Abili, K., Naranji Sani, F., & Mostafavi, Z. (2017). Investigating the relationship between self-directed learning and the rate of information and communication technology literacy among engineering science students in e-learning courses: A case study of Mehr-Alborz Higher Education Institute. Quarterly Journal of Research in School and Virtual Learning, 5(1), 35-55. [Persian]
Adib Hajbagheri, M., Sadeghi Gandomani, M., & Aminolroayaei Yemini, A. (2015). A survey on academic success and its predicting factors from the viewpoint of nursing students at Kashan University of Medical Sciences. Iranian Journal of Medical Education, 15, 510-520. [Persian]
Afton, K.J, Brian, M.C.& Sccott, H.F.(2019). Perceiving effort as poor learning: the misinterpreted- effort hypothesis of how experienced effort and perceived learning relate to study stategy choice . cognitive psychology, 115:1-31.
Ahmadi, G., Ozazi, N., & Goodarzi, M. (2019). The role of self-regulated learning strategies, academic engagement, and academic hope in predicting students' academic achievement. Journal of Medical Education Development Strategies, 12(5), 1-10. [Persian]
Asfar, N., & Zainuddin, Z. (2015). Secondary Students' Perceptions of Information, Communication and Technology (ICT) Use in Promoting Self Directed Learning in Malaysia. The Online Journal Of Distance Education And E-Learning; 3(4): 78-88.
Asl Zare, M., Sadeghi, M., & Hemmatian, K. (2023). Investigating the effect of self-directed learning on improving students' academic burnout. Paper presented at the First International Conference on Psychology, Social Sciences, Educational Sciences, and Philosophy with a Cultural Development Approach. [Persian]
Badri Gargari, R., Mesri Abadi, J., Palangi, M., & Fatti, R. (2012). The factor structure of the Academic Burnout Questionnaire using confirmatory factor analysis in high school students. Journal of Educational Measurement, 17(3), 164-180. [Persian]
Bahrouzi, N., Shoghli, M., & Mehrabizadeh Honarmand, H. (2013). The relationship between self-directed learning with life satisfaction and academic performance of female students. Quarterly Journal of Educational Sciences, 6(1), 155-170. [Persian]
Cheng, S.F., Kuo, C.L., Lin, K.C., et al (2010). Development and preliminary testing of a selfrating instrument to measure self-directed learning ability of nursing students, International Journal Nursing Studies,47, (9):1152-8
Cole, J., Logan, T.K., Walker, R.(2011). Social exclusion, personal control, self-regulation, and stress among substance abuse treatment clients. Drug Alcohol Depend. 113(1):13-20.
Diaz, A., Eisenberg, N., Valiente, C., et al. (2017). Relations of positive and negative expressivity and effortful control to kindergarteners’ student–teacher relationship, academic engagement, and externalizing problems at school. Journal of Research in Personality, 67: 3-14.
Eydi, S., Mirarab Razzi, R., & Mirmousavi, F. (2023). The effect of online self-directed learning training on improving academic performance and academic vitality of students. Journal of the Iranian Curriculum Studies Association, 13(16), 283-302. [Persian]
Farajzadeh, P., Ghazanfari, A., Cheraami, M., & Sharifi, T. (2020). The effectiveness of psychological capital training on academic procrastination of female student-teachers with low academic enthusiasm. Research in School and Virtual Learning, 7(4), 31-42. [Persian]
Fredricks, J.A., Phyllis C.B., & Alison, H. (2004).School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109
Ghanji, B., Tavakoli, S., Bani Asadi Shahrebabak, F., & Asadi, S. (2016). Investigating the relationship between internet addiction and academic engagement of students. Journal of Medical Sciences Islamic Azad University, 9(12), 150-155. [Persian]
Habibi Kaleybar, R. (2020). The relationship between targeted control, cognitive flexibility and emotional processing with students' academic performance. Biannual Journal of Cognitive Strategies in Learning, 8(15), 183-203. [Persian]
Hatami, A. (2022). Investigating the impact of self-directed learning on the rate of academic success and virtual mathematics education at the undergraduate level during the COVID-19 pandemic in Zahedan. Paper presented at the Second National Conference on Applied Studies in the Process of Education. [Persian]
Hershberger, M.A., Jones, M.H. (2018). The influence of social relationships and school engagement on academic achievement in maltreated adolescents. Journal of Adolescence, 67: 98-108
Hosseinpour, S., & Sardari, B. (2021). The effectiveness of self-regulated learning strategies training on academic burnout of male students. Scientific-Research Quarterly of Education and Training, 37(4), 119-136. [Persian]
Jafari, A., Nadi, M., & Manshaee, G. (2017). The effectiveness of self-directed learning training package on academic responsibility and academic procrastination in students. Journal of Development of Jundishapur Education, 9(97), 48-63. [Persian]
Jalilzadeh, H., & Zarei, H. (2018). The effectiveness of self-regulation strategies training on academic motivation and test anxiety in students. Education and Evaluation in Educational Sciences, 42(11), 13-36. [Persian]
Kaya, M., Erdem, C. (2021). Students’ well-being and academic achievement: A meta-analysis study. Child Indicators Research,14(5): 1743-1767.
Khalaghkhah, A., & Karimianpour, G. (2020). Analyzing the mediating role of academic hope in the relationship between academic support and academic engagement among students. School Psychology, 9(3), 50-67. [Persian]
Kim, H. B., Choi, S., Kim, B., & Pop-Eleches, C. (2018). The role of education interventions in improving economic rationality. Science, 362(6410), 83-86.
Kingsbury, M., & Coplan, R. J. (2016). RU mad@ me? Social anxiety and interpretation of ambiguous text messages. Computers in Human Behavior, 54, 368-379.
Klapp, T., Klapp, A., Gustafsson, J. E. (2023). Relations between students’ well-being and academic achievement: evidence fromSwedish compulsory school. European Journal of Psychology of Education, 1-22.
Kordi, A. (2017). Predicting academic motivation based on motivational factors (task-value and mastery goals): The mediating role of time perspective in students [Master's thesis, Allameh Tabataba'i University]. [Persian]
Larki, F., Molavi Nejad, S., Momeni, A., & Fathi, M. (2020). The relationship between self-directed learning and academic success in nursing students of Ahvaz Jundishapur University of Medical Sciences. Ebnesina, 22(4), 85-88. [Persian]
Larson, K.E., Bottiani, J.H., Pas, E.T., Kush, J.M., Bradshaw, C.P. (2019). A multilevel analysis of racial discipline disproportionality: A focus on student perceptions of academic engagement and disciplinary environment. Journal of School Psychology, 77: 152- 167.
Lee, M. Y., & Lee, S. M. (2018). The effects of psychological maladjustments on predicting developmental trajectories of academic burnout. School Psychology International, 39(3), 217-233.
Mohammadi Baghmallaei, H., & Yousefi, F. (2022). The relationship between parent-adolescent interaction and academic engagement: The mediating role of self-regulated learning. Scientific-Research Quarterly of Family and Research, 19(4), 63-74. [Persian]
Moradi, K., Asadzadeh, H., Karami, A., & Najafi, M. (2019). Modeling academic achievement based on academic emotions and academic engagement: The mediating role of positive youth development. Quarterly Journal of Educational Psychology, 15(51), 147-173. [Persian]
Nadi, M., Mashayekhi, N., & Amini, M. (2018). An exploratory relationship between epistemological beliefs and self-directed learning among nursing students. Iranian Journal of Medical Education, 18(4), 12-24. [Persian]
Narimani, M., Eini, S., & Taghavi, R. (2018). Explaining students' academic burnout based on self-compassion and sense of coherence. Quarterly Journal of Child Mental Health, 5(1), 36-47. [Persian]
Nekavand, M., Jafari, P., & Arasteh, H. (2018). Academic engagement of medical students and the role of teaching-learning environment in it. Journal of Medical Sciences Islamic Azad University, 28(1), 58-65. [Persian]
O'Neill, T.A., Deacon, A., Larson, N.L., et al. (2015). Life-long learning, conscientious disposition, and longitudinal measures of academic engagement in engineering design teamwork. Learning and Individual Differences, 39: 124-131
Qabadi, K., Hadadi, S., & Dadashzadeh, S. (2015). Prioritizing achievement goals of nursing and midwifery students and its relationship with self-directed learning. Bimonthly of Education Strategies in Medical Sciences, 8(4), 223-229. [Persian]
Reynolds, A. K. (2019). Potential solutions to medical student burnout. Academic Medicine, 94(8), 1066 -1067
Sahaqi, H. (2018). The relationship between mental health and happiness with academic achievement in students of Ahvaz Jundishapur University. Development Strategies in Medical Education, 5(1), 15-24. [Persian]
Salmela-Aro, K., Kiuu, N., Leskinen, E., Numi J-E. (2009). School Bunout Inventoy (SBI). Eu J Psychol Asses.48(1), 48-51.
Salmela-Aro, K., Upadyaya, K. (2014). Developmental trajectories of school burnout: Evidence from two longitudinal studies. Learning and Individual Differences. 36: 60-68.
Sawatsky, A. P., Ratelle, J. T., Bonnes, S. L., Egginton, J. S., & Beckman, T. J. (2017). A model of self-directed learning in internal medicine residency: a qualitative study using grounded theory. BMC Medical Education, 17(1), 31.
Siddaiah-Subramanya, M., Nyandowe, M., Zubair, O.(2017). Self-regulated learning: why is it important compared to traditional learning in medical education?. Adv Med Educ Pract;8:243-246
Skita, L. J. (2017). “Do the means always justify the ends,or do the ends sometimes justify the means? A valueprotection model of justice reasoning”. PersonalitySoc Psychol Bull, 28, 452-61.
Smeds, M.R., Janko, M.R., Allen, S., Amankwah, K., Arnell, T., Ansari, P., Balters, M., Hess, D., Ferguson, E., Jackson, P., Kimbrough, M.K.(2020). Burnout and its relationship with Perceived stress, Self-efficacy, Depression, Social support, and Programmatic factors in general surgery residents. Am J Surg; 219(6): 907-912.
Stefanie, O, & Heidrun, S.(2020). Students emotions of enjoyment and boredom and their use of cognitive learning strategies – How do they affect one another? Learning and instruction ,66:1-10
Tran, T. X., Vo, T. T. T., & Ho, C. (2023). From Academic Resilience to Academic Burnout among International University Students during the Post-COVID-19 New Normal: An Empirical Study in Taiwan. Behavioral Sciences, 13(3), 206.
Welles, T.L. (2010). An analysis of the academic success inventory for college students: construct validity and factor scale invariance. [Dissertation]. Florida: The Florida State University. [Cited 2015 Oct 19]. Available from:http://diginole.lib.fsu.edu/cgi/viewcontent.cgi?article=5146&conte xt=etd
Wolf, R. (2023). Enhancing student engagement: Engaging the post-pandemic face-to-face prelicensure nursing student: A review of the literature. Teaching and Learning in Nursing, 18(4): 534-540.
Xie, Y. J., Cao, P., Sun, T., & Yang, L. B. (2019). The effects of academic adaptability on academic burnout, immersion in learning, and academic performance among Chinese medical students: A cross-sectional study. BMC Medical Education, 19(1), 211.
Yaghoubi, A., & Bakhtiari, M. (2016). The effect of resilience training on academic burnout of female students. Research in School and Virtual Learning, 4(13), 7-16. [Persian]
Yamagata-Lynch, LC. Do, J. Skutnik, AL. Thompson, DJ. Stephens, AF.,& Tays, CA. (2015). Design lessons about participatory self-directed online learning in a graduate- level instructional technology course. Open Learning: the Journal of Open, Distance and E-Learning: 30 (2): 178-189.
