Assor, A., Kaplan, H., Feinberg, O., & Tal, K. (2009). Combining vision with voice: A learning and implementation structure promoting teachers' internalization of practices based on self-determination theory. Theory and Research in Education, 7(2), 234-243.
Bovens, M. (1998). The quest for responsibility. Accountability and citizenship in complex organizations. Cambridge, UK: Cambridge University Press.
Bierhoff, H.-W., Wegge, J., Bipp, T., Kleinbeck, U., Attig-Grabosch, C., & Schulz, S. (2005). Entwicklung eines Fragebogens zur Messung von Eigenverantwortung oder: "Es gibt nichts Gutes, außer man tut es". Zeitschrift für Personalpsychologie, 4(1), 4-18.
Deci, E. L., & Ryan, R. M. (2000). The "What" and "Why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry: An International Journal for the Advancement of Psychological Theory, 11(4), 227 - 268.
Eisenberger, R., Armeli, S., Rexwinkel, B., Lynch, P. D., & Rhoades, L. (2001). Reciprocation of perceived organizational support. Journal of Applied Psychology, 86(1), 42-51.
Fuller, J. B., Marler, L. E., & Hester, K. (2006). Promoting felt responsibility for constructive change and proactive behavior: Exploring aspects of an elaborated model of work design. Journal of Organizational Behavior, 27(8), 1089-1120.
Humphrey, S. E., Nahrgang, J. D., & Morgeson, F. P. (2007). Integrating motivational, social, and contextual work design features: A meta-analytic summary and theoretical extension of the work design literature. Journal of Applied Psychology, 92(5), 1332-1356
Linn, R. L. (2006). Educational accountability systems. (CSE Technical Report 687). Los Angeles, CA: CRESST.
Linn, R. L. (2010). A new era of test-based educational accountability. Measurement: Interdisciplinary Research and Perspectives, 8(2-3), 145-149.
Schraw, G. (2010). No School Left Behind. Educational Psychologist, 45(2), 71-75.
Lee, V. E., & Loeb, S. (2000). School size in Chicago Elementary Schools: Effects on teachers' attitudes and students' achievements. American Educational Research Journal, 37(1), 3- 31.
Lee, V. E. (2000). Using hierarchical linear modeling to study social contexts: The case of school effects. Educational Psychologist, 35(2), 125-141.
Miller, M. J., Woehr, D. J., & Hudspeth, N. (2002). The meaning and measurement of work ethic: Construction and initial validation of a multidimensional inventory. Journal of Vocational Behavior, 60(3), 451-489.
Panaccio, A., & Vandenberghe, C. (2009). Perceived organizational support, organizational commitment and psychological well-being: A longitudinal study. Journal of Vocational Behavior, 75(2), 224-236.
Ryan, R. M., & Deci, E. L. (2006). Self-regulation and the problem of human autonomy: Does psychology need choice, self-determination, and will? Journal of Personality, 74(6), 1557-1585.
Ryan, R. M., & Brown, K. W. (2005). Legislating competence: The motivational impact of high stakes testing as an educational reform. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 354-374). New York: The Guilford Press.
Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159–175.
Schalock, H. D. (1998). Student progress in learning: Teacher responsibility, accountability, and reality. Journal of Personnel Evaluation in Education, 12(3), 237-246.
Silverman, S. K. (2010). What is diversity? An inquiry into preservice teacher beliefs. American Educational Research Journal, 47(2), 292-329.
thematic content analysis. (pp. 500-505). New York, NY US: Cambridge University Press.
Winter, P. A., Brenner, D. B., & Petrosko, J. M. (2006). Teacher job satisfaction in a reform state: The influence of teacher characteristics, job dimensions, and psychological states. Journal of School Leadership, 16(4), 416-437.
Weiner, B. (1995). Judgments of responsibility. A foundation for a theory of social conduct. New York, NY: Guilford Press.
Winter, D. G. (1992). Responsibility. In C. P. Smith, J. W. Atkinson, D. C. McClelland & J. Veroff (Eds.), Motivation and personality: Handbook of thematic content analysis. (pp. 500-505). New York, NY US: Cambridge University Press.
: مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية)', './data/jsrep/coversheet/cover_ar.jpg'))
View on SCiNiTO