ابتسام محمود عامر (2019). الاسهام النسبي للرسائل التحذيرية للمعلمين وأهداف الشخصية المُثلى في التنبؤ بالاندماج الأکاديمي لدى طالبات جامعة القصيم، المجلة التربوية، کلية التربية، جامعة سوهاج، العدد 63، 742- 805.
ربيع عبده أحمد رشوان (2005). توجهات أهداف الإنجاز والمعتقدات الذاتية وعلاقتهما باستراتيجيات التعلم المنظم ذاتياً لدى طلاب الجامعة، رسالة دکتوراة غير منشورة، کلية التربية بقنا، جامعة جنوب الوادي.
صبرين صلاح تعلب (2021). توجهات أهداف الإنجاز 2*3 والثقة بالنفس کمنبئات بالتقييمات المدرکة لنداءات المعلم (الوجدانية/المعرفية) لدى طالبات المرحلة الثانوية في مصر والسعودية، المجلة المصرية للدراسات النفسية، مجلد 31، العدد 111، 261-326.
محمد عبد السلام غنيم (2002). الاتجاهات الحديثة في دراسة فعالية الذات: دراسة تحليلية في ضوء نموذج "باندورا"، المجلة المصرية للدراسات النفسية، مجلد 12، العدد3، 89-144.
محمود سعيد عطيه (2014). التفاؤل وفعالية الذات وعلاقتهما باستراتيجيات صنع القرار الأکاديمي وفعاليته: دراسة في نمذجة العلاقات، رسالة ماجستير غير منشورة، کلية التربية، جامعة عين شمس.
محمود علي السيد (2017). التنبؤ بالأداء الأکاديمي من خلال دافعية المتعلم وفعالية الذات الأکاديمية لدى عينة من طلاب الجامعة، مجلة العلوم التربوية، جامعة القاهرة، مجلد 25، العدد1، 491-539.
Chalabaev, A., Major., B., Cury, F., & Sarrazin, P. (2009). Physiological markers of challenge and threat mediate the effects of performance-based goals on performance. Psychology, 45 (4), 991-994.
Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613–628.
Fonseca, R.,
Blascovich, J., &
Marques, T. G. (2014). Challenge and threat motivation: effects on superficial and elaborative information processing.
Frontiers in Psychology,5(1170),1-10.
Herbert, M., Notebaert, L., Parsons, S., Fox, E., & MacLeod, C. (2020). The effect of varying danger controllability on attention to threat messages. Applied Cognitive Psychology, 34 (2), 1-9.
Joreskog, K., &Sorbom, D. (1993). LISREL8: Structural Equation Modeling with the SIMPLIS command language, USA: Scientific Software International Inc. & Lawrence Erlbaum Association Inc.
Keklik, D. E., & Keklik, I. (2013). Exploring the factor structure of the 2x2 achievement goal orientation scale with high school students. Procedia - Social and Behavioral Sciences, 84, 646 – 651.
Kok, G., Peters, G. J. Y., Kessels, L. T. E., Hoor, G. A., & Ruiter, R. A. C. (2018). Ignoring theory and misinterpreting evidence: The false belief in fear appeals. Health Psychology Review, 12(2), 111–125.
MacKinnon, D. P., Cheong, J., & Pirlott, A. G. (2012). Statistical mediation analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol. 2. Research designs: Quantitative, qualitative, neuropsychological, and biological, ch.18, 313–331.
Meadows, C. (2020). The effects of fear appeals and message format on promoting skin cancer prevention behaviors among college students. Societies, 10, 1-12.
Nicholson, L. J., & Putwain, D. W. (2020). A cross-lagged panel analysis of fear appeal appraisal and student engagement. British Journal of Educational Psychology, 90, 830–847.
Nicholson, L. J., Putwain, D. W., Nakhla, G., Porter, B., Liversidge, A., & Reece, M. (2019). A person-centered approach to students’ evaluations of perceived fear appeals and their association with engagement. The Journal of Experimental Education, 87 (1), 139–160.
Purchase, T. (2018). A correlational study of self-efficacy and mindset as mediators of high school teacher fear appeals made prior to end of course tests, PhD Dissertations, School of Education, Northcentral University.
Putwain, D. W., Nakhla, G., Liversidge, A., Nicholson, L. J., Porter, B., & Reece, M. (2017). Teachers use of fear appeals prior to a high-stakes examination: Is frequency linked to perceived student engagement and how do students respond?.Teaching and Teacher Education, 61, 73-83.
Putwain, D. W., Nathaniel, P., & von der Embse, N. (2018). Teacher’s use of fear appeals and timing reminders prior to high-stakes examinations: Pressure from above, below, and within. Social Psychology of Education, 21(5), 1001–1019.
Putwain, D. W., Nicholson, L. J., Nakhla, G., Reece, M., & Porter, B., (2016). Fear appeals prior to a high-stakes examination can have a positive ornegative impact on engagement depending on how the message isappraised. Contemporary Educational Psychology, 44, 21–31.
Putwain, D. W., & Roberts, C.M. (2009). The development of an instrument to measure teachers' use of fear appeals in the GCSE classroom. British Journal of Educational Psychology, 79, 643-661.
Putwain, D. W., & Symes, W. (2011a). Teachers’ use of fear appeals in the Mathematics classroom: Worrying or motivating students?. British Journal of Educational Psychology, 81, 456–474.
Putwain, D. W., & Symes, W. (2011b). Perceived fear appeals and examination performance: Facilitating ordebilitating outcomes?. Learning and Individual Differences, 21, 227–232.
Putwain, D. W., & Symes, W. (2014). The perceived value of math and academic self-efficacy in the appraisal of fear appeals used prior to a high-stakes test as threatening or challenging. Social Psychology of Education, 17, 229–248.
Putwain, D. W., & Symes, W. (2016) Expectancy of success, subjective taskvalue, and message frame in the appraisal of value-promoting messages made prior to a high-stakes examination. Social Psychology of Education, 19, 325-343.
Putwain, D. W., Symes, W., & McCaldin, T. (2019). Teacher use of loss- focused, utility value messages, prior to high-stakes examinations, and their appraisal by students. Journal of Psychoeducational Assessment, 37 (2), 169–180.
Putwain, D. W., Symes, W., & Remedios, R. (2016). The impact of fear appeals on subjectivetask value and academic self-efficacy: The role of appraisal. Learning and Individual Differences, 51, 307–313.
Putwain, D. W., Symes, W., & Wilkinson, M. H. (2017). Fear appeals, engagement, and examination performance: The role of challenge and threat appraisals. British Journal of Educational Psychology, 87, 16–31.
Reser J. P, & Bradley, G. L. (2017). Fear appeals in climate change communication. In The Oxford research encyclopedia of climate science, 1-66.
Ståhlberg, J., Tuominen, H., Pulkka, A-T., & Niemivirta, M. (2019). Maintaining the self? Exploring the connections between students' perfectionistic profiles, self-worth contingency, and achievement goal orientations. Personality and Individual Differences, 151, 1-11.
Symes, W., & Putwain, D. W. (2016). The role of attainment value, academic self-efficacy, and message frame in the appraisal of value-promoting messages. British Journal of Educational Psychology, 86, 446–460.
Uphill, M., Rossato, C., Swain, J., & O'Driscoll, J. (2019). Challenge and threat: A critical review of the literature and an alternative conceptualization. Frontiers in Psychology. 10. 10.3389/fpsyg. 2019.01255.
von der Embse, N. P., Shultz, B. K., &Draughn, J. D. (2015). Readying student to test: The influence of fear and efficacy appeals on anxiety and test performance. School Psychology International, 36, 620–637.
White, B. X., & Albarracín, D. (2018). Ignoring theory and misinterpreting evidence: The false belief in fear appeals. Health Psychology Review, 12(2), 147–150.