___

• Ablard, K. E., and Parker, W. D. (1997). Parents' achievement goals and perfectionism in their academically talented children. Journal of Youth and Adolescence, 26(6), 651-667. https://link.springer.com/content/pdf/10.1023/A:1022392524554.pdf
• Albano, A. R. (2011). The relationship among perfectionism, life satisfaction, and socio-emotional variables in gifted children (Unpublished doctoral dissertation). Hofstra University.
• Ang, R. P., and Huan, V. S. (2006). Relationship between academic stress and suicidal ideation: Testing for depression as a mediator using multiple regression. Child Psychiatry and Human Development, 37(2), 133-143. doi: 10.1007/s10578-006-0023-8
• Aydemir Sevim, S. (2014). Leuven algılanan ana babalık ölçeği ergen ve ana baba sürümlerinin uyarlanması. Düşünen Adam, 27, 291-300. https://dusunenadamdergisi.org/storage/upload/pdfs/1585746280-tr.pdf
• Beiter, R., Nash, R., McCrady, M., Rhoades, D., Linscomb, M., Clarahan, M., and Sammut, S. (2015). The prevalence and correlates of depression, anxiety, and stress in a sample of college students. Journal of Affective Disorders, 173, 90-96. doi: 10.1016/j.jad.2014.10.054
• Brown, T. A. (2015). Methodology in the social sciences. Confirmatory factor analysis for applied research (2nd ed.). The Guilford Press.
• Bursal, M. (2017). SPSS ile temel veri analizleri. Anı Yayıncılık.
• Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı: istatistik. araştırma deseni, SPSS uygulamaları ve yorum (7. Baskı). Pegem Akademi.
• Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi (3. Baskı). Pegem Akademi.
• Chen, H. (2012). Impact of parent’s socioeconomic status on perceived parental pressure and test anxiety among chinese high school students. International Journal of Psychological Studies. 4 (2), 235-245. https://pdfs.semanticscholar.org/c32e/3e91669b587655603c83226e367ba51e6eb5.pdf
• Ciciolla, L., Curlee, A. S., Karageorge, J., and Luthar, S. S. (2017). When mothers and fathers are seen as disproportionately valuing achievements: Implications for adjustment among upper middle class youth. Journal of Youth and Adolescence, 46(5), 1057-1075. doi: 10.1007/s10964-016-0596-x
• Conner, J., Pope, D., and Galloway, M. (2010). Success with less stress. Educational Leadership, 67, 54–58. doi: 10.1080/00220973.2012.745469
• Costello, A. B., and Osborne, J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment Research and Evaluation, 10(7), 1-9. doi: 10.7275/jyj1-4868
• ÇokluK, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2016). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Pegem Akademi.
• Danışman, Ş. (2017). The effect of expectation on student achievement. In E. Karadağ (Ed.), The factors effecting student achievement: Meta-analysis of empirical studies (pp. 227-245). New York, NY: Springer.
• Deb, S., Strodl, E., and Sun, H. (2015). Academic stress, parental pressure, anxiety and mental health among Indian high school students. International Journal of Psychology and Behavioral Science, 5(1), 26-34. doi: 10.5923/j.ijpbs.20150501.04
• DeCarlo, L. T., and Luthar, S. S. (2000). Analysis and class validation of a measure of parental values perceived by early adolescents: An application of a latent class model for rankings. Educational and Psychological Measurement, 60(4), 578-591. doi: 10.1177/00131640021970736
• Devellis, R. F. (2003). Scale development theory and applications (2nd Edition). Sage Publications.
• Erkuş, A. (2012). Psikolojide ölçme ve ölçek geliştirme. Pegem Akademi.
• Feld, L. D., and Shusterman, A. (2015). Into the pressure cooker: Student stress in college preparatory high schools. Journal of Adolescence, 41, 31-42. doi: 10.1016/j.adolescence.2015.02.003
• FraenkeL, J. R., Wallend, N. E., and Hyun, H. H. (2012). How to design and evaluate research in education. McGraw Hill.
• Frost, R. O., Marten, P., Lahart, C., and Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14(5), 449-468. https://link.springer.com/content/pdf/10.1007/BF01172967.pdf
• Galloway, M., Conner, J., and Pope, D. (2013). Nonacademic effects of homework in privileged, high-performing high schools. The Journal of Experimental Education, 81(4), 490-510. doi: 10.1080/00220973.2012.745469
• Garn, A. C., and Jolly, J. L. (2014). High ability students’ voice on learning motivation. Journal of Advanced Academics, 25, 7–24. doi: 10.1177/1932202X13513262
• Guerra, M. (2016). Addressing Anxiety and social–emotional learning in gifted adolescents: Program development and expert review (Unpublished doctoral dissertation). The Chicago School of Professional Psychology.
• Harty, A. (2019). A phenomenological approach to understanding the pressure to perform academically and subsequent stress of students in high-performing catholic college preparatory high (Unpublished doctoral dissertation). Creighton University.
• Haspolat, N. K. (2021). Yüksek başarılı öğrencilerde psikolojik belirtilerin birey, aile ve okul ile ilgili değişkenler tarafından yordanması. (Yayımlanmamış doktora tezi). Ankara Üniversitesi.
• Holleran, K. E. (2008). Meaningful matters: An autoethnography of hope for academically gifted high school achievers (Unpublished doctoral dissertation). University of Alberta, Alberta, Canada.
• Hurly, C. E. (1991). Parent-child relationships, personalities, and family environments of high-achieving gifted students (Unpublished doctoral dissertation). University of Montana.
• İlhan, M., ve Çetin, B. (2014). Sınıf değerlendirme atmosferi ölçeği’nin (SDAÖ) geliştirilmesi: geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 39(176), 31-50. doi: dx.10.15390/EB.2014.3334
• Jeremy, T. J., and Fisher, P. A. (2012). High achieving students and their experience of the pursuit of academic excellence. ISEP International Symposium. Hong Kong: Chine
• Kalaboukas, J. A. (2005). The relationship of motivation and expectations to the academic achievement of gifted Korean-American students (Unpublished doctoral dissertation). St. John's University.
• Kapıkıran, Ş. (2016). Ebeveyn akademik başarı baskısı ve desteği ölçeğinin psikometrik değerlendirmeleri ve yapısal geçerlik: ortaokul ve lise öğrencileri. Ege Eğitim Dergisi, 17(1), 62-83. doi: 10.12984/eed.07848
• Kapıkıran, Ş. (2019). Ergenlerde ebeveyn akademik başarı baskısı ve desteği ile sınav kaygısı arasındaki ilişkide akademik dayanıklılığın aracı rolü. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 1-22. https://dergipark.org.tr/en/download/article-file/767919
• Karadağ, E. (2009). Eğitim bilimleri alanında yapılmış doktora tezlerinin tematik açıdan incelemesi. Journal of Kırşehir Education Faculty, 10(3), 75-87. https://dergipark.org.tr/en/download/article-file/1494020
• Kaynak, S., Koçak, S. S., and Kaynak, Ü. (2021). Measuring adolescents’ perceived parental academic pressure: A scale development study. Current Psychology, 1-13. doi: 10.1007/s12144-021-01347-w
• Kline, R. B. (1994). An easy guide to factor analysis. Routledge
• Kline, R. B. (2011). Methodology in the social sciences. Principles and practice of structural equation modeling (3rd ed.). Guilford Press.
• Kregel, E. A. (2015). Addressing the social, emotional, and academic needs of gifted high school students (Unpublished doctoral dissertation). Toledo University.
• Lee, M. T., Wong, B. P., Chow, B. W. Y., and McBride-Chang, C. (2006). Predictors of suicide ideation and depression in Hong Kong adolescents: Perceptions of academic and family climates. Suicide and Life-Threatening Behavior, 36(1), 82-96. https://guilfordjournals.com/doi/pdf/10.1521/suli.2006.36.1.82
• Liu, X., and Tein, J. (2005). Life events, psychopathology, and suicidal behavior in Chinese adolescents. Journal of Affective Disorders, 86(2-3), 195-203. doi: 10.1016/j.jad.2005.01.016 Luthar, S. S. (2003). The culture of affluence: Psychological costs of material wealth. Child Development, 74(6), 1581-1593. doi: 10.1046/j.1467-8624.2003.00625.x
• Luthar, S. S., and Becker, B. E. (2002). Privileged but pressured? A study of affluent youth. Child Development, 73(5), 1593-1610. doi: 10.1111/1467-8624.00492
• Ma, Y., Siu, A., and Tse, W. S. (2018). The role of high parental expectations in adolescents’ academic performance and depression in Hong Kong. Journal of Family Issues, 39(9), 2505-2522. doi: 10.1177/0192513X18755194
• Mısırlı Taşdemir, Ö. (2003). Üstün yetenekli çocuklarda, mükemmeliyetçilik, sınav kaygısı, benlik saygısı, kontrol odağı, öz yeterlilik ve problem çözme becerileri arasındaki ilişkinin incelenmesi (Yayınlanmamış Yüksek Lisans Tezi). Karadeniz Teknik Üniversitesi.
• Pallant, J. (2016). SPSS kullanma kılavuzu: SPSS ile adım adım veri analizi. (S. Balcı ve B. Ahi, Çev.) Anı Yayıncılık.
• Potter, M. H. B. (2017). The lived experiences of high-achieving adults durıng their middle school and high school years: a phenomenological approach (Unpublished doctoral dissertation). University at Albany.
• Riley, P. J. (2003). The relationship between parental warmth and parental pressure to achieve with adolescent depression and anxiety in China (Unpublished master thesis). University of Maryland.
• Ringeisen, T., and Raufelder, D. (2015). The interplay of parental support, parental pressure and test anxiety–gender differences in adolescents. Journal of Adolescence, 45, 67-79. doi: 10.1016/j.adolescence.2015.08.018
• Robinson, A. (1991). The psychological effects of parental pressure to achieve on children (Unpublished doctoral dissertation). University of Windsor, Ontario, Canada.
• Sarma, A. (2014). Parental pressure for academic sucess in India (Unpublished doctoral dissertation). Arizona State University.
• Schleider, J. L., and Weisz, J. R. (2016). Family process and youth internalizing problems: A triadic model of etiology and intervention. Development and Psychopathology, 29(1), 273-301. doi: 10.1017/S095457941600016X.
• Seçer, İ., Veyis, F., ve Gökçen, R. A. (2015). Eğitim Stres Ölçeğinin Türk Kültürüne Uyarlanması: Güvenirlik ve Geçerlik çalışması. Elementary Education Online, 14(1).216‐229. doi: 10.17051/io.2015.05547
• Sherman, S. J. (2016). Examining the influence of perceived parental academic pressure and absence on affluent, high-achieving adolescents (Unpublished doctoral dissertation). Azusa Pacific University.
• Snapp, S. D. (2010). How super is the super girl? Social and emotional characteristics of high achieving students (Unpublished doctoral dissertation). Boston College.
• Soenens, B., Beyers, W., and Goossens, L. (2004). Leuven adolescent perceived parenting scale. Unpublished research report.
• Stevens, J. P. (2002). Applied multivariate statistics for the social sciences. Lawrance Erlbaum Association.
• Su, W. (2012). Explaining the link between parental educational expectations and Chinese high school students’ academic achievement: The roles of psychological distress, parental involvement, and filial piety (Unpublished doctoral dissertation). University of Alaba.
• Suhas, D. T., and Sathiyaseelan, A. (2020). Role of parents education and occupation in parental pressure and adolescents test anxiety. Psychological Communication, 13(1), 288-295. doi: 10.21786/bbrc/13.1/47
• Suldo, S. M., and Shaunessy‐Dedrick, E. (2013). The psychosocial functioning of high school students in academically rigorous programs. Psychology in the Schools, 50(8), 823-843. doi: 10.1002/pits.21708
• Suldo, S. M., Shaunessy, E., Thalji, A., Michalowski, J., and Shaffer, E. J. (2009). Sources of stress for students in high school college preparatory and general education programs: Group differences and associations with adjustment. Adolescence, 44, 925-948. Retrieved from https://pubmed.ncbi.nlm.nih.gov/20432608/
• Sun, J., Dunne, M. P., Hou, X. Y., and Xu, A. Q. (2011). Educational stress scale for adolescents: development, validity, and reliability with Chinese students. Journal of Psychoeducational Assessment, 29(6), 534-546. doi: 10.1177/0734282910394976
• Şen, S. (2020). Mplus ile yapısal eşitlik modellemesi uygulamaları. Nobel Yayıncılık.
• Tabachnick, B.G., and Fidell, L.S. (2013). Using multivariate statistics. Pearson.
• Tezbaşaran, A. (1997). Likert tipi ölçek hazırlama kılavuzu. Türk Psikologlar Derneği.
• Trudeau, T. L. (2009). Test anxiety in high achieving students: A mixed-methods study (Unpublished doctoral dissertation). University of Alberta.
• Weir, C. J. (2005). Language testing and validation. Palgrave Macmillan.
• Weissbourd, R. (2011). The overpressured student. Educational Leadership, 68(8), 22-27. https://eric.ed.gov/?id=EJ932181
• Yang, S., and Shin, C. S. (2008). Parental attitudes towards education: What matters for children's well-being? Children and Youth Services Review, 30(11), 1328-1335. doi: 10.1016/j.childyouth.2008.03.015
• Yao, E. L. (1985). A comparison of family characteristics of Asian-American and Anglo-American high achievers. International Journal of Comparative Sociology, 26(3-4), 198-208. doi: 10.1163/156854285X00051
• Yates, T. M., Tracy, A. J., and Luthar, S. S. (2008). Nonsuicidal self-injury among" privileged" youths: longitudinal and cross-sectional approaches to developmental process. Journal of Consulting and Clinical psychology, 76(1), 52. doi: 10.1037/0022-006X.76.1.52
• Yıldırım, İ. ve Ergene, T. (2003). Lise son sınıf öğrencilerinin akademik başarılarının yordayıcısı olarak sınav kaygısı, boyun eğici davranışlar ve sosyal destek. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 25, 224-234. https://dergipark.org.tr/en/download/article-file/87880
• Yurdugül, H. (2005). “Ölçek Geliştirme Çalışmalarında Kapsam Geçerliği için Kapsam Geçerlik İndekslerinin Kullanılması”. XIV. Ulusal Eğitim Bilimleri Kongresi. Denizli.