___

• Akinsola, M. K., Tella, A. & Tella, A. (2007). Correlates of academic procrastination and mathematics achie vement of university undergraduate students. Eurasia Journal of Mathematics , Science and Technology Education , 3(4), 363 -370.
• Avcı, S. (2008). Öğretmen adaylarının, gelecek zaman algıları, akademik alandaki arzularını erteleme konusundaki isteklilikleri, algılanan araçsallıkları, sosyo - ekonomik düzeyleri ve akademik başarıları arasındaki açıklayıcı ve yordayıcı ilişkiler örüntüsü . Yayınlanmamış doktora tezi, Yıldız Teknik Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
• Ayduk, O., Mendoza -Denton, R., Misc hel, W., Downey, G., Peake, P.K. & Rodriguez, M. (2000). Regulating the interpersonal self: strategic self -regulation for coping with rejection sensitivity. Journal of Personality and Social Psychology, 79(5), 776 - 792.
• Bembenutty, H, McKeachie, W.J., Karab enick, S.A. & Lin, Y. (Nisan 2000). Emotion regulation and test anxiety: the contribution of academic delay of gratification . The Annual Meeting of the American Educational Research Association sunulmuş bildiri, New Orleans.
• Bembenutty, H. & Karabenick, S.A. (1998a). Academic delay of gratification. Learning and Individual Differences , 10(4), 329 -346.
• Bembenutty, H. & Karabenick, S.A. (Mart 1996). Academic delay of gratification scale: A new measurement for delay of gratification . The Annual Meeting of the Eastern Psychological Association sunulmuş bildiri, Philadelphia.
• Bembenutty, H. & Karabenick, S.A. (Şubat 1998b). Individual differences in academic delay of gratification. The Annual Meeting of the Eastern Psychological Association, Boston.
• Bembenutty, H . (Nisan 2001). Self regulation of learning in the 21st century: Understanding the role of academic delay of gratification . The Annual Meeting of the American Educational Research Association sunulmuş bildiri, Seattle.
• Bembenutty, H. (Nisan 2002). Self reg ulation of learning and academic delay of gratification: individual differences among collage students . The Annual Meeting of the American Educational Research Association sunulmuş bildiri, New Orleans.
• Bembenutty, H. (Nisan 2004). Perception of self-efficacy, academic delay of gratification, and use of learning strategies among korean college students . The Annual Meeting of The American Educational Research Association sunulmuş bildiri, San Diego.
• Bembenutty, H., McKeachie, W.J., Karabenick, S.A. & Lin, Y. (Nisan 2001). Teaching effectiveness and course evaluation: The role of academic delay of gratification . The Annual Meeting of the American Educational Research Association sunulmuş bildiri, Seattle.
• Brophy, J. (2004). Motivating students to learn . London : Law rence Erlbaum Associates.
• Brown, W.T. & Jones, J.M.. (2004). The substance of things hoped for: A study of the future orientation, minority status perceptions, academic engagement and academic performance of black high school students. Journal of Black Psychology, 30(2), 248 -273.
• Byrne, B.M. (2001). Structural equation modeling with AMOS: Basic concepts, applications, and programming . New Jersey: Lawrence Erlbaum Associates.
• Creten, H., Lens, W. & Simons, J. (2001). The role of perceived instrumentality in student motivation. Efklides, A., Kuhl, J., Sorrentino, R. (ed). Trends and prospects in motivation research . (Ss: 37 -45). The Netherlands: Kluwer Academic Publishers.
• Daltrey, M.H. & Langer, P. (1984). Development and evaluation of a measure of future time perspective. Perceptual and Motor Skills , 58, 719 -725.
• De Volder, M. & Lens, W. (1982). Academic achievement and future time perspective as a cognitive-motivational concept. Journal of Personality' and Social Psychology, 42, 566 -571.
• Dikici, A., Y avuzer, Y., Gündoğdu R. (2006). Eğitim fakültesi mezunlarinin eğitim bilimleri derslerine ilişkin görüşleri. Milli Eğitim , 172.
• Gjesme, T. (1975). Slope of gradients for performance as a function of achievement motive, goal distance in time, and future time orientation. The Journal of Psychology, 91, 143 -160.
• Gjesme, T. (1979). Future time orientation as a function achievements motivates, ability, delay of gratification and sex. The Journal Of Psychology, 101(2), 173 -188.
• Honora, D.T. (2002). The relation ship of gender and achievement to future outlook among african american adolescent. Adolescence , 37(146), 301 -316.
• Husman, J. & Shell, D. F. (2008). Beliefs and perceptions about the future: A measurement of future time perspective. Learning and Individual Differences, 18(2), 166 -175.
• Husman, J. & Willy, L. (1999). Role of future in student motivation. Educational Psychologist, 34(2), 113 -125.
• Husman, J.E. (1998). The effect of perceptions of future on intrinsic motivation . Yayınlanmamış doktora tezi, Faculty of Graduate School of The University of Texas School of Education, Texas.
• Husman, J.E., Shell, D.F. (Ağustos 1996). Beliefs and perceptions about the future: A conceptualization and measurement of future time perspective . The XXVI International Congres s of Psychology sunulmuş bildiri, Montreal, Canada.
• Jackson, T., Weiss, K.E., Lundquist, J.J. & Hooper, D. (2003). The impact of hope, procrastination, and social activity on academic. Education , 124(2), 310 -322.
• Jenkins -Marsan, B. (1999). Causal attribution patterns and future time perspective: a cornparison of technical sector and pre -university college students. Yayınlanmamış yükseklisans tezi, University of Sherbrooke.
• Lens, W. & Tsuzuki, M. (September 2005). The role of motivation and future time pers pective in educational and career development. The International Conference on Careers in context: New challenges and tasks for guidance and counseling sunulmuş bildiri, Lissabon, Portugal.
• Lens, W., Decruyenaere, M. (1991). Motivation and de -motivation in secondary education: student characteristics. Learning and Instruction , 1(2), 145 –159.
• Lomranz, J., Shmotkin, D. & Katznelson, B. (1983). Coherence as a measure of future time perspective in children its relationship to delay of gratification and social c lass. International Journal of Psychology, 18(5), 407 -413.
• Maines, C.A. (2002). Does The ability to delay gratification predict academic success in college freshmen. Yayınlanmamış doktora tezi, University of Arkansas.
• Malka, A., Covington, M.V. (2004). Perceiving school performance as instrumental to future goal attainment: Effects on graded performance. Contemporary Educational Psychology, 30, 60 –80.
• Miller, R.B., DeBacker Greene, T.K. & Barbara, A. (1999). Perceived instrumentality and academics: The link to task valuing. Journal of Instructional Psychology, 26(4), 250-260.
• Milli Eğitim Temel Kanunu (1973). Resmi Gazete. Yayın Tarihi: 24.06.1973. Sayısı: 14574. Numarası:1739.
• Mischel, W. & Ayduk, O. (2002). Self regulation in a cognitive-affective personality system: Attentional control in the services of the self. Self and Identity, 1, 113 - 120.
• Mischel, W. & Underwood, B. (1974). Instrumental ideation in delay of gratification. Child Development, 45(4), 1083 -1088.
• Moreas, M.A. & Lens, W. (1991). The motiva tional significance of the individual time perspective: An unpublished research report. Belgium: Leuven.
• Nuttin, J. & Lens, W. (1985). Future time perspective and motivation: Theory and research method. Belgium: Lawrence Erlbaum Associates.
• Peetsma T., Hascher, T., Van Der Veen, I, Roede, E. (2005). Relations between adolescents’ self-evaluations, time perspectives, motivation for school and their achievement in different countries and at different ages. European Journal of Psychology of Education , 20(3 ), 209 -225.
• Peetsma, T. (2000). Future time perspective as a predictor of school investment. Scandinavian Journal of Educational Research , 44(2), 177 -192.
• Schumacker, R.E., Lomax, R.G. (1996 ). A beginner’s guide to structural equation modeling . New Jersey: Lawrence Erlbaum Associates.
• Shell, D.F. & Husman, J . (2001). The multivariate dimensionality of personal control and future time perspective beliefs in achievement and self-regulation. Contemporary Educational Psychology, 26, 481 –506.
• Simons, J., Dewitte, S. & Lens, W. (2000). Wanting to have versus wantin g to be: The effect of perceived instrumentality on goal orientation. British Journal of Psychology, 91(3), 335 -352.
• Simons, J., Dewitte, S. & Lens, W. (2004). The role of different types of instrumentality in motivation, study strategies and performance: Know why you learn, so you’ll know what you learn. British Journal of Educational Psychology, 74(3), 343 -360.
• Simons, J., Vansteenkiste, M., Lens, W. & Lacante M. (2004). Placing motivation and future time perspective theory in a temporal perspective. Educational Psychology Review, 16(2), 121 -139.
• Şimşek, Ö.F. (2007). Yapısal eşitlik modellemesine giriş: Temel ilkeler ve LISREL uygulamalari. İstanbul: Ekinoks Yayınları.
• Yüksel, S. (2004) Eğitim fakültesi öğrencilerinin öğretmenlik meslek bilgisi derslerine yönelik direnç davranişlari. Kuram ve Uygulamada Eğitim Bilimleri, 4(1), 173 - 200.
• Zimmerman, B. (2000). Attaining self-regulation: A social cognitive perspective, Boekaerts M., Pintrich P., Zeodmer M., (ed.). Handbook of self-regulation . USA: Academic Press.