Abotalabi, H. (2020). The effect of academic enthusiasm and academic seriousness on the academic achievement of female elementary students in District 7 of Karaj City. Management and Educational Vision, 2(4 (Serial 6)), 119-134. (In Persian)
Akbari Bourng, M; Rahimi Bourng, H. (2016). Explaining the resilience and academic motivation of students based on their perception of the learning environment at Birjand University of Medical Sciences. Medical Education, 27, 222-231. (In Persian)
Bandura A. (1986). Social foundations of thought and action: A social cognitive theory. New Jersey: Prentice-Hall. A.1997. Self-efficacy: The exercise of control. New York: Freeman.
Bakker, A. B. (2008). The work-related flow inventory: Construction and initial validation of the WOLF.
Journal of Occupational and Organizational Psychology, 81 (2), 249-270.
https://doi.org/10.1016/j.jvb.2007.11.007
Butler R. 2006. An achievement goal perspective on student help seeking and teacher help giving in the classroom: Theory, research, and educational implications.
Help seeking in academic settings: Goals, groups, and contexts: 15-44.
https://doi.org/10.4324/9780203726563-9
De Bruin, A. B., & van Merriënboer, J. J. (2017). Bridging cognitive load and self-regulated learning research: A complementary approach to contemporary issues in educational research.
Learning and Instruction,
51, 1-9.
https://doi.org/10.1016/j.learninstruc.2017.06.001
Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983).
Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75-146). W. H. Freeman.
https://doi.org/10.1037/t01619-000
Ibarra-Rovillard MS, Kuiper NA. 2011. Social support and social Negativity findings in depression: Perceived responsiveness to basic psychological needs.
Clinical Psychology Review,
31, 342-352.
https://doi.org/10.1016/j.cpr.2011.01.005
Jackson, S. A., Martin, A. J., & Eklund, R. C. (2008). Long and short measures of flow: The construct validity of the FSS-2, DFS-2, and new brief counterparts.
Journal of Sport and Exercise Psychology,
30(5), 561-587.
https://doi.org/10.1123/jsep.30.5.561
Jelili, F; Arefi, M; Ghamrani, A; Manshi, Gh. (2018). Development of a self-determination training package and investigation of its effectiveness on learned helplessness, academic procrastination, academic motivation, help-seeking behavior, and academic flow among students. Unpublished doctoral dissertation, Islamic Azad University, Isfahan (Khorsaghan) Branch. (In Persian)
Jelili, F; Arefi, M; Ghamrani, A; Manshi, Gh. (2020). The effect of self-determination training and gender on students' help-seeking behavior.
Knowledge and Research in Applied Psychology, 20(1), 122-126. (In Persian)
10.30486/jsrp.2019.663554
Klauer, K J, Leutner, D. (2007). Lehren und Lernen. Einführung in die Instruktions psychologie. Weinheim: Beltz, PVU.
Leppink, J. (2010). Adjusting cognitive load to the student’s level of expertise for increasing motivation to learn. In Proceedings of the Eighth International Conference on Teaching Statistics [Conference paper]. Slovenia: Ljubljana.
Naqsh, S; Frougie Abri, A; Shafiepour Motlagh, F. (2016). Presenting a model to determine the relationship between academic flow, academic creativity, and academic success with self-actualization based on academic seriousness as a mediator. Research in Curriculum Planning, 13(48), 44-134. (In Persian)
Mäkikangas A, Bakker AB, Aunola K Demerouti E. ) 2010( . Job resources and flow at work: Modelling the relationship via latent growth curve and mixture model methodology.
JOOP, 83(3):795-814.
https://doi.org/10.1348/096317909x476333
Martin-Arbos, S., Castarlenas, E., & Duenas, J. M. (2021). Help-seeking in an academic context: A systematic review.
Sustainability,
13(8), 4460.
https://doi.org/10.3390/su13084460
Motti-Stefanidi, F., & Masten, A. S. (2020). Immigrant youth resilience: Integrating developmental and cultural perspectives.
Contextualizing immigrant and refugee resilience: Cultural and acculturation perspectives, 11-31.
https://doi.org/10.1007/978-3-030-42303-2_2
Niemiec C P, Ryan R M.2009. Autonomy, competence, and relatedness in the classroom Applying self -determination theory to educational practice.
Theory and research in Education,
7(2), 133-144.
https://doi.org/10.1177/1477878509104318
Nouwen, W., Clycq, N., Struyf, A., & Donche, V. (2022). The role of work-based learning for student engagement in vocational education and training: an application of the self-system model of motivational development.
European Journal of Psychology of Education,
37(3), 877-900.
https://doi.org/10.1007/s10212-021-00561-1
Qodampour, E., Sarmed, Z. (2003). The role of motivational beliefs in help-seeking behavior and academic achievement of students. Journal of Psychology, 7(2), 112-126. (In Persian)
Rahbar, Z; Ahmadi, F; Saedi, M. (2023). Development of electrical teaching materials based on cognitive load theory to improve students' learning levels in online physics education. Journal of Educational Technology, 18(1), 213-226. (In Persian)
Ryan AM, Pintrich PR. (1997). Should I ask for help? The role of motivation and attitudes in adolescents' help seeking in math class.
Journal of Educational Psychology,
89(2), 329-341.
https://doi.org/10.1037//0022-0663.89.2.329
Seif, A. (2012). Modern Educational Psychology. Tehran: Doran Publishing. (In Persian)
Rostami, M; Talebpasand, S; Mohammadifard, MA. (2017). The effectiveness of a cognitive load-based instructional program on the learning efficiency of algebraic concepts among seventh-grade female students in Tehran. Bimonthly Journal of Teaching Strategies in Medical Sciences, 10(4), 322-333. (In Persian)
Sharif Mansh, M; Ghamrani, A; Nadi, MA; Sajadian, E. (2021). Comparison of the effects of cognitive load training and metacognitive training on internalized behavioral problems in first-year female high school students.
Journal of Exceptional Children, 21(4), 127-140. URL:
http://joec.ir/article-1-1226-en.html (In Persian)
Schnotz W, Fries S, Horz H. 2009.Motivational aspects of cognitive load theory. In M. Wosnitza, S. A. Karabenick, A. Efklides, & P. Nenniger (Eds.),
Contemporary motivation research: From global to local perspectives (Pp: 69–96). New York.
https://doi.org/10.1017/cbo9780511844744.013
Sweller, J. (2023). The development of cognitive load theory: replication crises and incorporation of other theories can lead to theory expansion.
Educational Psychology Review,
35(4), 95.
https://doi.org/10.1007/s10648-023-09817-2
Syam, M. (2023). Exploring the Influence of Emotional Autonomy on Academic Flow Theory: A Study on Cadets at Politeknik Ilmu Pelayaran (PIP) Makassar.
Journal of Education Method and Learning Strategy,
1(02), 59-68.
https://doi.org/10.59653/jemls.v1i02.72
Takir A, Aksu M. (2012). The Effect of an Instruction Designed by Cognitive Load Theory Principles on 7th Grade Students’ Achievement in Algebra Concepts and Cognitive Load.
Journal of Creative Education, 3(2), 232-240.
https://doi.org/10.4236/ce.2012.32037
Van Merriënboer J, Sweller J. (2005). Cognitive load theory and complex learning: Recent developments and future directions,
Educational Psychology Review, 17 (2), 147-177.
https://doi.org/10.1007/s10648-005-3951-0
)