سلیمان نژاد، اکبر. (1386). تأثیر آموزش راهبردهای یادگیری خودتنظیمی بر عملکرد حل مسئله ریاضی با توجه به سبکهای شناختی دانش آموزان سال سوم دبیرستان رشته ریاضی فیزیک. رساله دکتری چاپنشده، دانشکده علوم تربیتی و روانشناسی دانشگاه تبریز.
رجبی، غلامرضا (1387). هنجاریابی آزمون ماتریسهای پیشرونده ریون رنگی کودکان در دانشآموزان شهر اهواز. روانشناسی معاصر، دوره سو، شماره 1 ، 23-32.
کاردان، ژیلا. (1390). تأثیر نقشه مفهومی بر پیشرفت تحصیلی درس فیزیک دانش آموزان پایه دوم دبیرستان. پایاننامه کارشناسی ارشد چاپنشده، دانشکده علوم تربیتی دانشگاه تبریز.
مصر آبادی، جواد. (1386).اثرات نقشه مفهومی و ویژگیهای ورودی فراگیران بر بازدههای شناختی – عاطفی یادگیری زیستشناسی. پایاننامه دکتری دانشکده علوم تربیتی دانشگاه تبریز.
مصرآبادی، جواد؛ حسینی نسب، داوود؛ فتحی آذر، اسکندر و مقدم، محمد. (1388). تأثیر ساخت و ارائه نقشه مفهومی و سبک یادگیری بر یادداری، درک و حل مسئله در زیستشناسی. مجله مطالعات تربیتی و روانشناسی. (10)3،162-141.
Anastasi, A. and Urbina, S. (1997) Psychological testing. 7th Edition, Prentice Hall, New York
Afamasaga-Fuata, K. (2009). Concept mapping in mathematics. Springer.
Afamasaga-Fuata’i, K. (2009). Concept mapping in mathematics: Research into practice. New York, NY: Springer.
Albert, D., & Steiner, C. (2005). Representing domain knowledge by concept maps: How to validate them?. In 2nd Joint Workshop of Cognition and Learning Through Media-Communication for Advanced e-Learning (JWCL) (pp. 169-174).
Asan, A. (2007). Concept mapping in science class: A case study of fifth grade students. Educational Technology & Society, 10(1), 186-195.
Caldwell, W. H., Al-Rubaee, F., Lipkin, L., Caldwell, D. F., & Campese, M. (2006). Developing a concept mapping approach to mathematics achievement in middle school.
Cotton, S. M., Kiely, P. M., Crewther, D. P., Thomson, B., Laycock, R., & Crewther, S. G. (2005). A normative and reliability study for the Raven's Coloured Progressive Matrices for primary school aged children from Victoria, Australia. Personality and Individual Differences, 39(3), 647-659.
Chularut, P., & DeBacker, T. K. (2004). The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language. Contemporary Educational Psychology, 29(3), 248-263.
Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality and social psychology bulletin, 21(3), 215-225.
Flanagan, F. (2002). An Educational Enquiry into the use of Concept Mapping and Multimedia to Enhance the Understanding of Mathematics.
Flores, R. P. (2008). Concept mapping in mathematics: tools for the development of cognitive and non-cognitive elements. In Proceedings of the Third International Conference on Concept Mapping (pp. 220-227).
Githua, B. N., & Mwangi, J. G. (2003). Students’ mathematics self-concept and motivation to learn mathematics: relationship and gender differences among Kenya’s secondary-school students in Nairobi and Rift Valley provinces. International Journal of Educational Development, 23(5), 487-499.
Greer, G. (2011). Effectiveness of concept maps in assessment and learning mathematical education. Retrieved from: http//wenku.baibu.com.
Hao, J. X., Kwok, R. C. W., Lau, R. Y. K., & Yu, A. Y. (2010). Predicting problem-solving performance with concept maps: An information-theoretic approach. Decision support systems, 48(4), 613-621.
Janassen, D. H., & Wang. S. (1993). Acquiring structural knowledge from semantically structured hypertext. Journal of Computer Based Instruction, 20, 1, 1-8.
Kazlaus, K., & Lynn, R. (2002). Two year test-retest reliability of the Coloured Progressive Matrices. Perceptual Motor Skills, 95 (2), 354.
Ledger, A. F. (2003). The effects of collaborative concept mapping on the achievement, science self-efficacy and attitude toward science of female eighth-grade students.
Lee, Y., & Nelson, D. W. (2005). Viewing or visualising—which concept map strategy works best on problem‐solving performance?. British Journal of Educational Technology, 36(2), 193-203.
Mih, C., & Mih, V. (2011). Conceptual maps as mediators of self-regulated learning. Procedia-Social and Behavioral Sciences, 29, 390-395.
Nagy, G., Watt, H. M., Eccles, J. S., Trautwein, U., Lüdtke, O., & Baumert, J. (2010). The Development of Students' Mathematics Self‐Concept in Relation to Gender: Different Countries, Different Trajectories?. Journal of Research on Adolescence, 20(2), 482-506.
Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them.
Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of educational psychology, 86(2), 193.
Schaal, S. (2010). Cognitive and motivational effects of digital concept maps in pre-service science teacher training. Procedia-Social and Behavioral Sciences, 2(2), 640-647.
Stoyanov, S., & Kommers, P. (2008). Concept mapping instrumental support for problem solving. International journal of continuing engineering education and life long learning, 18(1), 40-53.