Anne, V., Kuiper, E., & Volman., M. (2022). Teaching practices for self-directed and self-regulated learning: Case studies in Dutch innovative, secondary schools. Educational Research and Reviews, 48, 1-18. https://doi.org/10.1080/03055698.2020.1814699
Bimbola, O., & Daniel, O. I. (2018). Effect of constructivist-based teaching strategy on academic performance of students in integrated science at the junior secondary school level. Educational Research and Reviews, 5, 347–353. https://www.researchgate.net/publication/215461846_Effect_of_constructivist-based_teaching_strategy_on_academic_performance_of_students_in_integrated_science_at_the_junior_secondary_school_level
Borbouor, F. (2020). The effectiveness of the E5 teaching model (based on constructivist approach) on self-regulation and creativity in mathematics among female high school students. The 4th National Conference on New Approaches in Education and Research, Mahmoudabad, Iran. https://civilica.com/doc/981576. [In persian].
Candy, P. (2018). Self-Direction for Lifelong Learning: A Comprehensive Guide to Theory and Practice. Adult Education Quarterly, 42, 192–202. doi 10.5860/choice.29-4017
Das, S., & Kapoor, R. (2023). Efficacy of constructivist approach (CA) in teaching science at upper primary level students of Tripura. International Journal of Educational Research and Technology, 14(2), 120-130. https://www.kuey.net/index.php/kuey/article/view/8371. [In persian].
Davis, M. C., Challenger, R., Jayewardene, D. N., & Clegg, C. W. (2018). Advancing socio-technical systems thinking: A call for bravery. Applied Ergonomics, 45(2):171-80. doi: 10.1016/j.apergo.2013.02.009.
Dehghan Menhshadi, M., Zarehzadeh Mehrizi, M., Vasei Moghaddam, A., & Montazeri Far, E. S. (2022). Effectiveness of teaching experimental sciences through the advance organizer model on academic motivation growth of sixth-grade female students in Yazd. Proceedings of the Second National Conference on Science Education, Yazd, Iran. https://civilica.com/doc/1738333. [In persian].
Fischer, S., & Shachar, H. (2013). Cooperative learning and the achievement of motivation and perception of students in the 11th grade chemistry classes. Learning and Instruction, 14(1):69-87. DOI:10.1016/j.learninstruc.2003.10.003
Ghadampour, E., Sadeghi, M., Yousefvand, M., Maleki, S., & Rajabi, H. (2018). Comparing the Effectiveness of Teaching with Advanced Organizer, Scaffolding, and Traditional Models on Academic Resilience. Studies in Education and Learning (Social Sciences and Humanities, Shiraz University), 123-141. [In persian].
Ghorbani, M. (2020). Comparison of the Effectiveness of Teaching Abstract Mathematics Concepts of First Graders Using 5E and Gagne’s Instructional Design Model on Problem-Solving Skills. Master's Thesis, Payame Noor University, Rey Unit. [In persian].
Goodarzi Sorkhi, F., Bakhshipour, B., & Homayouni, A. (2021). The teaching model of E5 with a constructivist approach on students' problem-solving ability. Middle Eastern Journal of Disability Studies, MEJDS 2021; 11 :127. http://jdisabilstud.org/article-1-2151-fa.html. [In persian].
Harwood, C. G., & Knight, C. J. (2015). Advanced organizers and parenting in youth sport: A position paper on parenting expertise. Psychology of Sport and Exercise, 16, 24–35. DOI:10.1016/j.psychsport.2014.03.001
Hoseini, N. A. (2021). The effect of research-based education on self-direction of ninth grade female students. Journal of Management and Educational Perspective, 3(1), Spring, Article 7. https://dx.doi.org/10.22034/jmep.2021.276076.1049. [In persian].
Jadidi Mohammadabadi, A. (2025). The effectiveness of teaching with multiple methods on self-directed learning and academic achievement of students. Teaching and Learning Research, 22(1), Article 41. https://doi.org/10.22070/TLR.2025.17877.1445. [In persian].
Khajehvand, M. (2019). Investigating the Effectiveness of the E5 Teaching Method on Social Adjustment and Academic Self-Efficacy of Students (Case Study: First Middle School Students in Bazinehroud, Zanjan). Master's Thesis, Payame Noor University, Tehran Province, Rey Center. [In persian].
Khaledi Sardashti, J. (2020). The Effectiveness of Self-Directed Learning on Academic Self-Concept and Personal Self-Efficacy of Elementary Students. Master's Thesis, Payame Noor University, Isfahan Center. [In persian].
Lee, D.-C., & Chang, C.-Y. (2025). Evaluating self-directed learning competencies in digital learning environments: A meta-analysis. Education and Information Technologies, 30(6):6847-6868. DOI:10.1007/s10639-024-13083-2
Loeng, S. (2021). Self-Directed Learning: A Core Concept in Adult Education. Education Research International, Article ID 3816132, 12 pages.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2017). Learning in Adulthood: A Comprehensive Guide (2nd ed.). San Francisco: Jossy-Bass Publisher.https://www.amazon.com/Learning-Adulthood-Comprehensive-Guide-Fourth/dp/1119490480
Mohammadi, M. (2022). The effect of active teaching methods on sixth-grade students’ learning in experimental sciences. Iranian Journal of Educational Research, 12(4), 87-98. 10.22111/JEPS.2022.6574. [In persian].
Nadi, M. A., & Sajadian, E. (2006). Norming the Scale of Self-Directed Learning Assessment Among Female High School Students in Isfahan City. Educational Innovations Quarterly, 5 (4): 111-134. [In persian]. https://noavaryedu.oerp.ir/article_78812.html?lang=en
Pintrich, P. R., & Schunk, D. H. (1998). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
Rostamnejad, F., & Sardari, B. (2021). The Effectiveness of Training Based on the Bybee Five-Step E5 Teaching Model on Academic Competence and Academic Engagement of Students. Research in Education, 7(27): 1-20. https://example-link-research-education.com. [In persian].
Sadeghi, M., & Khalili Gashnigani, Z. (2016). The Role of Self-Directed Learning Dimensions in Predicting Academic Vitality of Students at Lorestan University of Medical Sciences. Research in Medical Education, 9-17. Res Med Edu 2016; 8 (2) :9-17. http://rme.gums.ac.ir/article-1-311-en.html [In persian].
Salaripour, E., Vahedi Sarregani, N., & Vahedi Sarregani, Sh. (2022). The Impact of the Advanced Organizer Teaching Method on Academic Achievement in Social Studies and Social Skills of First-Year High School Students. New Approaches in Educational Sciences Quarterly, 4 (3): 15- 25. 10.22034/naes.2022.342082.1195. [In persian].
Seif, A. A. (2009). Modern Educational Psychology (6th ed.). Tehran: Doran Publications. [In persian].
Shah Mohammadi, N., Sobhani Nejad, M., & Hojjati, R. (2022). The effectiveness of flipped learning method on enhancing self-directed learning and academic achievement of sixth-grade students in science. Teaching and Learning Research, 17(1), 77–90. https://doi.org/10.22070/TLR.2021.10220.0. [In persian].
Williamson, S. N. (2020). Development of a self-rating scale of self-directed learning. Nurse Researcher, 14(2):66-83. DOI:10.7748/nr2007.01.14.2.66.c6022
Zadeh Noor, A. (2024). The impact of advance organizer on creativity and self-directed learning of high school students in Karaj. National Conference on Educational Psychology. https://civilica.com/doc/2080387/.[In persian].
Zimmerman, B. J., & Pons, M. M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614–628. https://doi.org/10.2307/1163093.