I. and Fernandez-Ortega, C., 2023. Effects of academic self-regulation on procrastination, academic stress and anxiety, resilience and academic performance in a sample of Spanish secondary school students. Frontiers in psychology, 14, p.1073529

Sabililhaq, I., Nursiah, A. and Munir, M., 2024. Analysis of Albert Bandura's Social Cognitive Theory and Its Development in Islamic Religious Education. Religion Education Social Laa Roiba Journal, 6(12), pp. 5498-5512.

Saris, W.E. and Gallhofer, I.N., 2014. Design, evaluation, and analysis of questionnaires for survey research. John Wiley & Sons.

Schunk, D.H. and Zimmerman, B.J., 2012. Self‐regulation and learning. Handbook of Psychology, Second Edition, 7.

Schunk, D.H., 2005. Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational psychologist, 40(2), pp.85-94.

Schunk, D.H., 2013. Social cognitive theory and self-regulated learning. In Self-regulated learning and academic achievement (pp. 119-144). Routledge.

Stanikzai, M., 2020. Self-regulated learning: an exploratory study (Level and gender difference). Res. Rev. Int. J. Multidiscip, 3085, pp.57-62.

Vosniadou, S., 2020. Bridging secondary and higher education. The importance of self-regulated learning. European Review, 28(S1), pp.S94-S103.

Zimmerman, B.J., 1989. A social cognitive view of self-regulated academic learning. Journal of educational psychology, 81(3), p.32Zimmerman, B.J. and Martinez-Pons, M., 1990. Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of educational Psychology

سەرچاوە بە زمانی کوردی:

بۆكانى، سابیر (2016) . میتۆى توێژینه‌وه‌ى زانستى، چاپى یه‌كه‌م، سلێمانى، خانه‌ و چاپ و بڵاوكراوه‌ى چوارچرا.

زێباری،پ.د.تاهرحسۆ(2018). ڕێبازەکانی توێژینەوەی زانستی لە کۆمەڵناسیدا، وەرگێڕانی شەهلا وەلی جەبار، چاپی یەکەم، چاپخانەی نوسینگەی تەفسیر.

قەرەچەتانی،کەریم شەریف (2023). ڕێبازەکانی توێژینەوەی زانستی،چاپخانەی زبان صلح/تاران

محمد،سەرکەوت جمال(2020). ڕێبازی لێکۆڵینەوەی دەرونزانی وپەروەردەیی،چاپی ئەلیکترۆنی.

نوری،سعید محمد (2022). دەرونزانی تاقیکاری،چاپی یەکەم،تاران،چاپخانەی مێخەک/تاران.

سەرچاوە بەزمانی فارسی:

بخشی، م.، آهنچیان، م.، (2013). الگوي پيشبيني پيشرفت تحصيلي: نقش تفكر انتقادي و راهبردهاي خودتنظيمي يادگيري. مجله ایرانی آموزش در علوم پزشکی، 13(2)، 153-163.

بقایی، ح.، و ولی‌پور، ف.، 1404. بررسی نقش هوش مصنوعی در یادگیری خودتنظیم. پژوهش و نوآوری در تربیت و توسعه، انتشار آنلاین، صص. 91-108.

زارع، س.، زینلی پور، ح.، و ناصری جهرمی، ر.، (2017). بررسی رابطه بین راهبردهای یادگیری خودتنظیمی با دستاوردهای تحصیلی. پژوهش در آموزش علوم پزشکی، 9(4)، صص. 48-56.

زارعی و جوادی پور, 2021. مشکلات یادگیری الکترونیکی در دانشگاه تهران از دیدگاه دانشجویان به واسطه شیوع ویروس کرونا. مدیریت و برنامه ریزی در نظام های آموزشی, 14(2), pp.313-342.‎

علی‌بخشی، ز.، و زارع، ح.، (2010). اثربخشی آموزش خودتنظیمی یادگیری و مهارت‌های مطالعه بر پیشرفت تحصیلی دانشجویان. روانشناسی کاربردی، 4(4)، صص. 69-80.

سەرچاوە بەزمانی ئینگلیزی:

Abdullah, S.M., 2019. Social cognitive theory: A Bandura thought review published in 1982-2012. Psikodimensia: Kajian Ilmiah Psikologi, 18(1), pp.85-100.

Alotaibi, K., Tohmaz, R. and Jabak, O., 2017. The relationship between self-regulated learning and academic achievement for a sample of community college students at King Saud University. Education Journal, 6(1), pp.28-37

Arsal, Z., 2010. The effects of diaries on self-regulation strategies of preservice science teachers. International Journal of Environmental and Science Education, 5(1), pp.85-103.

Bandura, A., 2008. Social Cognitive Theory. The International Encyclopedia of Communication, First Edition. Edited by Wolfgang Donsbach, John Wiley & Sons, Ltd.

Bandura, A., 2014. Social-cognitive theory. In An introduction to theories of personality (pp. 341-360). Psychology Press.

Boekaerts, M., 1996. Self-regulated learning at the junction of cognition and motivation. European psychologist, 1(2), pp.100-112.

Diaz, R.M., Neal, C.J. and Amaya-Williams, M., 1990. The social origins of self-regulation. Vygotsky and education: Instructional implications and applications of sociohistorical psychology, pp.127-154.

Duckworth, K., Akerman, R., MacGregor, A., Salter, E. and Vorhaus, J., 2009. Self-regulated learning: a literature review.[Wider Benefits of Learning Research Report No. 33]. Centre for Research on the Wider Benefits of Learning, Institute of Education, University of London.

Duncan, T.G. and McKeachie, W.J., 2005. The making of the motivated strategies for learning questionnaire. Educational psychologist, 40(2), pp.117-128.

Ganda, D.R. and Boruchovitch, E., 2018, February. Promoting self-regulated learning of Brazilian Preservice student Teachers: results of an intervention Program. In Frontiers in Education (Vol. 3, p. 5). Frontiers Media SA

Ganda, D.R. and Boruchovitch, E., 2018. Self-regulation of Learning: key concepts and theoretical models. Psicologia da Educação, (46), pp.71-80.

Gauvain, M., 2001. Cultural tools, social interaction and the development of thinking. Human development, 44(2-3), pp.126-143.

Gonzalez, J.A., 2012. Mechanisms of transfer: Modeling motivational and self-regulatory processes that promote transfer of learning (Doctoral dissertation, Syracuse University).

Gredler, M.E., 2009. Hiding in plain sight: The stages of mastery/self-regulation in Vygotsky's cultural-historical theory. Educational Psychologist, 44(1), pp.1-19.

Hadwin, A. and Oshige, M., 2011. Self-regulation, coregulation, and socially shared regulation: Exploring perspectives of social in self-regulated learning theory. Teachers College Record, 113(2), pp.240-264.

Hoops, L.D., Yu, S.L., Wang, Q. and Hollyer, V.L., 2016. Investigating postsecondary self-regulated learning instructional practices: The development of the self-regulated learning observation protocol. International Journal of Teaching and Learning in Higher Education, 28(1), pp.75-93.

Kozulin, A., 2003. Psychological tools and mediated learning. Vygotsky’s educational theory in cultural context, 4(6), pp.15-38.

Martin, J. (2018). Research Methods in Education, 8th edition, edited by Louis Cohen, Lawrence Manion and Keith Morrison. Routledge. p 572

Panadero, E., & Alonso-Tapia, J. (2014). How do students self-regulate? Review of Zimmerman’s cyclical model of self-regulated learning. Anales de psicologia, 30(2), 450-462.

Panadero, E., 2017. A review of self-regulated learning: Six models and four directions for research. Frontiers in psychology, 8, p.422.

Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In Handbook of self-regulation (pp. 451-502). Academic Press.

Pintrich, P.R., 1995. Understanding self‐regulated learning. New directions for teaching and learning, 1995(63), pp.3-12

Pintrich, P.R., Smith, D.A., Garcia, T. and McKeachie, W.J., 1993. Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and psychological measurement, 53(3), pp.801-813.

Poehner, M.E. and Infante, P., 2017. Mediated development: A Vygotskian approach to transforming second language learner abilities. tesol QUARTERLY, 51(2), pp.332-357.

Puustinen, M. and Pulkkinen, L., 2001. Models of self-regulated learning: A review. Scandinavian journal of educational research, 45(3), pp.269-286.

Sabililhaq, I., Nursiah, A. and Munir, M., 2024. Analysis of Albert Bandura's Social Cognitive Theory and Its Development in Islamic Religious Education. Religion Education Social Laa Roiba Journal, 6(12), pp. 5498-5512.

Saris, W.E. and Gallhofer, I.N., 2014. Design, evaluation, and analysis of questionnaires for survey research. John Wiley & Sons.

Schunk, D.H. and Zimmerman, B.J., 2012. Self‐regulation and learning. Handbook of Psychology, Second Edition, 7.

Schunk, D.H., 2005. Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational psychologist, 40(2), pp.85-94.

Schunk, D.H., 2013. Social cognitive theory and self-regulated learning. In Self-regulated learning and academic achievement (pp. 119-144). Routledge.

Simbolon, R. and Purba, W., 2022. Evaluating the Impact of School Counseling Programs on Student Well-being and Academic Performance in the Educational Environment. Jurnal Ilmu Pendidikan Dan Humaniora, 11(2), pp.118-137.

Stanikzai, M., 2020. Self-regulated learning: an exploratory study (Level and gender difference). Res. Rev. Int. J. Multidiscip, 3085, pp.57-62.

VandenBos, G. R. (2014). APA dictionary of statistics and research methods. S. Zedeck (Ed.). Washington, DC: American Psychological Association. P 121-122

Vosniadou, S., 2020. Bridging secondary and higher education. The importance of self-regulated learning. European Review, 28(S1), pp.S94-S103.

Zimmerman, B.J., 1989. A social cognitive view of self-regulated academic learning. Journal of educational psychology, 81(3), p.32Zimmerman, B.J. and Martinez-Pons, M., 1990. Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of educational Psychology, 82(1), p.51