A. (2006). 2X2 Başarı Yönelimleri Ölçeği: Geçerlik ve güvenirlik çalışması. Sakarya
Üniversitesi Eğitim Fakültesi Dergisi, 12, 1-13.
Akın, A. (2008a). Self-compassion and achievement goals: A structural equation modeling
approach. Eurasian Journal of Educational Research, 31, 1-15.
Akın, A. (2008b). Self-efficacy, achievement goals, and depression, anxiety, and stress: A
structural equation modeling. World Applied Sciences Journal, 3(5), 725-732.
Akın, A. (2008c). Sosyal İstenirlik Ölçeği: Geçerlik ve güvenirlik çalışması. I. Ulusal
Eğitimde ve Psikolojide Ölçme ve Değerlendirme Kongresi, 14-16 Mayıs, Ankara.
Akın, A. (2009). Self-compassion and submissive behavior. Education and Science, 34(152),
138-147.Akın, A. (2010). Achievement goals and academic locus of control: A structural equation
modeling approach. Eurasian Journal of Educational Research, 38, 17-31.
Allan, S., & Gilbert, P. (1997). Submissive behavior and psychopathology. British Journal of
Psychopathology, 36, 467–488.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of
Educational Psychology, 84(3), 261-271.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning
strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-
267.
Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy.
Developmental Psychology, 25, 729-735.
Cheung, M. S. P., Gilbert, P., & Irons, C. (2004). An exploration of shame, social rank and
rumination in relation to depression. Personality and Individual Differences, 36,
1143–1153.
Conroy, D. E., Elliot, A. J., & Hofer, S. M. (2003). A 2X2 achievement goals questionnaire
for sport: Evidence for factorial invariance, temporal stability, and external validity.
Journal of Sport & Exercise Psychology, 25, 456−476.
Deluty, R. H. (1979). Children's Action Tendency Scale: A self-report measure of
aggressiveness, assertiveness, and submissiveness in children. Journal of Consulting
and Clinical Psychology, 47, 1061–1071.
Deluty, R. H. (1981). Assertiveness in children: Some research considerations. Journal of
Clinical Child Psychology, 10, 149–155.
Deluty, R. H. (1985). Consistency of assertive, aggressive, and submissive behavior for
children. Journal of Personality and Social Psychology, 49(4), 1054–1065.
Dunning, D., Meyerwowitz, J. A. & Holzberg, A. D. (1989). Ambiguity and self-evaluation:
The role of idiosyncratic trait definitions in self-serving assessments of ability.
Journal of Personality & Social Psychology, 57, 1082-1090.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41,
1040-1048.
Dweck, C. S., & Leggett, E. (1988). A social-cognitive approach to motivation and
personality. Psychological Review, 95, 256-273.
Dykman, B. M. (1998). Integrating cognitive and motivational factors in depression: Initial
tests of a goal-orientation approach. Journal of Personality and Social Psychology,
74, 139-158.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational
Psychologist, 34, 169−189.
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance
achievement motivation. Journal of Personality and Social Psychology, 72(1),
218−232.
Elliot, A. J., & Covington, M. V. (2001). Approach and avoidance motivation. Educational
Psychology Review, 13(2), 73−92.Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance goals and intrinsic
motivation: A mediational analysis. Journal of Personality and Social Psychology,
70, 461−475.
Elliot, A. J., & Mcgregor, H. (2001). A 2X2 achievement goal framework. Journal of
Personality and Social Psychology, 80, 501−519.
Elliot, A. J., & Trash, T. M. (2001). Achievement goals and the hierarchical model of
achievement motivation. Educational Psychology Review, 13(2), 139−156.
Finney, S. J., Pieper, S. L., & Barron, K. E. (2004). Examining the psychometric properties
of the Achievement Goal Questionnaire in a general academic context. Educational
and Psychological Measurement, 64, 365−382.
Gilbert, P. (2000). The relationship of shame, social anxiety and depression: The role of the
evaluation of social rank. Clinical Psychology and Psychotherapy, 7, 174–189.
Gilbert, P., & Allan, S. (1994). Assertiveness, submissive behavior, and social comparison.
British Journal of Clinical Psychology, 33, 295–306.
Gilbert, P., Cheung, M. S. P., Grandfield, T., Campey, F., & Irons, C. (2003). Assessment
recall of threat and submissiveness in childhood: Development of a new scale and its
relationship with depression, social comparison, and shame. Clinical Psychology and
Psychotherapy, 10, 108–115.
Greenwald, A. G. (1980). The totalitarian ego: Fabrication and revision of personal history.
American Psychologist, 35, 603-618.
Hogan, R. (1991). Personality and personality measurement. In M. D. Dunnette & L. M.
Hough (Eds.), Handbook of industrial and organizational psychology (pp. 873-919).
Palo Alto, CA: Consulting Psychologists Press.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural
analysis: Conventional criteria versus new alternatives. Structural Equation
Modeling, 6, 155.
Jöreskog, K. G., & Sorbom, D. (1996). LISREL 8 reference guide. Lincolnwood, IL:
Scientific Software International.
Linnenbrink, E. A., & Pintrich, P. R. (2002). Achievement goal theory and affect: An
asymmetrical bidirectional model. Educational Psychologist, 37(2), 69-78.
Linnenbrink, E. A., Hruda, L., Haydel, A., Star, J., & Maehr, M. (1999, April). Student
motivation and cooperative groups: Using achievement goal theory to investigate
students’ socio-emotional and cognitive outcomes. Paper presented at the annual
meeting of the American Educational Research Association, Montreal, Canada.
Linnenbrink, E. A., Ryan, A. M., & Pintrich, P. R. (1999). The role of goals and affect in
working memory functioning. Learning and Individual Differences, 11, 213-230.
Meece, J. L., Blumfeld, P. C., & Hoyle, R. K. (1988). Students’ goal orientations and
cognitive engagement in classroom activities. Journal of Educational Psychology,
80(4), 514-523.
Middleton, M., & Midgley, C. (1997). Avoiding the demonstration of lack ability: An underexplored
aspect of goal theory. Journal of Educational Psychology, 89, 710−718.
Nicholls, J. (1984). Achievement motivation: Conceptions of ability, subjective experience,
task choice, and performance. Psychological Review, 91, 328-346.Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge. MA:
Harvard University Press.
O’Connor, L. E., Berry, J. W., Weiss, J., & Gilbert, P. (2002). Guilt, fear, submission, and
empathy in depression. Journal of Affective Disorders, 71, 19–27.
Öngen, D. E. (2006). The relationships between self-criticism, submissive behavior, and
depression among Turkish adolescents. Personality and Individual Differences, 41,
793–800.
Paulhus, D. L. (1991). Measurement and control of response bias. In J. P. Robinson, P. R.
Shaver, & L. S. Wrightsman (Eds.), Measures of personality and social psychology
attitudes (pp. 17-59). New York: Academic Press.
Pintrich, P. R. (2000a). An achievement goal theory perspective on issues in motivation
terminology, theory, and research. Contemporary Educational Psychology, 25,
92−104.
Pintrich, P. R. (2000b). Multiple goals, multiple pathways: The role of goal orientation in
learning and achievement. Journal of Educational Psychology, 92(3), 544−555.
Roeser, R., Midgley, C., & Urdan, T. (1996). Perceptions of the school psychological
environment and early adolescents’ psychological and behavioral functioning in
school: The mediating role of goals and belonging. Journal of Educational
Psychology, 88, 408-422.
Ross, M. (1989). Relation of implicit theories to the construction of personal histories.
Psychological Review, 96, 341-357.
Şahin, N. H., & Şahin, N. (1992). Adolescent guilt, shame, and depression in relation to
sociotropy and autonomy. The World Congress of Cognitive Therapy, Toronto, June
17–21.
Taylor, S. E., & Brown, J. D. (1988). Illusion and well-being: A social-psychological
perspective on mental health. Psychological Bulletin, 103, 193-210.
VandeWalle, D., Cron, W. L., & Slocum, J. W. (2001). The role of goal orientation
following performance feedback. Journal of Applied Psychology, 86, 629-640.
Zweig, D., & Webster, J. (2004). Validation of a multidimensional measure of goal
orientation. Canadian Journal of Behavioral Science, 36(3), 232-243.
Thank you for copying data from http://www.arastirmax.com