[1] Ahmadi Y, Ghasemi V. The effect of cultural empathy, social initiative and ethnocentrism on cultural intelligence, Journal of Culture Strategy, 2012; 20: 154-129. [Persian]
[2] Ismaili E. Comparison of academic self-efficacy, adaptation and quality of life at school in normal and orphaned middle school girls of Mashhad city. Master's thesis in Educational Psychology, Faculty of Psychology and Educational Sciences, Ferdowsi University of Mashhad, 2013. [Persian]
[3] Khorasan Yazidi P, Joybari L, Behnampour N, Tagvi A, Beigi F. The relationship between academic motivation and some factors related to it in students of Golestan University of Medical Sciences. Development strategies in medical education, 2014; 1(2): 44-50 [Persian]
[4] Batmani F. The relationship between the perception of the classroom learning environment and resilience with the academic achievement motivation of the second year high school students of Kamiyaran city. Master's thesis in psychology, Payam Noor University, Kermanshah Province, Payam Noor Center, Kermanshah. 2017 [Persian]
[5] Barzegar Bafroei K, Sheikhul-Islami A. Questionnaire psychometric features of constructivist-oriented learning environment. Journal of School Psychology, 2013; 2(4): 6-26. [Persian]
[6] Taslimi, MS, Qolipour A, Verdinejad F, Man Al-Agha M. Presenting strategies to improve the cultural intelligence of government managers in international affairs, Management Research, 2008; 2 (4): 36-51 [Persian]
[7] Habibi Kleiber R, Ebadale Vand K. Investigating the relationship between the perceptions of the classroom environment and the motivation of middle school students in Miandoab city. The first national conference of sustainable development in educational sciences and psychology, social and cultural studies, 2014 [Persian]
[8] Hassanzadeh L. Investigating the role of self-regulated learning in relation to classroom perceptions and academic progress of first grade high school students in Kangan city. Master's Thesis in Educational Psychology, Islamic Azad Science, Maroodasht Branch, Fars. 2013 [Persian]
[9] Haqati M, Karsheki H. Constructing and validating the questionnaire of students' perception of social constructivist learning environment. Educational Measurement and Evaluation Quarterly, 2015; 5 (11): 118-91. [Persian]
[10] Damashe R. Support programsforstudent on academic probation. Reports, Descriptive, 2003.
[11] Earley P, Mosakowski E. Cultural Intelligence. Harvard Business Review. 2004; 82(139).
[12] Fraser BJ. Classroom environment instruments: Development, validity and applications. Journal of Learning Environments Research, 1998; 1: 7-33.
[13] Gentry M, Gable KR, Rizza GM. Students' perceptions of classroom activities: Are there grade-level and gender differences? Journal of Educational Psychology, 2002; 94(3):539
[14] Gulikers JT, Bastiaens T, Martens RL. The surplusvalue of an authentic learning environment. Journal of Computers in Human Behavior, 2005; 21: 509-521.
[15] Guzel EB. The effect of a constructivist learing environment on the limit concept among mathematics students. Education Sciences: Theory & Practice, 2007; 7(1): 14-17.
[16] Herrmann E, Call J, Lloreda M, Tomasello M. Human have evolved specialized skills of social cognition: the cultural intelligence hypothesis. Science, 2007; 317, 5843: 1360
[17] Hughes JN, Kwok O. The influence of student-teacher and parent-teacher relationships on lower achieving readers'engagement and achievement in the primary grades. Journal of Educational Psychology, 2007; 99: 39E51.
[18] Jamshidi F. The factors related to academic motivation among students with control position in the center of higher education and cultural services, Zanjan Teacher Training. MSC [Thesis] Tehran: Shaheed Beheshti University. 1997 [Persian]
[19] Kaplan A, Middleton MJ. Should childhood be ajourney or a race?. Journal of Educational Psychology, 2002; 94:646-648.,
[20] Komarraju M, Karau SJ. The relationship between the big five personality traits and academic motivation. Personality and individual differences, 2005; 39(3): 557-567.
[21] Lavigne G, Vallerand RJ. The dynamic processes of influence between contextual and situational motivation: A test of the Hierarchical Model in a science education setting. Journal of Applied Social Psychology, 2010; 40: 2343-2359.
[22] Lokuhetty M, Warnakulasuriya SM, Rikers R. Schmit HG. Relationships between students' conceptions of constructivist learning and their regulation and processing strategies. Instruction Sciences, 2008; 36: 445-462.
[23] Manning ML. Child-centered middle schools: Apositionpaper. Journal of Childhood Education, 2000; 76:154-159.
