1. Logan A. Defeatism academic, cognition and amends. Rezaei SH, translator. Mashhad: Astan-e-Ghods Razavi Publication; 1997. [Persian]
2. Golshan MR. Society education. Tehran: Shifteh Publication; 1995. [Persian]
3. Soliman Nejhad A, Saharan M. A correlation control stop and self-regulatory with advance academic. J Psychol Educ Sci Univ Teh. 2002;31(2):175-98.
4. Tamanaee fard MR, Gandomi Z. Correlation between achievement motivation and academic achievement in university students. Iranian Quarterly of Education Strategie. 2011; 4(1):15-19. [Persian]
5. Sakiz G. Does perceived teacher affective support matter for middle school students in mathematics classrooms? Journal of School Psychology. 2007; 50: 235-255.
6. Meyer D, & Turner J. scaffolding emotions in classrooms. In K. Schultz & R. Pekrun (Eds.), Emotions in educaiton. London: academic press; 2007.
7. Ames C. classrooms: goals, structures, and student motivation. Journal of Educational Psychology. 1992; 84(3): 261-271.
8. Pekrun R. The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Edu Psych Rev. 2006; 18: 315–341.
9. Pekrun R, Goetz T, Titz W, Perry RP. Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Edu Psych. 2002; 37(2): 91-106.
10. Sadat Hosseyni F, Khayer M. The role of teacher in academic emotions in math and emotional regulation of students. J of Psych. 2010; 20: 5-15. [Persian]
11. Goetz T, Pekrun R, Hall N. Academic Emotions from a Socialcognitive Perspective: antecedents and Domain Specificity of Students. J of Edu Psych. 2006; 76: 289-308.
12. Goodenow C. The psychological sense of school membership among adolescents: Scale development and educational correlates. Psych in the Sch. 1993; 30: 79-90.
13. Vernille Blocklin K. The impact of teacher interaction on the achievement and self – efficacy of students within a computer-based, developmental mathematics course, 2008; AAT 3324881.
14. Trouilloud D, Bressoux P, Bois J, & Sarrazin P. Relation betwe teachers' early expectations and students' later perceived competence in physical education classes: Autonomy-supportive climate as a moderator. Journal of Educational Psychology, 2006; 98 (1): 75-86.
15. Dorman J. Associations between classroom environment and academic early expectations and students' later perceived competence in physical education efficacy. Learning Environments Research, 2001; 4: 243-257.