___

• Ainscrow, M. (1998). Would it work in theory? Arguments for practitioner research and theorizing in the special needs field. In C. Clark, A. Dyson, & A. Millward (Eds.), Theorizing special education. London, UK: Routledge.
• Altun, M. (2011). Matematik Öğretimi (16. Baskı). Bursa: Aktüel Alfa Akademi Yayıncılık.
• Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
• Baron, R.A. (1998). Cognitive mechanisms in entrepreneurship: Why and when entrepreneurs think differently than other people. Journal of Business Venturing, 13, 275–294.
• Baştürk, S. (2003). L 'enseignement des mathematiques en Turquie: le cas des fonctions au lycee et au concours d'entree lı l'universite. Paris: IREM de l'Universite Paris 7.
• Baştürk, S. (2011). Üniversiteye Giriş Sınavına Hazırlanma Sürecinin Öğrencilerin Matematik Öğrenmeleri Üzerine Olumsuz Yansımaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 69-79.
• Baştürk, S., & Yavuz, I. (2010). Investigating causal attributions of success and failure on mathematics instructions of students in Turkish high schools. Procedia-Social and Behavioral Sciences, 2(2), 1940-1943.
• Bloom, B.S. (1976). Human characteristics and school learning. New York: McGraw-Hill.
• Boruchovitch, E. (2004). A study of causal attributions for success and failure in mathematics ampng brazilian students. Interamerican Journal of Psychology, 38(1), 53-60.
• Brophy, J. (1985). Teachers’ expectations, motives and goals for working with problem students. In C. Ames (Ed.), Research on motivation in education. New York, NY: Academic Press.
• Clark, C.M., & Peterson, P.L. (1986). Teachers’ thought processes. In M.C.Wittrock (Ed.), Third handbook of research on teaching, (pp. 255–296), New York, NY: Macmillan.
• Cortes-Suarez, G. (2004). Causal attributions for success or failure by passing and failing students in college algebra. Unpublished Doctoral Dissertation, Florida International University, Miami, Florida.
• Dweck, C.S., & Bempechat, J. (1983). Childrens’ theories of intelligence: Consequences for learning. In S.G. Paris,G.M. Olson & H.W. Stevenson (Eds.), Learning and motivation in the classroom (pp. 239-256). Hillsdale, NJ: Erlbaum.
• Forsyth, D.R., & McMillan, J.H. (1991). Some practical proposals for motivating students. In R.J. Menges & M. Svinicki (Eds.), Approaching instructional problems through theoretical perspective: New directions for teaching and learning (pp. 53-66). San Francisco: Jossey- Bass.
• Freize, I.H. (1980). Beliefs about success and failure in the classroom. In J.H. McMillan (Ed.), The social psychology of school learning (pp. 39-78). New York: Academic Press.
• Freize, I.H., Francis, W.D., & Hanusa, B.H. (1983). Defining success in classroom setting. In J.M. Levine & M.C. Wang (Eds.), Teacher and student perceptions: Implications for learning (pp. 3- 28). Hillsdale, NJ: Erlbaum.
• Kağıtçıbaşı, Ç. (1999). Yeni İnsan ve İnsanlar (10. Baskı). İstanbul: Evrim.
• McMillan, J.H., & Forsyth, D.R. (1991). What theories of motivation say about why learners learn. New Directions for Teaching and Learning, 45, 39-52.
• Monty, R.A., & Perlmuter, L.C. (1987). Choice, control, and motivation in the young and aged. In M.L. Maehr & D.A. Kleiber (Eds.), Advances in motivation and achievement (Vol. 5, pp. 99-122). Greenwich, CT: JAI Press.
• Mueller, S.L., & Thomas, A.S. (2000). Culture and entrepreneurial potential: A nine country study of locus of control and innovativeness. Journal of Business Venturing, 16, 51–75.
• Pintrich, P.R., & Schunk, D.H. (2002).Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
• Robert, A., Lattuati, M., & Penninckx, J. (1999). L’enseignement des mathématiques au lycée: Un point de vue didactique. Paris: Ellipses.
• Schunk, D. H. (2007). Eğitimsel Bir Bakışla Öğrenme Teorileri (2. Basım). M. Şahin.(Çev. Ed.) Ankara: Nobel Akademi Yayıncılık.
• Schunk, D.H., & Zimmerman, B.J. (2006).Competence and control beliefs: Distinguishing the means and ends. In P.A. Alexander & P.H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 349-367). Mahwah, NJ: Erlbaum.
• Wang, M.C. (1983). Development and consequences of students’ sense of personal control. In J.M. Levien & M.C. Wang (Eds.), Teacher and student perceptions: Implication for learning (pp. 213-247).Hillsdale, NJ: Erlbaum.
• Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Pyschology, 71, 3-25.
• Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92.
• Weiner, B. (1992). Human motivation: Metaphors, theories, and research. Newbury Park, CA: SAGE Publications.
• Weiner, B. (2000). Intrapersonal and interpersonal theories of motivation from an attributional perspective. Educational Psychology Review, 12, 1-14.
• Weiner, B. (2004). Attribution theory revisited: Transforming cultural plurality into theoretical unity. In D. M. Mclnerney & S. Van Etten (Eds.), Handbook of competence and motivation (pp.73-84). New York: Guilford Press.
• Weiner, B., Frieze, I., Kukla, A., Reed, L., Rest, S., & Rosenbaum, R. (1971). Perceiving the causes of success and failure. Morristown, NJ.: General Learning Press.
• Wilson, T.D., Damiani, M., & Shelton, N. (2002). Improving the academic performance of college students with brief attributional interventions. In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education (pp. 89-108). New York: Academic Press.