1. Cellar, D.F.,  Stuhlmacher, A.F., Young, S.K., Fisher, D.M., Adair, C.K., Haynes, S., Twichell, E., Arnold, K.A., Royer, K., Denning, B.L. & Riester, D. (2011). Trait Goal Orientation, Self-Regulation, and Performance: A Meta-Analysis. Journal of Business and Psychology, 26, 467–483.
2. Chiu, P. H. P., & Cheng, S. H. (2017). Effects of active learning classrooms on student learning: A two-year empirical investigation on student perceptions and academic performance. Higher Education Research & Development, 36(2), 269–279.
3. Cole, J., Logan, T.K., Walker, R. (2011). Social exclusion, Personal control, Self regulation, and Stress among Substance Abuse Treatment Clients. Drug and Alcohol Dependence, 113, 13-20.
4. Davis, E. A., Hodgson, Y., & Macaulay, J. O. (2012). Engagement of students with lectures in biochemistry and pharmacology. Biochemistry and Molecular Biology Education, 40(5), 300–309. doi:10.1002/bmb.20627
5. Diseth, A. (2011). Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences, 21, 191–195.
6. Elliot, A. (2004). "Approach and avoidance motivation and achievement goals", Educational psychologist, 34: 169-190.
7. Elliot, A. J. (1997). "Integrating the "classic" and "contemporary" approaches to achievement motivation: a hierarchical model of approach and avoidance achievement motivation", Advances in Motivation and Achievement, 10: 243-279.
8. Friedal, J. M., Cortina, K. S., Turner, J. C., & Midgley, C. (2007). Achievement goals, efficacy beliefs and coping strategies in mathematics: The roles of perceived parent and teacher goal emphases. Contemporary Educational Psychology, 32, 434–458.
9. Gillies, R. (2014). Developments in cooperative learning: Review of research. Anales de Psicología, 30(3), 792–801.
10. Graves, K. (2003). Social Cognitive Theory and Cancer Patients’ Quality Life: A Met analysis of Psychosocial Intervention Components, Journal of Health Psychology, 22(2) pp 210-219.
11. Honicke, T., Broadbent, J. & Fuller-Tyszkiewicz, M. (2019): Learner self-efficacy, goal orientation, and academic achievement: exploring mediating and moderating relationships, Higher Education Research & Development,
12. Jamaris, M., and Hartati, S. (2017). The Role of the Undergraduate Students’ Self-regulation s and its Influence to their Academic Achievements. International Journal of Multidisciplinary and Current Research, 5, 544-552.
13. Kahu, E. R., & Nelson, K. (2018). Student engagement in the educational interface: Understanding the mechanisms of student success. Higher Education Research & Development, 37(1), 58–71.
14. Keemer, N. A. (2020). The Effects of Self-Regulation Training for Preschool Teachers and Preschool Teachers' Attitudes towards Self-Regulation Practices. Northcentral University, ProQuest Dissertations Publishing. Doctor of education, California.
15. Keith, N. & Frese, M. (2005). Self-regulation in Error Management Training: Emotion Control and Met cognition as Mediators of Performance Effects, Journal of Applied Psychology, 90(4). pp 677-691.
16. Law, y.k. (2011). The effects of cooperative learning on enhancing Hong Kong fifth graders’ achievement goals, autonomous motivation and reading proficiency. Journal of Research in Reading, 34, 4, 402-425.
17. Midgley, C., Kaplan, A. & Middleton, M. Maehr, M. L. Urdan, T. Anderman, L. H. Anderman, E. and Roeser, R.(1998).The development and validation of scales assessing students’achievement goal orientations. Contemporary Educational Psychology, 23, 113-131.
18. Osborne, J. (2013). The 21st century challenge for science education: Assessing scientific reasoning. Thinking Skills and Creativity, 10, 265–279.
19. Phan, H. P. (2010). Students’ academic performance and various cognitive processes of learning: An integrative framework and empirical analysis. Educational Psychology, 30, 297–322.
20. Phan, H. P. (2013). Theoretical constructs that explain and enhance learning; a longitudinal examination. Higher Education Research & Development, 32(6), 1007–1021.
21. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 452–502). San Diego, CA: Academic Press.
22. Senko, C., & Tropiano, K. L. (2016). Comparing three models of achievement goals: Goal orientations, goal standards, and goal complexes. Journal of Educational Psychology, 8, 1178–1192
23. Shah, M., & Richardson, J. T. E. (2016). Is the enhancement of student experience a strategic priority in Australian universities? Higher Education Research & Development, 35(2), 352–364.
24. Soric, I., Penezic, Z., & Buric, I. (2017). The big five personality traits, goal orientations, and academic achievement. Learning and Individual Differences, 54, 126–134.
25. Tjosvold, D., Druckman, D., Johnson, R. T., Smith, K. A., & Roseth, C. J. (2019). Valuing cooperation and constructive controversy: A tribute to David W. Johnson. Negotiation and Conflict Management Research. doi:10.1111/ncmr.12145

Williams, P., Wall, N. & Fish, W. (2019). Mid-Career Adult Learners in an Online Doctoral Program and the Drivers of Their Academic Self-Regulation: The Importance of Social Support and Parent Education Level. International Review of Research in Open and Distributed Learning, 20 (1).