آرمنده، آرزو؛ مومنی، زهرا؛ اعرابی، محسن. (1400). بررسی رابطه بین سبک یادگیری و پیشرفت تحصیلی در دانشجویان دندانپزشکی دانشگاه علوم پزشکی البرز. توسعه آموزش در علوم پزشکی، 14(42). 60-50.

حامدی نسب، صادق؛ غلامی، وحید؛ عزیزی، معصومه. (1399). نقش استفاده از شبکه‌های اجتماعی مجازی در هویت اجتماعی و رابطه معلم و شاگرد. رهبری آموزشی کاربردی، 1(3). 90-77.

حسن‌زاده، رمضان؛ مهدی‌نژادگرجی، گلین. (1393). رابطۀ بین جهت‌گیری‌های انگیزشی (درونی، بیرونی و بی‌انگیزشی) و پیشرفت تحصیلی دانش‌آموزان در درس زبان انگلیسی. روانشناسی مدرسه، 3(3). 62-38.

حیدری‌لقب، طاهره؛ امین‌بیدختی، علی اکبر؛ طالع پسند، سیاوش. (1400). اثربخشی آموزش معلمان در مدیریت مؤثر کلاس درس بر پیامدهای انگیزشی و هیجانی: رابطه معلم- شاگرد و هیجانات تحصیلی. اندیشه‌های نوین تربیتی، 17(4). 166-149.

خالقی، مجید؛ پاشاشریفی، حسن؛ تقوایی، داوود؛ پیرانی، ذبیح. (1401). پیش‌بینی اضطراب تحصیلی براساس سبک‌های یادگیری با میانجی‌گری خودکارآمدی. دانشکده پزشکی دانشگاه علوم پزشکی مشهد، 65(2). 600-592

خدابنده، صدیقه؛ درتاج، فریبرز؛ اسدزاده، حسن؛ فلسفی‌نژاد، محمدرضا؛ ابراهیمی‌قوام، صغری. (1393). نقش سبک‌های یادگیری در تبیین انگیزۀ پیشرفت و عملکرد تحصیلی دانش‌‌آموزان پسر. راهبردهای شناختی در یادگیری، 2(3). 51-39.

رادمنش، عصمت؛ سعدی پور، اسماعیل. (1394). اثربخشی آموزش مهارت‌های اجتماعی بر بهبود رابطه معلم- شاگرد و عملکرد تحصیلی دانش‌آموزان شهر تهران. پژوهشنامه تربیتی، 11(45). 56-43.

رضاخانی، سیمین‌‌دخت. (1386). بررسی انگیزۀ درونی و بیرونی پیشرفت تحصیلی دانشجویان رشته‌های مختلف دانشگاه آزاد اسلامی واحد رودهن. نوآوری‌های مدیریت آموزشی، 2(2). 106-85.

رهنورد، رامین. (1394). تأثیر انگیزه درونی و بیرونی بر انتقال دانش: مورد مطالعه موسسۀ عالی آموزش و پژوهش مدیریت و برنامه‌ریزی. مطالعات منابع انسانی، 5(4). 31-48.

سواری، کریم؛ مبینی، سارا. (1396). رابطه علیّ هیجان‌های مثبت و خودکارآمدی با تخیل از طریق انگیزش درونی. فصلنامه روانشناسی مدرسه، 9(2). 63-83.

سیف، علی اکبر. (1400). روان‌‌شناسی پرورشی نوین. تهران: آگاه.

صبحی‌قراملکی، ناصر؛ حاجلو، نادر؛ غلام‌زاده، حانیه. (1392). مقایسه‌ی سبک‌های یادگیری، ویژگی‌های شخصیتی و عملکرد تحصیلی دانش‌آموزان با و بدون ناتوانی یادگیری. فصلنامه علمی ناتوانی‌های یادگیری، 2(4). 82-102.

عریضی، حمیدرضا؛ عابدی، احمد؛ تاجی، مریم. (1386). رابطه رفتارهای معلم با سرزندگی و انگیزش درونی دانش‌آموزان دبیرستان‌های شهر اصفهان. فصلنامه نوآوری‌های آموزشی، 14(42). 28-13.

قاسم‌زاده، داود؛ حسینی صدر، صمد. (1401). مطالعه علل و زمینه بی انگیزگی تحصیلی دانشجومعلمان علوم پایه با رویکرد کیفی. پژوهش در آموزش علوم تجربی، 1(4). 28-45.

موسوی شریف، سمانه‌‌سادات؛ نقش، زهرا؛ قاسم‌زاده، سوگند. (1401). رابطه معلم شاگرد و کمک طلبی: نقش واسطه‌ای اهداف پیشرفت و انگیزه پیشرفت. روانشناسی، 1(26). 110-100.

نادمی، مهدیه سادات؛ محمدی‌آریا، علیرضا؛ خویینی، فاطمه. (1400). سنجش رابطه حمایت عاطفی معلّم و حمایت هیجانی دانش‌آموز با انگیزش درونی، بیرونی و بی‌انگیزشی تحصیلی با میانجی‌گری‌ هیجانات تحصیلی. روان‌پرستاری، ۹(۶). 37- 25.

ناصری، فاطمه؛ کارشکی، حسین. (1396). نقش میانجی‌گرایانه بی‌انگیزگی در رابطۀ باورهای انگیزشی، پیشرفت تحصیلی و فرسودگی تحصیلی. آموزش در علوم پزشکی، 27(79). 174-163.

Armandeh, A., Momeni, Z., & Arabi, M. (2021). Evaluation of the Relationship between Learning Style and Academic Achievement of Dental Students at Alborz University of Medical Sciences. Journal of Medical Education Development, 14(42), 67-77. [in Persian]

Barutcu, C. D. (2017). The relationship between problem solving and creative thinking skills among nursing students. International Journal of Psychology and Educational Studies, 4(2), 34-41.

Berestova, Anna., Gulnara Burdina, Liudmila Lobuteva and Alisa Lobuteva, I.M. Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russian Federation (2022). Academic Motivation of University Students and the Factors that Influence it in an E-Learning Environment. The Electronic Journal of e-Learning, 20(2), 201-210.

Blašková, M. (2014). Influencing academic motivation, responsibility and creativity. Procedia-Social and Behavioral Sciences, 159, 415-425.

Cabras, C., Konyukhova, T., Lukianova, N., Mondo, M., & Sechi, C. (2023). Gender and country differences in academic motivation, coping strategies, and academic burnout in a sample of Italian and Russian first-year university students. Heliyon, 9(6).

Dong, Y., Wang, H., Luan, F., Li, Z., & Cheng, L. (2021). How children feel matters: teacher–student relationship as an indirect role between interpersonal trust and social adjustment. Frontiers in Psychology, 11, 581235.

El-Sabagh, H., & Hamed, E. (2020). The relationship between learning-styles and learning motivation of students at Umm Al-Qura university. Scientific journal of the Egyptian Society for Educational Computers, 8(1), 1-30.

Feliz Rosario, L. E., Carrascal, S., & Anguita Acero, J. (2022). Learning styles and online teaching in Vocational Training. Comparative study Spain and Dominican Republic. Journal of Learning Styles, 15(29), 60-75.

Ghaedi, Z., & Jam, B. (2014). Relationship between Learning Styles and Motivation for Higher Education in EFL Students. Theory & Practice in Language Studies, 4(6).

GHasemzadeh, D., & Hosienisadr, S. (2022). the study of the causes of the lack of motivation in academic student-teachers. Research in Experimental Science Education, 1(4), 28-45. [in Persian]

Guay, F., Stupnisky, R., Boivin, M., Japel, C., & Dionne, G. (2019). Teachers’ relatedness with students as a predictor of students’ intrinsic motivation, self-concept, and reading achievement. Early Childhood Research Quarterly, 48, 215-225.

Hamedinasab, S., Gholami, V., & Azizi, M. (2020). The role of using virtual social networks in social identity and teacher-student relationship. Applied Educational Leadership, 1(3), 77-90. [in Persian]

Hassanzadeh, R., & Mahdinejad Gorji, G. (2014). The relationships between motivational orientations (intrinsic motivation, extrinsic motivation & amotivation) and students' academic achievement in the english language. Journal of school psychology, 3(3), 38-60. [in Persian]

Heydari Goqeb, T., Amin Bidakhti, A., and Taal Pasand, S. (2021). The effectiveness of teacher training in effective classroom management on motivational and emotional consequences: teacher-student relationship and academic emotions. New Educational Thoughts, 17(4), 166-149. [in Persian]

Huang, J., Siu, C. T. S., & Cheung, H. (2022). Longitudinal relations among teacher-student closeness, cognitive flexibility, intrinsic reading motivation, and reading achievement. Early Childhood Research Quarterly, 61, 179-189.

Jia, J., Li, D., Li, X., Zhou, Y., Wang, Y., Sun, W., et al. (2018). Peer victimization and adolescent internet addiction: the mediating role of psychological security and
the moderating role of teacher-student relationships. Comput. Hum. Behav. 85, 116–124. doi: 10.1016/j.chb.2018.03.042

Khaleghi, M., Sharifi, H. P., Taghvaei, D., & pirani, Z. (2022). Predicting academic anxiety based on self-efficacy-mediated learning styles. medical journal of mashhad university of medical sciences, 65(2), 592-600.           
doi: 10.22038/mjms.2022.63802.3742. [in Persian]

Kolb, D. A. (1984). Experience as the source of learning and development. Upper Sadle River: Prentice Hall.

Kolb, D. A. (2005). Learning style and disciplinary differences. In A. M. Chickenberg (Ed). The Modern American College. San Francisco: Josei-Bass

Kwok, M. L. J., Kwong, R., & Wong, M. (2022). How to facilitate motivational regulation strategies: Perspectives on teacher humility and teacher-student relationship. Computers & Education, 191, 104645.

Lee, J., Chang, E. C., Lucas, A. G., & Hirsch, J. K. (2019). Academic motivation and psychological needs as predictors of suicidal risk. Journal of College Counseling, 22(2), 98-109.

Lippard, C. N., La Paro, K. M., Rouse, H. L., & Crosby, D. A. (2018, February). A closer look at teacher–child relationships and classroom emotional context in preschool. In Child & Youth Care Forum (Vol. 47, No. 1, pp. 1-21).

Liu, Y., Hau, K. T., Liu, H., Wu, J., Wang, X., & Zheng, X. (2020). Multiplicative effect of intrinsic and extrinsic motivation on academic performance: A longitudinal study of Chinese students. Journal of personality, 88(3), 584-595.

Luo, Y., Deng, Y., & Zhang, H. (2020). The influences of parental emotional warmth on the association between perceived teacher–student relationships and academic stress among middle school students in China. Children and Youth Services Review, 114, 105014.

Sadat Mousavi Sharif, S., Naqsh, Z,. Qasimzadeh, S. (2022). Student-teacher relationship and help-seeking: the mediating role of achievement goals and achievement motivation. Journal of Psychology, 1(26), 100-110. [in Persian]

Murray, C., & Zvoch, K. (2011). The inventory of teacher-student relationships: Factor structure, reliability, and validity among African American youth in low-income urban schools. The Journal of early adolescence, 31(4), 493-525.

Nademi, M. S., Mohammadi Arya, A., & Khoeini, F. (2022). Assessing the Relashionships of Teacher Affective Support and Student Emotional Support with Intrinsic Motivation and Extrinsic and Academic Amotivation with Mediation of Academic Emotions. Iranian Journal of Psychiatric Nursing, 9(6), 25-37. [in Persian]

Narciss, S., Prescher, C., Khalifah, L., & Körndle, H. (2022). Providing external feedback and prompting the generation of internal feedback fosters achievement, strategies and motivation in concept learning. Learning and Instruction, 82, 101658.

Naseri, F., & Kareshki, H. (2017). The mediating role of demotivation in the correlation of motivational beliefs, academic achievement and academic burnout. [in Persian]

Newton, P. M., & Miah, M. (2017). Evidence-based higher education–is the learning styles ‘myth’important?. Frontiers in psychology, 8, 444.

Oláh, B., Münnich, Á., & Kósa, K. (2023). Identifying academic motivation profiles and their association with mental health in medical school. Medical Education Online, 28(1), 2242597.

Oram, R., & Rogers, M. (2022). Academic procrastination in undergraduate students: Understanding the role of basic psychological need satisfaction and frustration and academic motivation. Canadian Journal of Education, 45(3), 619-645.

Oreizi, H., Abedi, A., & Taji, M. (2007). Relation of teacher’s behavior with vitality and internal motivation of Isfahan high school students. Educational Innovations, 6(5), 13-28. [in Persian]

Passeggia, R., Testa, I., Esposito, G., Picione, R. D. L., Ragozini, G., & Freda, M. F. (2023). Examining the Relation Between First-year University Students’ Intention to Drop-out and Academic Engagement: The Role of Motivation, Subjective Well-being and Retrospective Judgements of School Experience. Innovative Higher Education, 1-23.

Quin, D. (2017). Longitudinal and contextual associations between teacher–student relationships and student engagement: A systematic review. Review of Educational Research, 87(2), 345-387.

Radil, A. I., Goegan, L. D., & Daniels, L. M. (2023, February). Teachers’ authentic strategies to support student motivation. In Frontiers in Education (Vol. 8,
p. 1040996). Frontiers.

Radmanesh, A., Sadipour, E. (2016). Investigating the Influence of Social Skills Effectiveness on the Improvement of Teacher-Student Relationship and Educational Performance of Tehran’s Students. Educational researches, 5(45), 43. [in Persian]

Rahnord, Ramin. (2014). The effect of internal and external motivation on knowledge transfer (case study: Higher Institute of Management and Planning Education and Research). Human Resource Studies Quarterly, 5(4), 31-48. [in Persian]

Rezakhani, S. (2009). Investigating the internal and external motivation of academic progress of students in different fields of Islamic Azad University, Roudhen branch. Educational Management Innovations, 2(2), 85-106. [in Persian]

Romano, L., Tang, X., Hietajärvi, L., Salmela-Aro, K., & Fiorilli, C. (2020). Students’ trait emotional intelligence and perceived teacher emotional support in preventing burnout: the moderating role of academic anxiety. International Journal of Environmental Research and Public Health, 17(13), 4771.

Saif, A. (2021). Modern educational psychology. Tehran: Aghaz. [in Persian]

Sevari, K., & Mombini, S. (2020). The effect of positive emotions and self-efficacy on imagination through intrinsic motivation. Journal of School Psychology, 9(2),
63-83. doi: 10.22098/jsp.2020.941. [in Persian]

khodabande, S,, Dartaj, F., Asadzadeh, H., Filsafinejad, M., Ebrahimi Qavam, S. (2015). the role of learning styles on prediction and clarification of students’ achievement motivation and academic performances. Biquarterly Journal of Cognitive Strategies in Learning, 2(3), 39-51. [in Persian]

Sivrikaya, A. H. (2019). The Relationship between Academic Motivation and Academic Achievement of the Students. Asian Journal of Education and Training, 5(2),
309-315.

Sobhi, N., Hajloo, N., & Gholamzadeh, H. (2013). A comparison of learning styles, personality characteristics and academic performance of students with and without learning disabilities. Journal of Learning Disabilities, 2(4), 82-102.           
doi: jld-2-4-92-5-5. [in Persian]

Titrek, O., Çetin, C., Kaymak, E., & Kasikci, M. M. (2018). Academic Motivation and Academic Self-Efficacy of Prospective Teachers. Journal of Education and Training Studies, 6(n11a), 77-87.

Wang, X., Wang, L., Zhang, J., & Wang, J. (2022). A multilevel analysis on the evaluation and promotion of emotional intelligence among Chinese school adolescents. Youth & Society, 54(3), 481-500.

Willingham, D. T., Hughes, E. M., & Dobolyi, D. G. (2015). The scientific status of learning styles theories. Teaching of Psychology, 42(3), 266-271.

Yarin, A. J., Encalada, I. A., Elias, J. W., Surichaqui, A. A., Sulca, R. E., & Pozo,
F. (2022). Relationship between Motivation and Academic Performance in Peruvian Undergraduate Students in the Subject Mathematics. Education Research International, 2022.

Yotta, E. G. (2023). Accommodating students learning styles differences in English language classroom. Heliyon.