ویژگی‌های روان‌سنجی نسخة فارسی مقیاس هدف‎مداری در فعالیت بدنی

1. Biddle, S., & Goudas, M. (1996). Analysis of children's physical activity and its association with adult encouragement and social cognitive variables. Journal of School Health, 66(2), 75-78.

2. Biddle, S. J., Duda, J. L., Papaioannou, A., & Harwood, C. (2001). Physical education, positivism, and optimistic claims from achievement goal theorists: A response to Pringle (2000). Quest, 53(4), 457-70.

3. Chehrei, A., Haghdoost, A., Freshtehnezhad, M., & Bayat, A. (2010). Statistical analysis in medical research using SPSS software. Pezhvak Elm Aria. Tehran, Iran. pp:39.

4. Duda, J. L. (2001). Achievement goal research in sport: Pushing the boundaries and clarifying some misunderstandings. In Roberts G. C. (Ed.), Advances in Motivation in Sport and Exercise, Champaign, IL: Human Kinetics. Pp.129, 182.

5. Duda, J. L., & Nicholls, J. G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84(3), 290.

6. Farmanbar, R., Heidarnia, A., Hajizadeh, A., & Ninami, S. (2009). Validity and reliability of questionnaire-2 of the behavioral regulations in exercise in Iran. Journal of Kermanshah University of Medical Sciences, 13(3), 252-60. (In Persian).

7. Gill, D. L., Williams, L., Dowd, D. A., Beaudoin, C. M., & Martin, J. J. (1996). Competitive orientations and motives of adult sport and exercise participants. Journal of Sport Behavior, 19(4), 307-318.

8. Harackiewicz, J. M., & Linnenbrink, E. A. (2005). Multiple achievement goals and multiple pathways for learning: The agenda and impact of Paul R. Pintrich. Educational Psychologist, 40(2), 75-84.

9. Hardy, L. (1998). Responses to the reactants on three myths in applied consultancy work. Journal of Applied Sport Psychology, 10(2), 212-19.

10. Harwood, C. (2002). Assessing achievement goals in sport: Caveats for consultants and a case for contextualization. Journal of Applied Sport Psychology, 14(2), 106-19.

11.Harwood, C., & Swain, A. (2001). The development and activation of achievement goals in tennis: I understanding the underlying factors. Sport Psychologist, 15(3), 319-41.

12. Kilpatrick, M., Bartholomew, J., & Reimer, H. (2003). The measurement of goal orientations in exercise. Journal of Sport Behaviour, 26(2), 121-36.

13. Leary, M. R. (1992). Self-presentational processes in exercise and sport. Journal of Sport and Exercise Psychology, 14(4), 339-351.

14. Spray, C., Biddle, S. J., & Fox, K. R. (1999). Achievement goals, beliefs about the causes of success and reported emotion in post-16 physical education. Journal of Sports Sciences, 17(3), 213-19.

15. Magnus, C. M., Kowalski, K. C., & McHugh, T. L. F. (2010). The role of self-compassion in women's self-determined motives to exercise and exercise-related outcomes. Self and Identity, 9(4), 363-82.

16. Petherick, C., & Weigand, D. (2002). The relationship of dispositional goal orientations and perceived motivational climates on indices of motivation in male and female swimmers. International Journal of Sport Psychology, 33(2), 218-37.

17. Petherick, C. M., & Markland, D. (2008). The development of a goal orientation in exercise measure (GOEM). Measurement in Physical Education and Exercise Science, 12(2), 55-71.

18. Roberts, G. C. (2001). Understanding the dynamics of motivation in physical activity: The influence of achievement goals on motivational processes. Advances in Motivation in Sport and Exercise, 100(2), 1-50.

19. Wang, C., Chatzisarantis, N. L., Spray, C. M., & Biddle, S. J. (2002). Achievement goal profiles in school physical education: Differences in self‐determination, sport ability beliefs, and physical activity. British Journal of Educational Psychology, 72(3), 433-45.