هوی، وین (1390). مقدمهای بر روش تحقیق کمی در علوم تربیتی. ترجمه عبدالحسین عباسیان و مرتضی طاهری. انتشارات شرح.
Bandura, A. (1997). Self-efficacy: The exercise of control: New York: W.H.Freeman and Company.
Beard, K., Hoy, W., & Hoy, A. (2010). Academic optimism of individual teachers: Confirming a new construct. Teaching and Teacher Education, 26, 1136-1144.
Beard, K. S., Hoy, W. K., & Hoy, A. W. (2010). Academic optimism of individual teachers: Confirming a new construct. Teaching and Teacher Education, 26(5), 1136-1144.
Bevel, R. (2010). The effects of academic optimism on student academic achievement in Alabama. (Phd), University of Alabama.
Davenport, P., & Anderson, G. (2002). Closing the achievement gap: No excuses: Houston, TX: American Productivity & Quality Center.
DuFour, R., Eaker, R., & Karhanek. (2004). Whatever it takes: How professional learning communities respond when kids don't learn: Bloomington, IN: Solution Tree.
Fahy, P., Wu, H., & Hoy, W. (2009). Individual academic optimism of secondary teachers: A new concepts and its measure. Research Report.
Goddard, R., Hoy, W., & Hoy, A. (2000). Collective Teacher Efficacy: Its Meaning, Measure, and Impact on Student Achievement. American Educational Research Journal, 37(2), 479-507.
Goddard, R., Hoy, W., & Woolfolk Hoy, A. (2004). Collective Efficacy Beliefs: Theoretical Developments, Empirical Evidence, and Future Directions. Educational Researcher, 33(3), 3-13.
Guskey, T., & Passaro, P. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal,, 31, 627-643.
Hoy, W., Hoy, A., & Kurz, N. (2007). Teacher’s academic optimism: The development and test of a new construct. Teaching and Teacher Education, 24(821-835).
Hoy, W., & Miskel, C. (2013). educational administration theory,research and practice: McGRAW-HILL.
Hoy, W., Sweetland, S., & Smith, P. (2002). Toward an Organizational Model of Achievement in High Schools: The Significance of Collective Efficacy. Educational Administration Quarterly, 38(1), 77-93.
Hoy, W., Tarter, C., & Hoy, A. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43(3), 425-446.
Hoy, W., Tarter, C., & Kottkamp, B. (1991). Open schools/healthy schools: Measuring organizational climate: Beverly Hills, CA: Sage.
Lee, V., & Bryk, A. (1989). A multilevel model of the social distribution of high school achievement. Sociology of Education, 62, 172-192.
McGuigan, L., & Hoy, W. (2006). Principal leadership: Creating a culture of academic optimism to improve achievement for all students. Leadership and Policy in Schools, 5, 203-229.
Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory Into Practice, 41(3), 116-142.
Peterson, C. (2000). The future of optimism. American Psychologist, 55, 44-55.
Reeves, J. (2010). Academic Optimism and Organizational Climate: an elementary school effectiveness test of two measures:. (Phd), University of Alabama.
RhoadsD. (2009). Enabling Structure and Collective Efficacy: A Study of the Perceptions of Elementary School Divisions of American Schools in Mexico., Seton Hall university. Retrieved from http://scholarship.shu.edu/dissertations/ Roberts, C.
Scott, D., Duffrin, E., Kelleher, M., & Neuman-Sheldon, B. (2009). Improving low-performing schools: Lessons from five years of studying school restructuring under No Child Left Behind., from http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch _SearchValue_0=ED507412&ERICExtSearch_SearchType_0=no&accno=ED507412
Seligman, M. (1998). Positive social science. APA Monitor, 29(4), 1-2.
Sinden, J., Hoy, W., & Sweetland, S. (2004). An analysis of enabling school structure. Journal of Educational Administration, 42(4).
Sweetland, S. (2001). Authenticity and sense of power in enabling school structures: An empirical analysis. Education, 121(3), 581.
Sweetland, S., & hoy, W. (2001). Designing Better Schools: The Meaning and Measure of Enabling School Structures. Educational Administration Quarterly, 37(3), 296-321.
Tschannen-Moran, M. (1999). Collaboration and the need for trust. Journal of Educational Administration, 39(4), 308-331.
Ware, H., & Kitsantas. (2007). Teacher and collective efficacy beliefs as predictors of professional commitment. The Journal of Educational Research,, 100(5), 303-310.
Wu, H., Hoy, W., & Tarter, C. (2013). Enabling school structure,collective responsibility, and a culture of academic optimism Toward a robust model of school performance in Taiwan. Journal of Educational Administration, 51(2), 176-193.