Abd Al-Salam, A. (2004). The effects of three styles of teaching on the performance level and practice trials of long serves and short serves in badminton. Dirasat: Educational Sciences, 31, 88-104.
 AlMulla-Abdullah, F. (2003). The effectiveness of the reciprocal teaching style on the level of shooting skills acquisition in team handball. Journal of Educational Psychological Science, 3, 10-37.
 Ames, C. (1984). Competitive, cooperative and individualistic goal structures: A motivational analysis. In R. Ames, & C. Ames (Eds.), Research on motivation in education. Vol. 1: Student motivation (pp. 177-207). New York: Academic Press.
 Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267. doi:10.1037/0022-06184.108.40.2060
 Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers and students. Learning and Instruction, 7, 161-186. doi:10.1016/S0959-4752(96)00015-1
 Brown, A. (1987). Metacognition, executive control, self-regulation and other more mysterious mechanisms. In F. Weinert, & R. Kluwer (Eds.), Metacognition, motivation and understanding (pp. 65-116). Hillsdale: Erlbaum.
 Crews, D. J. (1993). Self-regulation strategies in sport and exercise. In R. N. Singer, M. Murphey, and L. K. Tennant (Eds.), Handbook of research on sport psychology (pp. 557-568). New York: Macmillan Publishing Company.
 Cross, D. R., & Paris, S. G. (1988). Developmental an instructional analysis of children’s metacognition and reading comprehension. Journal of Educational Psychology, 80, 131-142. doi:10.1037/0022-06220.127.116.11
 Cunningham, G. B., & Xiang, P. (2008). Testing the mediating role of motivational climate in the relationship between achievement goals and satisfaction: Are the relationships invariant across sex? Journal of Teaching in Physical Education, 27, 192-204.
 Curtner-Smith, M. D., Todorovich, J. R., McCaughtry, N. A., & Lacon, S. A. (2001). Urban teachers’ use of productive and reproductive teaching styles within the confines of the National Curriculum for physical education. European Physical Education Review, 7, 177- 190. doi:10.1177/1356336X010072005
 Digelidis, N., Papaioannou, A., Laparidis, K., & Christodoulidis, T. (2003). A one-year intervention in 7th grade physical education classes aiming to change motivational climate and attitudes towards exercise. Psychology of Sport and Exercise, 4, 195-210. doi:10.1016/S1469-0292(02)00002-X
 Duda, J. L., Cumming, J., & Balaguer, I. (2005). Enhancing athletes’ self regulation, task involvement, and self determination via psychological skills training. In D. Hackfort, J. Duda, & R. Lidor (Eds.), Handbook of applied sport psychology research: International perspectives (pp. 143-165). Morgantown, WV: Fitness Information Technology.
 Efklides, A. (2001). Metacognitive experiences in problem solving: Metacognition, motivation, and self-regulation. In A. Efklides, J. Kuhl, and R. M. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 297-323). Dordrecht: Kluwer.
 Epstein, J. L. (1989). Family structures and student motivation: A developmental perspective. In C. Ames, & R. Ames (Eds.), Research on motivation in education: Vol. 3. Goals and cognitions. Orlando: Academic Press.
 Chatoupis, C., & Emmanuel, C. (2003). “The effects of two disparate instructional approaches on students” self-perceptions in elementary physical education. European Journal of Sport Science, 3, 1-16. doi:10.1080/17461390300073101
 Ford, J. K., Smith, E. M., Weissbein, D. A., Gully, S. M., & Salas, E. (1998). Relationships of goal orientation, metacognitive activity and practice strategies with learning outcomes and transfer. Journal of Applied Psychology, 83, 218-233. doi:10.1037//0021-9010.83.2.218
 Goldberger, M., Gerney, P., & Chamberlain J. (1982). The effects of three styles of teaching on the psychomotor performance of fifth grade children. Research Quarterly for Exercise and Sport, 53, 116- 124.
 Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1994). Role of parental motivational practices in children’s academic intrinsic motivation and achievement. Journal of Educational Psychology, 86, 104-113. doi:10.1037//0022-0618.104.22.168
 Goudas, M., Biddle, S., Fox, K., & Underwood, M. (1995). It ain’t what you do, it’s the way that you do it! Teaching style affects children’s motivation in track and field. The Sport Psychologist, 18, 462-471.
 Guan, J., Xiang, P., McBride, R. E., & Bruene, A. (2006). Achievement goals, social goals, and students’ reported persistence and effort in high school physical education. Journal of Teaching in Physical Education, 25, 58-74.
 Jaakkola, T. & Digelidis, N. (2007). Establishing a positive motivational climate in physical education. In J. Liukkonen, Y. Vanden Auweele, B. Vereijken, D. Alfermann, & Y. Theodorakis (Eds.), Psychology for physical educators: Student in focus (2nd ed.; pp. 3-20). Champaign: Human Kinetics.
 Kirschenbaum, D. S., & Wittrock, D. A. (1984). Cognitive-behavioral interventions in sport: A self-regulatory perspective. In J. M. Silva, & R. S. Weinberg (Eds.), Psychological foundations of sport (pp. 81-90). Champaign, IL: Human Kinetics.
 Loyens, S. M. M., Joshua, M., & Rikers, R. M. J. P. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educational Psychological Review, 20, 411- 427. doi:10.1007/s10648-008-9082-7
 McAuley, E., Duncan, T., & Tammen, V. (1989). Psychometric properties of the intrinsic motivation inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise and Sport, 60, 48-58.
 McCarthy, P. J., Jones, M. V., & Clark-Carter, D. (2008). Understanding enjoyment in youth sport: A developmental perspective. Psychology of Sport and Exercise, 9, 142-156. doi:10.1016/j.psychsport.2007.01.005
 Morgan, K., Kingston, K., & Sproule, J. (2005). Effects of different teaching styles on the teacher behaviours that influence motivational climate and pupils’ motivation in physical education. European Physical Education Review, 11, 257-285. doi:10.1177/1356336X05056651
 Ommundsen, Y. (2006). Pupils’ self-regulation in physical education: The role of motivational climates and differential achievement goals. European Physical Education Review, 12, 289-315. doi:10.1177/1356336X06069275
 Otero, J., & Campanario, J. (1992). The relationship between academic achievement and metacognitive comprehension monitoring ability of Spanish secondary school students. Educational and Psychological Measurement, 52, 419-430. doi:10.1177/0013164492052002017
 Papaioannou, A., & Kouli, O. (1999). The effect of task structure, perceived motivational climate and goal orientations on students’ task involvement and anxiety. Journal of Applied Sport Psychology, 11, 51-71. doi:10.1080/10413209908402950
 Papaioannou, A., Ampatzoglou, G., Kalogiannis, P., & Sagovits, A. (2008). Social agents, achievement goals, satisfaction and academic achievement in youth sport. Psychology of Sport and Exercise, 9, 122-141. doi:10.1016/j.psychsport.2007.02.003
 Papaioannou, A., Milosis, D., Kosmidou, E., & Tsigilis, N. (2007). Motivational climate and achievement goals at the situational level of generality. Journal of Applied Sport Psychology, 19, 38-66. doi:10.1080/10413200601113778
 Papaioannou, A., Simou, T., Kosmidou, E., Milosis, D., & Tsigilis, N. (2009). Goal orientations at the global level of generality and in physical education: Their association with self-regulation, affect, beliefs and behaviours. Psychology of Sport and Exercise, 10, 466-480. doi:10.1016/j.psychsport.2009.01.003
 Petlichkoff, L. M. (2003). Self-regulation skills for children and adolescents. In M. R. Weiss (Ed.), Developmental sport and exercise psychology: A lifespan perspective (pp. 269-288). Morgantown, WV: Fitness Information Technology.
 Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555. doi:10.1037//0022-0622.214.171.1244
 Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40. doi:10.1037/0022-06126.96.36.199
 Stipek, D., & Hoffman, J. (1980). Children’s achievement-related expectancies as a function of academic performance histories and sex. Journal of Educational Psychology, 72, 861-865. doi:10.1037/0022-06188.8.131.521
 Theodosiou, A., & Papaioannou, A. (2006). Motivational climate, achievement goals and metacognitive activity in physical education and exercise involvement in out-of-school settings. Psychology of Sport and Exercise, 7, 361-379. doi:10.1016/j.psychsport.2005.10.002
 Theodosiou, A., Mantis, K., & Papaioannou, A. (2008). Student self-reports of metacognitive activity in physical education classes. Agegroup differences and the effect of goal orientations and perceived motivational climate. Educational Research and Reviews, 3, 353-364.
 Theodosiou, A., Papaioannou, A., & Mantis, K. (2005). Factor structure and discriminant validity of the metacognitive processes in physical education questionnaire. Scientific Annuals of Psychological Society of Northern Greece, 3, 91-118.
 Thill, E., & Brunel, P. (1995). Ego involvement and task involvement: Related conceptions of ability, effort, and learning strategies among soccer players. International Journal of Sport Psychology, 26, 81-97.
 Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1, 3-14. doi:10.1007/s11409-006-6893-0
 Viciana, J., Cervello, E. M., & Ramirez-Lechga, J. (2007). Effect of manipulating positive and negative feedback on goal orientations, perceived motivational climate, satisfaction, task choice, perception of ability, and attitude toward physical education lessons. Perceptual and Motor Skills, 105, 67-82. doi:10.2466/PMS.105.5.67-82
 Vrugt, A., & Oort, F. J. (2008). Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement. Metacognition and Learning, 30, 123-146. doi:10.1007/s11409-008-9022-4
 Weinstein, R. S., & Middlestadt, S. E. (1979). Student perception of teacher interactions with male high and low achievers. Journal of Educational Psychology, 71, 421-431. doi:10.1037/0022-06184.108.40.2061
 Xiang, P., McBride, R., & Bruene, A. (2003). Relations of parents’ beliefs to children’s motivation in an elementary physical education running program. Journal of Teaching in Physical Education, 22, 410-425.
 Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). New York: Academic Press. doi:10.1016/B978-012109890-2/50031-7
 Zimmerman, B. J. & Kitsantas, A. (1996). Self-regulated learning of a motoric skill: The role of goal setting and self-monitoring. Journal of Applied Sports Psychology, 8, 60-75. doi:10.1080/10413209608406308
 Zimmerman, B. J., & Kitsantas, A. (1997). Developmental phases in self-regulation: Shifting from process goals to outcome goals. Journal of Educational Psychology, 89, 29-36. doi:10.1037/0022-06220.127.116.11