Akeren, İ. (2020). Ergenlerde akademik öz-yeterlik ve derse katilmaya motive olma: Okula bağlanmanin aracilik rolü [Academic self-efficacy and motivation to class engagement in adolescents: The mediating role of school attachment]. Journal of International Social Research/Uluslararası Sosyal Araştırmalar Dergisi, 13(70), 614-624. https://tinyurl.com/38f3mj8d

Alt, D. (2018). Students’ wellbeing, fear of missing out, and social media engagement for leisure in higher education learning environments. Current Psychology, 37, 128-138. https://doi.org/10.1007/s12144-016-9496-1

Asamoah, M. K. (2014). Re-examination of the limitations associated with correlational research. Journal of Educational Research and Reviews, 2(4), 45-52. https://tinyurl.com/26tkaza2

Atik, S., & Çelik, O. T. (2021). Analysis of the relationships between academic motivation, engagement, burnout and academic achievement with structural equation modelling. International Journal of Contemporary Educational Research, 8(2), 118-130. https://doi.org/10.33200/ijcer.826088

Aypay, A., & Eryılmaz, A. (2011). Lise öğrencilerinin derse katılmaya motive olmaları ile okul tükenmişliği arasındaki ilişkinin incelenmesi [investigation of the relationship between high school students’ motivation to class engagement and school burnout]. Mehmet Akif Ersoy University Journal of Education Faculty/Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(21), 26-44. https://tinyurl.com/54dna625

Blumenfeld, P. C., Kempler, T. M., & Krajcik, J. S. (2005). Motivation and cognitive engagement in Learning Environments. In R. K. Sawyer (Ed.), The Cambridge handbook of: The learning sciences (pp. 475–488). Cambridge University Press. https://doi.org/10.1017/CBO9780511816833.029

Böheim, R., Urdan, T., Knogler, M., & Seidel, T. (2020). Student hand-raising as an indicator of behavioral engagement and its role in classroom learning. Contemporary Educational Psychology, 62, Article 101894. https://doi.org/10.1016/j.cedpsych.2020.101894

Boniwell, I., & Ryan, L. (2012). Personal well-being lessons for secondary schools: Positive psychology in action for 11 to 14 year olds: Positive psychology in action for 11 to 14 year olds. Open University Press.

Boulton, C. A., Hughes, E., Kent, C., Smith, J. R., & Williams, H. T. P. (2019). Student engagement and wellbeing over time at a higher education institution. PloS ONE, 14(11), Article e0225770. https://doi.org/10.1371/journal.pone.0225770

Bücker, S., Nuraydin, S., Simonsmeier, B. A., Schneider, M., & Luhmann, M. (2018). Subjective well-being and academic achievement: A meta-analysis. Journal of Research in Personality, 74, 83-94. https://doi.org/10.1016/j.jrp.2018.02.007

Cleofas, J. V. (2020). Student involvement, mental health and quality of life of college students in a selected university in Manila, Philippines. International Journal of Adolescence and Youth, 25(1), 435-447. https://doi.org/10.1080/02673843.2019.1670683

Deci, E. L., & Ryan, R. M. (2016). Optimizing students’ motivation in the era of testing and pressure: A self-determination theory perspective. In W. C. Liu, J. C. K. Wang, R. M. Ryan (Eds.), Building autonomous learners: Perspectives from research and practice using self-determination theory (pp. 9-29). Springer. https://doi.org/10.1007/978-981-287-630-0_2

Demirtaş, A. S., & Baytemir, K. (2019). Warwick-Edinburgh mental iyi oluş ölçeği kisa formu’nun Türkçe’ye uyarlanmasi: Geçerlik ve güvenirlik çalişmasi [Adaptation of the Warwick-Edinburgh Mental Well-being Scale short form into Turkish: Validity and reliability study]. Electronic Journal of Social Sciences/Elektronik Sosyal Bilimler Dergisi, 18(70), 689-701. https://tinyurl.com/4uat45cw

Dimitrijević, A. A., Marjanović, Z. J., & Dimitrijević, A. (2018). Whichever intelligence makes you happy: The role of academic, emotional, and practical abilities in predicting psychological well-being. Personality and Individual Differences, 132, 6-13. https://doi.org/10.1016/j.paid.2018.05.010

Dotterer, A. M., & Lowe, K. (2011). Classroom context, school engagement, and academic achievement in early adolescence. Journal of Youth and Adolescence, 40, 1649-1660. https://doi.org/10.1007/s10964-011-9647-5

Eryılmaz, A. (2009). Barişa yönelik tutumlarin özsaygi ve cinsiyet değişkenleriyle incelenmesi [Examining attitudes towards peace with self-esteem and gender variables]. Balıkesir University the Journal of Social Sciences Institute/Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(21), 23-31. https://tinyurl.com/mrxktryn

Eryılmaz, A. (2010, April 14-17). Okulda motivasyon ve amotivasyon ölçeklerinin geliştirilmesi [Development of motivation and amotivation scales at school] [Paper presentation]. XVI. Ulusal Psikoloji Kongresi [16th National Psychology Congress], Mersin University, Mersin, Türkiye.

Eryılmaz, A. (2013). Okulda motivasyon ve amotivasyon: “Derse katılmada öğretmenden beklentiler ölçeği’nin” geliştirilmesi [Motivation and amotivation at school: Developing the “Scale of Expectations From Teacher About Class Engagement”]. Mehmet Akif Ersoy University Journal of Education Faculty/Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 13(25), 1-18. https://tinyurl.com/yjwx6y33

Eryılmaz, A. (2014). Üniversite öğrencileri için derse katılım ölçeklerinin geliştirilmesi [Development of class participation scales for university students]. Uşak Üniversitesi Sosyal Bilimler Dergisi, 7(2), 203-214. https://tinyurl.com/n52jj838

Eryılmaz, A. (2017). Pozitif psikoterapiler [Positive Psychotherapies]. Current Approaches in Psychiatry/ Psikiyatride Güncel Yaklaşımlar, 9 (3), 346-362. https://doi.org/10.18863/pgy.288667

Eryılmaz, A., & Aypay, A. (2011a). Ergenlerin derse katılmaya motive olmaları ile öznel iyi oluşları arasındaki ilişki [Investigation of the relationship between adolescents’ motivation to class engagement and their level of subjective well-being]. Journal of Human Sciences/Uluslararası İnsan Bilimleri Dergisi, 8(1), 1219-1233. https://tinyurl.com/ye24v4kt

Eryılmaz, A., & Aypay, A. (2011b). Lise öğrencilerinde derse katilmaya motive olma ile yaşam amaçlari belirleme arasindaki ilişkiler [Relationships between motivation to attend class and setting life goals in high school students]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(3), 149-158. https://tinyurl.com/mskfe9a3

George, D., & Mallery, P. (2019). IBM SPSS statistics 26 step by step: A simple guide and reference. Routledge.

Gregory, A., Allen, J. P., Mikami, A. Y., Hafen, C. A., & Pianta, R. C. (2014). Effects of a professional development program on behavioral engagement of students in middle and high school. Psychology in the Schools, 51(2), 143-163. https://doi.org/10.1002/pits.21741

Gunuc, S. (2014). The relationships between student engagement and their academic achievement. International Journal on New Trends in Education and Their Implications, 5(4), 199-214. https://tinyurl.com/bdrkbv7t

Hamaideh, S. H. (2011). Stressors and reactions to stressors among university students. International Journal of Social Psychiatry, 57(1), 69-80. https://doi.org/10.1177/0020764009348442

Hazra, A. (2017). Using the confidence interval confidently. Journal of Thoracic Disease, 9(10), 4125-4130. https://doi.org/10.21037/jtd.2017.09.14  

Jimerson, S. R., Campos, E., & Greif, J. L. (2003). Toward an understanding of definitions and measures of school engagement and related terms. The California School Psychologist, 8, 7-27. https://doi.org/10.1007/BF03340893

Lane, E. S., & Harris, S. E. (2015). A new tool for measuring student behavioral engagement in large university classes. Journal of College Science Teaching, 44(6), 83-91. https://tinyurl.com/4pnfcn92

Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36(1), 1-3. https://doi.org/10.1016/j.cedpsych.2010.11.004

Logan, B., & Burns, S. (2023). Stressors among young Australian university students: A qualitative study. Journal of American College Health, 71(6), 1753-1760. https://doi.org/10.1080/07448481.2021.1947303

Martínez, I. M., Peñalver, J., & Meneghel, I. (2016). Take care of well-being: How facilitators and engagement predict performance of university students. Multidisciplinary Journal for Education, Social and Technological Sciences, 3(1), 100-117. https://doi.org/10.4995/muse.2016.3751

Murray-Harvey, R. (2010). Relationship influences on students' academic achievement, psychological health and well-being at school. Educational and Child Psychology, 27(1), 104-115. https://tinyurl.com/3fhh3w53

Ng, J. Y. Y., Ntoumanis, N., Thøgersen-Ntoumani, C., Deci, E. L., Ryan, R. M., Duda, J. L., & Williams, G. C. (2012). Self-determination theory applied to health contexts: A meta-analysis. Perspectives on Psychological Science, 7(4), 325-340. https://doi.org/10.1177/1745691612447309

Olivier, E., Archambault, I., De Clercq, M., & Galand, B. (2019). Student self-efficacy, classroom engagement, and academic achievement: Comparing three theoretical frameworks. Journal of Youth and Adolescence, 48, 326-340. https://doi.org/10.1007/s10964-018-0952-0

Orkibi, H., & Tuaf, H. (2017). School engagement mediates well-being differences in students attending specialized versus regular classes. The Journal of Educational Research, 110(6), 675-682. https://doi.org/10.1080/00220671.2016.1175408

Ozili, P. K. (2023). The acceptable R-square in empirical modelling for social science research. In Social research methodology and publishing results: A guide to non-native English speakers (pp. 134-143). IGI Global. https://bit.ly/48qsBFx

Öztemel, E. (2018). Eğitimde yeni yönelimlerin değerlendirilmesi ve eğitim 4.0 [Evaluation of new trends in education and education 4.0]. Journal of University Research/Üniversite Araştırmaları Dergisi, 1(1), 25-30. https://tinyurl.com/2r4bwxph

Parsons, J., & Taylor, L. (2011). Improving student engagement. Current Issues in Education, 14(1), 1-33. https://tinyurl.com/zypuk73e

Pietarinen, J., Soini, T., & Pyhältö, K. (2014). Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school. International Journal of Educational Research, 67, 40-51. https://doi.org/10.1016/j.ijer.2014.05.001

Podsakoff, P. M., MacKenzie, S. B., Lee, J.-Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879-903. https://psycnet.apa.org/doi/10.1037/0021-9010.88.5.879

Podsakoff, P. M., MacKenzie, S. B., & Podsakoff, N. P. (2012). Sources of method bias in social science research and recommendations on how to control it. Annual Review of Psychology, 63, 539-569. https://doi.org/10.1146/annurev-psych-120710-100452

Raza, S. A., Qazi, W., & Umer, B. (2020). Examining the impact of case-based learning on student engagement, learning motivation and learning performance among university students. Journal of Applied Research in Higher Education, 12(3), 517-533. https://doi.org/10.1108/JARHE-05-2019-0105

Reschly, A. L., & Christenson, S. L. (2006). Prediction of dropout among students with mild disabilities: A case for the inclusion of student engagement variables. Remedial and Special Education, 27(5), 276-292. https://doi.org/10.1177/07419325060270050301

Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700-712. https://doi.org/10.1037/a0027268

Ryan, R. M., & Brown, K. W. (2005). Legislating competence: The motivational impact of high stakes testing as an educational reform. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence (pp. 354–374). Guilford Press.

Ryan, R. M., Connell, J. P., & Deci, E. L. (1985). A motivational analysis of self-determination and self-regulation in education. In C. Ames & R. E. Ames (Eds.), Research on motivation in education: The classroom in milieu (pp. 13–51). Academic.

Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14. https://doi.org/10.1037/0003-066X.55.1.5

Seligman, M. E. P., Parks, A. C., & Steen, T. (2004). A balanced psychology and a full life. Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences, 359(1449), 1379-1381. https://doi.org/10.1098/rstb.2004.1513

Sheldon, K. M., & Krieger, L. S. (2007). Understanding the negative effects of legal education on law students: A longitudinal test of self-determination theory. Personality and Social Psychology Bulletin, 33(6), 883-897. https://doi.org/10.1177/0146167207301014

Sirgy, M. J., & Wu, J. (2009). The pleasant life, the engaged life, and the meaningful life: What about the balanced life? Journal of Happiness Studies, 10, 183-196. https://doi.org/10.1007/s10902-007-9074-1

Stewart-Brown, S., Tennant, A., Tennant, R., Platt, S., Parkinson, J., & Weich, S. (2009). Internal construct validity of the Warwick-Edinburgh Mental Well-being Scale (WEMWBS): A Rasch analysis using data from the Scottish health education population survey. Health and Quality of Life Outcomes, 7, Article 15. https://doi.org/10.1186/1477-7525-7-15

Tennant, R., Hiller, L., Fishwick, R., Platt, S., Joseph, S., Weich, S., Parkinson, J., Secker, J., & Stewart-Brown, S. (2007). The Warwick-Edinburgh Mental Well-being Scale (WEMWBS): Development and UK validation. Health and Quality of Life Outcomes, 5, Article 63. https://doi.org/10.1186/1477-7525-5-63

Ulmanen, S., Soini, T., Pietarinen, J., & Pyhältö, K. (2016). Students’ experiences of the development of emotional engagement. International Journal of Educational Research, 79, 86-96. https://doi.org/10.1016/j.ijer.2016.06.003

Wang, M.-T., Degol, J. L., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review, 57, Article 100912. https://doi.org/10.1016/j.dr.2020.100912

Wu, Z. (2019). Academic motivation, engagement, and achievement among college students. College Student Journal, 53(1), 99-112. https://tinyurl.com/y524xv2w