1. Barkhardari, M Jamshidian A. Citizenship education. Tehran: Academic Jihad Publications; 2008.
2. Shams F, Tabebordbar F. Mediating role of academic self-efficacy for goal oriantation and math performance. Psychological methods and models 2011; 3(1): 82-95.
3. Wells A. Emotional disorders and metacognition: Innovative cognitive therapy. Chichester: Wiley; 2000.
4. Wells A, Sembi S. Metacognitive therapy for PTSD: a preliminary investigation of a new brief treatment. J Behav Ther Exp Psychiatry2004; 35(4):307-18. [DOI:10.1016/j.jbtep.2004.07.001
5. Swanson LH, Jerman O. The influence of working memory of reading growth in subgroups of children with reading disabilities. Journal of Exceptional Child Psychology 2007; 96(4): 249- 83. [DOI:10.1016/j.jecp.2006.12.004
6. Desoete A, Ozsoy G. Introduction: Metacognition, more than the lognes monster? International Electronic Journal of Elementary Education 2009; 2(1): 1-6.
7. Akturk AO, Sahin I. Literature Review on Metacognition and its Measurement. Procedia social and behavioral sciences 2011; 15(3): 3731-736. [DOI:10.1016/j.sbspro.2011.04.364
8. Ozsoy G. An investigation of the relationship between metacognition and mathematics achievement. Journal of Asia Pacific Education 2011; 12: 227-35. [DOI:10.1007/s12564-010-9129-6
9. Bayat S, Tarmizi RA. Assessing cognitive and metacognitive strategies during Algebra problem solving among university students. Procedia Social and Behavioral Sciences 2010; 8(3): 403-10. [DOI:10.1016/j.sbspro.2010.12.056
10. Sharifi saki, Sh, Falah MH, Zare H. Role of mathematics self-efficacy, mathematics self-concept and perceived classroom environment in students' mathematics achievement with controlling the gender role. Quarterly Journal of Research in School and Virtual Learning 2014; 7(3): 9-22.
11. Anjum R. The Impact of self-efficacy on Mathematics Achievement of primary school children.Pakistan Journal of psychological Research 2006; 21: 61-78.
12. Marsh HW, Byrne BM, Yeung AS. Causal ordering of academic selfconcept and achievement: reanalysis of a pioneering study and revised recommend-ations. Educational Psychologist 1997; 34: 154-57.
13. Pintrich PR, Schunk D. Motivation in education: theory, research, and applications (2nd ed). Upper Saddle River, New Jersey: Prentice-Hall; 2002.
14. Oreizi HR, Abedi A, Taji M. Investigation the relation of counting capability, visualizing, hearing perception and meta-cognitive knowledge with mathematical competence in preschool children in the city of Isfahan. Educational Innovation 2008, 13(4); 132-48.
15. Marsh HW. Self-concept theory, measurement and research into practice: The role of self-concept in educational psychology. Leicester, UK: British Psychological Society; 2007.
16. Suzuki I, yanagi H, Tomura S. A study of factors related of activities of daily living (ADL) of the elderly receiving in home service longitudinal study using functional independence measure. Nippon Koshu Eisei Zasshi. 2007; 54(2): 81-88.
17. Yarmohammadian A, Asli-Azad M. Effects of Metacognition Training on the Improvement of Mathematical Function in Children with Mathematic Learning Disability. Advances in Cognitive Sciences 2012; 14 (1):41-52.
18. Annevirta T, Vauras M. Metacognitive knowledege in primary grades: A longitudinal study. European Journal of Psychology of Education 2001; 16: 257-82. [DOI:10.1007/BF03173029
19. Chang CY. A study of the relationship between college students academic performance and cognitive style, metacognition, motivational and self-regulation factors. Educational psychology 1991; 24: 145-61.
20. Vanzile- Tamsen C, Lovigston JA. The differential impact of motivation on the self- regulated strategy use of high- and lo wachieving college students. Journal of collegesrudent development 2009; 40(1): 45-60.
21. Zimmerman BJ, Martinez- pons N. Student Differences in self- regulated learning: relating grade, sex and gifteduness to self- efficacy and strategy use journal of Educational psychology 1990; 84(1): 51-59. [DOI:10.1037/0022-06126.96.36.199
22. Mousavi S, Jabalameli J, Alibakhshi F. Study of the relation emotional intelligence (EI) and, motivation beliefs self-regulatory on the academic performance. Behavioral Sciences Research 2012; 10(3): 178-92.
23. Hindshaw D. Attention deficit hyperactivity disorder children. Thousand Oaks, CA: sage; 1994.
24. Zimmerman BJ. Self-regulation involves more than metacognition: A social cognitive perspective. Educational Psychologist 1995; 30(4): 217-21. [DOI:10.1207/s15326985ep3004_8
25. Wilkins JLM. Mathematics and science self-concept: An international investigation. Journal of Experimental Education 2004; 72: 331-46. [DOI:10.3200/JEXE.72.4.331-346
26. Marsh HW, Craven RG. Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science 2006; 1: 133-63. [DOI:10.1111/j.1745-6916.2006.00010.x
27. Bembenutty H. Self- Regulation of Learning and Academic Delay of Grafication: Gender and Ethnic Difference among College students. Journal of advanced academics 2008; 18(4): 586-16. [DOI:10.4219/jaa-2007-553
28. Bandura A. Much ado over a faulty conception of perceived self-efficacy grounded in faulty experimentation. Journal of Social and Clinical Psychology 2007; 26(6): 641-58. [DOI:10.1521/jscp.2007.26.6.641