Alonso, T., & Panadero, E. (2010). Effect of self-assessment scripts on self-regulation and learning. In fancia y Aprendizaje, 33 (18), 385-397.
Badri Gorgi, R., Mahdavi, A., & Zarabi, M. T. (2011). Motivational profiles and students' academic burnout: A person-based analysis. Journal of Psychological Achievements, 19 (2), 62-45. [Persian]
Barbeau, E. B., Chai, X. J., Chen, J. K., Soles, J., Berken, J., Baum, S., Watkins, K. E., & Klein, D. (2016). The role of the left inferior parietal lobule in second language learning: An intensive language training fMRI study. Neuropsychologia, In Press, Corrected Proof, Available online, 17 (3), 125-138.
Benard, B. (1998). Fostering resiliency in kids: Protective factors in the family, school and community. National Resilience Resource Center. Retrived from Internet, 40 (8), 724-730.
Bruning, R., Schraw, G., & Ronning, R. (1999). Cognitive psychology and instruction. Columbus, OH: Merrill Prentice Hall, 4 (14), 104-110.
Butler, D. L. & Winne, P. H. (1995). Feedback and self-regulated learning: a theoretical synthesis, Review of Educational Research, 65 (21), 245-281.
Chalmers, D., & Gardiner, D. (2015). An evaluation framework for identifying the effectiveness and impact of academic teacher development programmes. Studies inEducational Evaluation, 46 (3), 81-91.
Dignath, C., & Buttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Meta Cognition and Learning, 3 (20), 231-264.
Dinham, S. (2005). How schools get moving and keep improving: Leadership for teacher learning, student success and school renewal. Australian Journal of Education, 51 (8), 263-275
Essazadegan, A., Hasani, M., & Ahmadian, L. (2001). Students meaning strategy of education and culture, Psychological Research, 2 (7), 165-147. [Persian]
Esteban, M. S., & Martin, A. S. (2014). Beyond compulsory schooling: resilience and academic success of immigrant youth and learning a second language Procedia. Social and Behavioral Sciences, 132 (13), 19-24.
Ghimire, J. (2013). Meaning of Education in the Bhagavad Gita. Journal of Education and Research, 3 (41), 65-74.
Gholami, S., & Ghaffari, M. (2016). Positive and Neutral Perfectionism and Academic Performance: The Mediating Effects of Identity Styles and Identity Commitment. Journal of Psychological Achievements, 4 (2), 136-117. [Persian]
Gutman, T. M., & Shean, F. T. (2012). Increasing Resilience in Adolescent Nursing Students. Unpublished Doctoral dissertation. The University of Tennessee, Knoxville.
Han, Y., & Hyland, F. (2015). Exploring learner engagement with written and verbal corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30 (60), 31-44.
Hashemi Sheikh Shaban, A. (2010). The Relationship between Important Predictors of Educational Self-Self-Educational and Academic Resilience and Their Impact on the Academic Achievement of First-year High School Students in Ahwaz, Thesis of Ahwaz Shahid Chamran University. [Persian]
Henderson-King, D., & Smith, N. M. (2006). Meanings of Education for University Students: Academic Motivation and Personal Values as Predictors. Social Psychology of Education, 9 (31), 195- 221.
Hier, B. O., & Eckert, T. L. (2016). Programming generality into a performance feedback writing intervention: A randomized controlled trial. Journal of School Psychology, 56 (7), 111-131.
Iida, A. (2016). Exploring earthquake experiences: A study of second language learners’ ability to express and communicate deeply traumatic events in poetic form. System, 57(9), 120-133.
Jeong, H., Sugiura, M., Suzuki, W., Sassa, Y., Hashizume, H., & Kawashima, R. (2016). Neural correlates of second-language communication and the effect of language anxiety. Neuropsychologia, 84 (41), 2-12.
Klimova, B. (2015). Diary writing as a tool for students’ self-reflection and teacher's feedback in the course of academic writing. Procedia - Social and Behavioral Sciences, 197 (50), 549-553.
Krypel, M. N., & Henderson-King, D. (2010). Stress, coping styles, Feedback, and optimism: Are they related to meaning of education in students’ lives? Social Psychology of Education, 13 (1), 409–424.
Li, J., & Barnard, R. (2011). Academic tutors’ beliefs about and practices of giving feedback on students’ written assignments: A New Zealand case study. Assessing Writing, 16 (25), 37-148.
Li, L. (2016). Integrating thinking skills in foreign language learning: What can we increases level academic resilience from teachers’ perspectives? Thinking Skills and Creativity, In Press, Corrected Proof, Available online. www.search-document.ir
Lou, N. M., & Noels, K. A. (2016). Changing language mindsets: Implications for goal orientations and responses to failure in and outside the second language classroom. Contemporary Educational Psychology, 46 (42), 22-33.
Loyola, M. F. (2010). School factors that promote academic resilience in Urban Latino High School Students Christine. Loyola University Chicago Loyola eCommons. University Chicago.
Ma, F., Chen, P., Guo, T., & Kroll, J. F. (2017). When late second language learners access the meaning of L2 words: Using ERPs to investigate the role of the L1 translation equivalent. Journal of Neurolinguistics, 41(21), 50-69.
Martine, V. C. (2003). Academi resilius Goal theory, motivation, and school achievement: An Integrative Review. Annual Review.
Mastun, Y. (2013). Developing resilience: Stories from novice nurse academics. Nurse Education Today, 38 (32), 29-35.
Milne, T., Creedy, D. K., & West, R. (2016). Integrated systematic review on educational strategies, Learning a second language that promote academic success and resilience in undergraduate indigenous students. Nurse Education Today, 36 (11), 387-394.
Mohsenpour, M., Hejazi, E., & Kiamanesh, A. R. (2006). The role of self-efficacy, achievement goals, learning strategies and sustainability in academic achievement in third grade students in mathematics (math) in Tehran, Journal of Educational Innovations, 16 (4), 9-34. [Persian]
Mosek, A. A., & R. Gilboa, B. D. (2016). Integrating art in psychodynamic-narrative group work teacher feedback to promote the resilience of caring professionals. The Arts in Psychotherapy, 51 (7), 1-9.
Qureshi, M. A. (2016). A meta-analysis: Age and second language grammar acquisition. System, 60(28), 147-160.
Richardson, J. T., Shah, E. M., & Nair, C. S. (2017).Student Feedback: Shifting Focus From Evaluations to Staff Performance Reviews. Measuring and Enhancing the Student Experience, 55 (9), 21-36.
Richardson, S. T. (1990). Adolescents Resilience, family adversity and wellbeing among Hawaiian and non-Hawaiian adolescents. International Journal of Social Psychiatry, 52 (17), 158-165.
Rojas, L. F. (2015). Factors affecting academic resilience in middle schoo students: A case study. Gist Education and Learning Research Journal, 11 (4), 63-78.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems, Instructional Science, 18 (32), 119-144.
Samoelz, Y. (2004). Qualification Questionnaire Resiliency. Journal of Psychiatry, 18 (3), 254-263.
Scott, C. (2005) Parenting, teaching and self-esteem. Australian Educational Leader, 27 (1), 28-30.
Soltaninezhad, M., Asyabi, M., Adhami, B., & Tavanaei yosefian, S. (2013). Study of Psychometric Resilience Indices. Quarterly Journal of Educational Measurement, 15 (8), 18-34. [Persian]
Taghvaei Nia, A., Sheni yeiilagh, M., & Nisi, AK (2014). Testing and comparing the causal relationship model between perceived academic stress and subjective well-being through mediation of perceived social support and academic self-efficacy beliefs in male and female students of Shahid Chamran University of Ahwaz. Journal of Psychological Achievements, 22 (2), 74-43. [Persian]
Trotter, E., & Roberts, C. A. (2006). Enhancing the early student experience. Higher EducationResearch and Development. 25 (53), 371- 386.
Tuvesson, H., & Borglin, G (2014). The challenge of giving written thesis feedback to nursing students. Nurse Education Today, 34 (49), 1343-1345.
Wilson, J., & Czik, A. (2016). Automated essay evaluation software in English Language Arts classrooms: Effects on teacher feedback, student motivation, and writing quality. Computers & Education, 100 (17), 94-109.
Yoshida, L., & Kurita, K. (2016). Evaluation of Structured Academic Portfolio Chart and Workshop for Reflection on Academic Work. Procedia Computer Science, 96 (21), 1454-1462.
Yousefvand, M., Sarami, Gh., Kadivar, P., & Eshrati, A. (2015). The impact of teacher feedback (written and verbal) in the genetic evaluation on self-efficacy and self-regulated learning strategies school students, Faculty of Psychology and Educational Sciences University, Journal of New Thoughts on Education, 10 (10), 60-75. [Persian]
Yousfevannd, M., Ghazanfari, F., Hasanvand, B., & Shmsifar, M. (2016). Feedback and learning variables: From science to practice. Tabriz: Akhtar publications. Book. [Persian]
Zhao, X., Heuvel-Panhuizen, M. V. D., & Veldhuis, M. (2017). Classroom assessment in the eyes of Chinese primary mathematics meaning of education: A review of teacher-written papers. Studies in Educational Evaluation, In Press, Corrected Proof, Available online. www.search-document.ir
Zimmerman, B., & Schunk, D. (2011). Handbook of self- regulation of learning and performance. New York: Routledge.