Aldred, C. (2011). The impact of implicit theories of intelligence on professional decision making. Journal of Behavioral Studies in Business.4(3): 2-17.
Burnette, J., Boyle, E., VanEpps, E., Pollack, J., & Finkel, E. (2012). Mindsets Matter: A Meta -Analytic Review of Implicit Theories and Self-Regulation. Psychological Bulletin.
Capa, Y. (2005). Factors influencing first-year teachers’ sense of efficacy. Unpublished doctoral dissertation. The Ohio State University. College of education.
Collie, R. J. (2010). Social and emotional learning and school climate: Predictors of teacher stress, job satisfaction and sense of efficacy. Unpublished master thesis. The University of British Columbia. The Faculty of Graduate Studies.
Dupeyrat, C., & Marine, C. (2005). Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck’s model with returning to school adults.
Contemporary Educational Psychology, 30 (1): 43–59. DOI:
10.1016/j.cedpsych.2004.01.007
Dweck, C. S., & Leggett, E. L. (1988). A social- cognitive approach to Motivation - personality. Psychological Review. 95(2): 256-273. DOI: http://dx.doi.org/10.1037/0033-295X.95.2.256
Erabshybani,KH., and Akhundi,N.(2018). Validation and Verification of Factor Structure of Teaching Strenberg Intelligence Questionnaire (TSI-Q) in teachers. Biquarterly Journal of Cognitive Strategies in Learning. 5(9):49-60 [In Persian].
Feldstein, L.E. (2017). Teacher Self-Efficacy and Implicit Theories of Intelligence: Implications for Novice Teacher Retention. College of William and Mary - School of Education, In Partial Fulfillment of the Requirements for the Degree Doctor of Education
Hajizadeh, A., & Asghari, M. (2015). Methods and statistical analyzes by looking at research methodology in biological and hygienicsciences, Tehran, Academic Jihad, 2 Edition, 2 printing [In Persian].
Haron, S., Wan Marzuki, W. J., and Baba, M. (2010). The influence of school climate towards counselor’s self-efficacy
. Procedia Social and Behavioral Sciences,
5, 445-448. DOI:
10.1016/j.sbspro.2010.07.120
Hong, Y., Chiu, C., Dweck, C., Lin, D., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach, Journal of Personality and Social Psychology, 77(3): 588-599. DOI:10.1037/0022-3514.77.3.588
Hughes, G. D. (2012). Teacher retention: Teacher characteristics, school characteristics, organizational characteristics, and teacher efficacy. The Journal of Educational Research, 105(4): 245–255. doi:10.1080/00220671.2011.584922
Khalegkhah, A., Najafi, H., & Babolan, A. (2018). The Meta-Analysis of Teaching Quality Survey. Journal of Research in Teaching. 6(1): 144-161[In Persian]
Lev, S., & Koslowsky, M. (2009). Moderating the collective and self-efficacy relationship.
Journal of Educational Administration, 47(4):452-462. DOI:
10.1108/09578230910967437
Lund, J., and Stains, M. (2015). The importance of context: an exploration of factors influencing the adoption of student-centered teaching among chemistry, biology, and physics faculty.
International Journal of STEM Education, 2,13. DOI:
https://doi.org/10.1186/s40594-015-0026-8
Lynott, D., & Rutgers,A.E. (1994).Teachers Implicit Theories Intelligence and Their Educational Goals, The Journal of Research and Development in education,27(4): 253-264
Martin, A.J., & Elliot, A.J. (2016). The role of personal best (PB) goal setting in students’ academic achievement gains. Learning and Individual Differences, 45, 222-227. DOI: 10.1016/j.lindif.2015.12.014.
Meristo, M., & Eisenschmidt, E. (2014). Novice teachers’ perceptions of school climate and self-efficacy.
International Journal of Educational Research, 67, 1-10. DOI:
10.1016/j.ijer.2014.04.003
Mickovska, A. (2009). A Comparative Analysis of Macedonian and English Teachers' Implicit Theories of Pupils' Intelligence and Motivation.
Journal of European Psychology Students, 1(1): 1-10. DOI:
10.1037/e537222013-004
Palos, R. M. (2013). Teaching for Successful Intelligence Questionnaire (TSI-Q) –a new instrument developed for assessing teaching style. Journal of educational science and psychology.1, 159-178.
Plaks, J.E ., &
Chasteen, A.L. (2013). Entity versus incremental theories predict older adults' memory performance.
Psychol Aging. 28(4): 948-57. Doi: 10.1037/a0034348. Epub 2013 Oct 14.
Poliquin, A.M. (2010). Exploring preservice teachers' views of intelligence. University of Nevada, Las Vegas, Educational Psychology Commons
Pourahmad, A., SHekhifini, A. A., Nalipour, H., & Izadi, S. (2018). Identify Factors Affecting the Application of Lesson Study of Mathematics In Elementary Schools Mazandaran Province. Journal of Research in Teaching. 6(2): 131-148 [In Persian].
Ringle, S. W. (2014). Relations Between Teachers' Implicit Theories of Intelligence, Standardized Achievement Testing, and Classroom Goals.
Saif, A.A.(2007). Educational psychology. Tehran, Agah, 17 Edition, 17 printing [In Persian].
Saki, R., Nematti, H., & Rezaei,M., (2014). Investigation of the Relationship between Self-efficacy and Empowerment inComparison with Job Performance among the State High school Female Teachers in Tehran. Journal of Research in Education. 1(5):32-51 [In Persian].
Staiger, D. O., & Rockoff, J. E. (2010). Searching for effective teachers with imperfect information. Journal of Economic Perspectives, 24(3): 97–118. DOI: 10.1257/jep.24.3.97
Sternberg, R. J.(2002). Raising the Achievement of All Students: Teaching for Successful Intelligence.
Educational Psychology Review. 25(14): 383-393
Sternberg, R. J., Jarvin, L., & Grigorenko, E. L. (2011). Explorations in Giftedness. Cambridge University Press.
Sternberg, R., & Grigorenko, E. (2003).Teaching for Successful Intelligence: Principles, Procedures, and Practices.
Journal for the Education of the Gifted. 27(3): 207–228. DOI:
https://doi.org/10.1177/016235320302700206
Sternberg, R., Kaufman, S., & Grigorenko, E. (2011). Applied intelligence (Translate by: Masude Babazadeh). Tehran, Savalan. (1949) [In Persian].
Watt, H. M., & Richardson, P.R. (2015). A motivational analysis of teachers’ beliefs. International handbook of research on teachers ‘beliefs. New York, NY: Routledge, 191-211
)