Akbari, E., Pilot, A., & Simons, P. R. J. (2015). Autonomy, competence, and relatedness in foreign language learning through Facebook. Computers in Human Behavior, 48, 126-134.
Alavi, M. (1994). Computer-mediated collaborative learning: An empirical evaluation. MIS quarterly, 159-174.
Al-Emran, M., Elsherif, H. M., & Shaalan, K. (2016). Investigating attitudes towards the use of mobile learning in higher education. Computers in Human Behavior, 56, 93-102.
Alrasheedi, M., Capretz, L. F., & Raza, A. (2015). A systematic review of the critical factors for success of mobile learning in higher education (University Students' Perspective). Journal of Educational Computing Research, 52(2), 257-276.
Alrasheedi, M., Capretz, L. F., & Raza, A. (2015). Management’s Perspective on Critical Success Factors Affecting Mobile Learning in Higher Education Institutions—An Empirical Study. Journal of Educational Computing Research, 0735633115620387.
Amutio-Kareaga, A., Franco Justo, C., Gázquez Linares, J. J., & Mañas Mañas, I. (2015). Learning Mindfulness for Enhancing Relaxation and Self-Efficacy on Academic Performance in High School Students. Universitas Psychologica, 14(2), 433-443.
Beachboard, M. R., Beachboard, J. C., Li, W., & Adkison, S. R. (2011). Cohorts and relatedness: Self-determination theory as an explanation of how learning communities affect educational outcomes. Research in Higher Education, 52(8), 853-874.
Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., ... & Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical psychology: Science and practice, 11(3), 230-241.
Blanz, M. (2014). How do study satisfaction and academic performance interrelate? An investigation with students of Social Work programs. European Journal of Social Work, 17(2), 281-292.
Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., & Sese, F. J. (2013). Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance. Computers & Education, 62, 102-110.
Blin, F. (2004). CALL and the development of learner autonomy: Towards an activity-theoretical perspective. ReCALL, 16(02), 377-395.
Boe, O., & Hagen, K. (2015). Using Mindfulness to Reduce the Perception of Stress During an Acute Stressful Situation. Procedia-Social and Behavioral Sciences, 197, 858-868.
Brophy, J. (2004). Motivating students to learn (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
Bryan Goodwin (2015). Mobile Devices: Driving Us to Distraction? Educational Leadership: Teaching with Mobile Tech, 72(8), 75-76.
Chambers, R., Lo, B. C. Y., & Allen, N. B. (2008). The impact of intensive mindfulness training on attentional control, cognitive style, and affect.Cognitive therapy and research, 32(3), 303-322.
Chang, C. C., Liang, C., Yan, C. F., & Tseng, J. S. (2013). The impact of college students’ intrinsic and extrinsic motivation on continuance intention to use English Mobile Learning Systems. The Asia-Pacific Education Researcher,22(2), 181-192.
Chang, J. H., Huang, C. L., & Lin, Y. C. (2015). Mindfulness, basic psychological needs fulfillment, and well-being. Journal of Happiness Studies,16(5), 1149-1162.
Chang, K. Y. (2013). Factors Affecting Student Satisfaction In Different Learning Deliveries.
Chapman, E. (2003). Assessing Student Engagement Rates. ERIC Digest.
Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741-752.
Chen, Q., & Yan, Z. (2016). Does multitasking with mobile phones affect learning? A review. Computers in Human Behavior, 54, 34-42.
Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior.Computers & Education, 59(3), 1054-1064.
Chiang, T. H., Yang, S. J., & Hwang, G. J. (2014). An Augmented Reality-based Mobile Learning System to Improve Students' Learning Achievements and Motivations in Natural Science Inquiry Activities. Educational Technology & Society, 17(4), 352-365.
Ching, H. H., Koo, M., Tsai, T. H., & Chen, C. Y. (2015). Effects of a mindfulness meditation course on learning and cognitive performance among university students in Taiwan. Evidence-Based Complementary and Alternative Medicine, 2015.
Churchill, D., & Churchill, N. (2008). Educational affordances of PDAs: A study of a teacher’s exploration of this technology. Computers & Education, 50(4), 1439-1450.
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety: Experiencing flow in work and play. San Francisco, CA: Jossey-Bass.
Czajkowski, A. M. L., & Greasley, A. E. (2015). Mindfulness for singers: The effects of a targeted mindfulness course on learning vocal technique. British Journal of Music Education, 32(02), 211-233.
Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and higher education, 15(1), 3-8.
David, P., Kim, J. H., Brickman, J. S., Ran, W., & Curtis, C. M. (2015). Mobile phone distraction while studying. new media & society, 17(10), 1661-1679.
de Bilde, J., Vansteenkiste, M., & Lens, W. (2011). Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory. Learning and Instruction, 21(3), 332-344.
Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of research in personality, 19(2), 109-134.
Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Publishing.
Deci, E.L., & Ryan, R.M. (1994). Promoting self determined education. Scandinavian Journal of Educational Research, 38, 3-41.
Deci, E.L., & Ryan, R.M. (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.
Deci, E.L., Vallerand, R.J., Pelletier, L.G., Ryan, R.M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325–346.
Denk, M., Weber, M., & Belfin, R. (2007). Mobile learning–challenges and potentials. International Journal of Mobile Learning and Organisation, 1(2), 122-139.
Erickson, L. C., Thiessen, E. D., Godwin, K. E., Dickerson, J. P., & Fisher, A. V. (2015). Endogenously and exogenously driven selective sustained attention: Contributions to learning in kindergarten children. Journal of experimental child psychology, 138, 126-134.
Evans, P. (2015). Self-determination theory: An approach to motivation in music education. Musicae Scientiae, 19(1), 65-83.
Feldman, G., Hayes, A., Kumar, S., Greeson, J., & Laurenceau, J. P. (2007). Mindfulness and emotion regulation: The development and initial validation of the Cognitive and Affective Mindfulness Scale-Revised (CAMS-R). Journal of Psychopathology and Behavioral Assessment, 29(3), 177-190.
Garrison, K. A., Pal, P., Rojiani, R., Dallery, J., O’Malley, S. S., & Brewer, J. A. (2015). A randomized controlled trial of smartphone-based mindfulness training for smoking cessation: a study protocol. BMC psychiatry, 15(1), 1.
Giesbers, B., Rienties, B., Tempelaar, D., & Gijselaers, W. (2013). Investigating the relations between motivation, tool use, participation, and performance in an e-learning course using web-videoconferencing. Computers in Human Behavior, 29(1), 285-292.
Grangeia, T. D. A. G., de Jorge, B., Franci, D., Santos, T. M., Setubal, M. S. V., Schweller, M., & de Carvalho-Filho, M. A. (2016). Cognitive Load and Self-Determination Theories Applied to E-Learning: Impact on Students' Participation and Academic Performance. PloS one, 11(3), e0152462.
Gunaratana, H. (1993). Sati: Mindfulness in Plain English. California Buddhist Vihara Society.
Guthrie, J. T., & Anderson, E. (1999). Engagement in reading: Processes of motivated, strategic, knowledgeable, social readers. Engaged reading: Processes, practices, and policy implications, 17-45.
Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A measure of college student course engagement. The Journal of Educational Research, 98(3), 184-192.
Hanh, T. N. (1976). TheMiracle ofMindfulness! A Manual on Meditation.
Harmon, C., & Rossiter, R. (2012, October). Learning to be therapeutically present-Weaving mindfulness practice into an undergraduate nursing program. In INTERNATIONAL JOURNAL OF MENTAL HEALTH NURSING (Vol. 21, pp. 10-10). 111 RIVER ST, HOBOKEN 07030-5774, NJ USA: WILEY-BLACKWELL.
Helliwell, J. F., & Putnam, R. D. (2004). The social context of well-being.Philosophical transactions-royal society of London series B biological sciences, 1435-1446.
Hijzen, D., Boekaerts, M., & Vedder, P. (2007). Exploring the links between students' engagement in cooperative learning, their goal preferences and appraisals of instructional conditions in the classroom. Learning and Instruction, 17(6), 673-687.
Holton, E. F. (1996). The flawed four‐level evaluation model. Human resource development quarterly, 7(1), 5-21.
Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review,17, 63-84.
Hsieh, S. W., & Wu, M. P. (2013). Exploring Learning Performance toward Cognitive Approaches of a Virtual Companion System in LINE app for m-learning. Eurasia Journal of Mathematics, Science & Technology Education,9(4), 337-346.
Huan, Y., Li, X., Aydeniz, M., & Wyatt, T. (2015). Mobile Learning Adoption: An Empirical Investigation for Engineering Education. INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION, 31(4), 1081-1091.
Huang, J. J., Yang, S. J., Huang, Y. M., & Hsiao, I. Y. (2010). Social Learning Networks: Build Mobile Learning Networks Based on Collaborative Services.Educational Technology & Society, 13(3), 78-92.
Hwang, G. J., & Chang, H. F. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers & Education, 56(4), 1023-1031.
Hwang, G. J., Wu, P. H., Zhuang, Y. Y., & Huang, Y. M. (2013). Effects of the inquiry-based mobile learning model on the cognitive load and learning achievement of students. Interactive Learning Environments, 21(4), 338-354.
Hwang, Y. (2010). Investigating the role of identity and gender in technology mediated learning. Behaviour & Information Technology, 29(3), 305-319.
Hyland, T. (2011). Mindfulness and learning: Celebrating the affective dimension of education (Vol. 17). Springer Science & Business Media.
Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. Educational Studies, 40(3), 277-291.
Kabat, Z. J., Massion, A. O., & Kristeller, J. (1992). Effectiveness of ameditation-based stress reduction program in the treatmentof anxiety disorders. Am J Psychiatry, 149, 936-943.
Kabat‐Zinn, J. (2003). Mindfulness‐based interventions in context: past, present, and future. Clinical psychology: Science and practice, 10(2), 144-156.
Kabat-Zinn, J. Wherever you go, there you are: Mindfulness meditation in everyday life. 1994. London: Piatkus Google Scholar.
Kaufman, R., & Keller, J. M. (1994). Levels of evaluation: beyond Kirkpatrick.Human Resource Development Quarterly, 5(4), 371-380.
Kee, Y. H., & Wang, C. J. (2008). Relationships between mindfulness, flow dispositions and mental skills adoption: A cluster analytic approach.Psychology of Sport and Exercise, 9(4), 393-411.
Kim, J., Kwon, Y., & Cho, D. (2011). Investigating factors that influence social presence and learning outcomes in distance higher education. Computers & Education, 57(2), 1512-1520.
Kissinger, J. S. (2013). The Social & Mobile Learning Experiences of Students Using Mobile E-Books. Journal of Asynchronous Learning Networks, 17(1), 155-170.
Klopfer, E., Squire, K., & Jenkins, H. (2002). Environmental detectives: PDAs as a window into a virtual simulated world. In Wireless and Mobile Technologies in Education, 2002. Proceedings. IEEE International Workshop on (pp. 95-98). IEEE.
Klopfer, E., Squire, K., & Jenkins, H. (2002). Environmental detectives: PDAs as a window into a virtual simulated world. Paper presented at the Wireless and Mobile Technologies in Education, 2002. Proceedings. IEEE International Workshop on.
Ko, W. H., & Chung, F. M. (2014). Teaching quality, learning satisfaction, and academic performance among hospitality students in Taiwan. World Journal of Education, 4(5), 11.
Kormos, J., & Csizér, K. (2014). The Interaction of Motivation, Self‐Regulatory Strategies, and Autonomous Learning Behavior in Different Learner Groups.Tesol quarterly, 48(2), 275-299.
Laakso, M. J., Myller, N., & Korhonen, A. (2009). Comparing Learning Performance of Students Using Algorithm Visualizations Collaboratively on Different Engagement Levels. Educational Technology & Society, 12(2), 267-282.
Langer, E.J. (1997). The power of mindful learning. Reading, MA: Addison Wesley.
Lavigne, G. L., Vallerand, R. J., & Miquelon, P. (2007). A motivational model of persistence in science education: A self-determination theory approach.European Journal of Psychology of Education, 22(3), 351-369.
Leidner, D. E., & Fuller, M. (1997). Improving student learning of conceptual information: GSS supported collaborative learning vs. individual constructive learning. Decision Support Systems, 20(2), 149-163.
Leidner, D. E., & Jarvenpaa, S. L. (1993). The information age confronts education: Case studies on electronic classrooms. Information Systems Research, 4(1), 24-54.
Lin, Q., Lin, L., & Ye, D. (2015). Factors influencing knowledge-sharing behaviors and learning effect: A multilevel investigation. Social Behavior and Personality: an international journal, 43(10), 1683-1698.
Linnenbrink, E. A., & Pintrich, P. R. (2002). The role of motivational beliefs in conceptual change. In Reconsidering conceptual change: Issues in theory and practice (pp. 115-135). Springer Netherlands.
Liu, Y. (2008, July). An adoption model for mobile learning. In Proceeding for the IADIS International Conference e-Commerce.
Lykins, E. L., Baer, R. A., & Gottlob, L. R. (2012). Performance-based tests of attention and memory in long-term mindfulness meditators and demographically matched nonmeditators. Cognitive therapy and research, 36(1), 103-114.
McCloskey, L. E. (2015). Mindfulness as an intervention for improving academic success among students with executive functioning disorders.Procedia-Social and Behavioral Sciences, 174, 221-226.
Mihaela, P. L. (2015). Psychological factors of academic success. Procedia - Social and Behavioral Sciences, 180, 1632-1637.
Miller, J. J., Fletcher, K., & Kabat-Zinn, J. (1995). Three-year follow-up and clinical implications of a mindfulness meditation-based stress reduction intervention in the treatment of anxiety disorders. General hospital psychiatry,17(3), 192-200.
Mustafa, S. M. S., Elias, H., Noah, S. M., & Roslan, S. (2010). A proposed model of motivational influences on academic achievement with flow as the mediator. Procedia-Social and Behavioral Sciences, 7, 2-9.
Naismith, L., Sharples, M., Vavoula, G., & Lonsdale, P. (2004). Literature review in mobile technologies and learning.
Nardi, B. A. (1996). Context and consciousness: activity theory and human-computer interaction. mit Press.
Ning, H. K., & Downing, K. (2010). The reciprocal relationship between motivation and self-regulation: A longitudinal study on academic performance.Learning and Individual Differences, 20(6), 682-686.
Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self‐determination theory. Language learning, 50(1), 57-85.
Paas, F. G., & Van Merriënboer, J. J. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of educational psychology, 86(1), 122.
Pachler, N., Bachmair, B., & Cook, J. (2009). Mobile learning: structures, agency, practices. Springer Science & Business Media.
Pachler, N., Ranieri, M., Manca, S., & Cook, J. (2012). Editorial: Social networking and mobile learning. British Journal of Educational Technology,43(5), 707-710.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33.
Rasul, S., & Bukhsh, Q. (2011). A study of factors affecting students’ performance in examination at university level. Procedia-Social and Behavioral Sciences, 15, 2042-2047.
Reeve, J., & Jang, H. (2006). What teachers say and do to support students' autonomy during a learning activity. Journal of educational psychology, 98(1), 209.
Réka, J., Kármen, D., Susana, F., Kinga, K. J., Edit, M., & Kinga, S. (2015). Implications of Motivational Factors Regarding the Academic Success of Full-time and Distance Learning Undergraduate Students: A Self-determination Theory Perspective. Procedia-Social and Behavioral Sciences, 187, 50-55.
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students' academic performance: a systematic review and meta-analysis. Psychological bulletin, 138(2), 353.
Roca, J. C., & Gagné, M. (2008). Understanding e-learning continuance intention in the workplace: A self-determination theory perspective. Computers in Human Behavior, 24(4), 1585-1604.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Ryan, R. M., Huta, V., & Deci, E. L. (2013). Living well: A self-determination theory perspective on eudaimonia. In The Exploration of Happiness (pp. 117-139). Springer Netherlands.
Schoeberlein, D. R., & Sheth, S. (2009). Mindful teaching and teaching mindfulness: A guide for anyone who teaches anything. Simon and Schuster.
Schreiner, L. A., & Louis, M. (2006). Measuring engaged learning in college students: Beyond the borders of NSSE. In annual meeting of the Association for the Study of Higher Education, Anaheim, CA.
Scrimin, S., Altoè, G., Moscardino, U., Pastore, M., & Mason, L. (2016). Individual Differences in Emotional Reactivity and Academic Achievement: A Psychophysiological Study. Mind, Brain, and Education, 10(1), 34-46.
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.
Shih, R. C., Lee, C., & Cheng, T. F. (2015). Effects of English spelling learning experience through a mobile LINE App for college students. Procedia-Social and Behavioral Sciences, 174, 2634-2638.
Siegel, D. J. (2007). The Mindful Brain: Reflection and Attunement in the Cultivation of Well-Being (Norton Series on Interpersonal Neurobiology). WW Norton & Company.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of educational psychology, 85(4), 571.
Skinner, E. A., Wellborn, J. G., & Connell, J. P. (1990). What it takes to do well in school and whether I've got it: A process model of perceived control and children's engagement and achievement in school. Journal of educational psychology, 82(1), 22.
So, H.-J., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51(1), 318-336.
Sørebø, Ø., Halvari, H., Gulli, V. F., & Kristiansen, R. (2009). The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology. Computers & Education, 53(4), 1177-1187.
Standage, M., Duda, J. L., & Ntoumanis, N. (2006). Students' motivational processes and their relationship to teacher ratings in school physical education: A self-determination theory approach. Research quarterly for exercise and sport, 77(1), 100-110.
Stanley, E. A., Schaldach, J. M., Kiyonaga, A., & Jha, A. P. (2011). Mindfulness-based mind fitness training: A case study of a high-stress predeployment military cohort. Cognitive and Behavioral Practice, 18(4), 566-576.
Stone, T. (2010): Enterprise Mobile Learning and Development. A Guide for CLOs and Training Managers
Thienot, E., Jackson, B., Dimmock, J., Grove, J. R., Bernier, M., & Fournier, J. F. (2014). Development and preliminary validation of the mindfulness inventory for sport. Psychology of Sport and Exercise, 15(1), 72-80.
Tough, A. (1982). Some major reasons for learning. Eric Document Reproduction Service No. ED, 33, 251.
Valås, H., & Søvik, N. (1994). Variables affecting students' intrinsic motivation for school mathematics: Two empirical studies based on Deci and Ryan's theory on motivation. Learning and Instruction, 3(4), 281-298.
Van De Bogart, W., & Wichadee, S. (2015). Exploring students’ intention to use LINE for academic purposes based on technology acceptance model. The International Review of Research in Open and Distributed Learning, 16(3).
van der Riet, P., Rossiter, R., Kirby, D., Dluzewska, T., & Harmon, C. (2015). Piloting a stress management and mindfulness program for undergraduate nursing students: Student feedback and lessons learned. Nurse education today, 35(1), 44-49.
Wang, Y. S. (2003). Assessment of learner satisfaction with asynchronous electronic learning systems. Information & Management, 41(1), 75-86.
Williams, G. C., Saizow, R. B., & Ryan, R. M. (1999). The importance of self-determination theory for medical education. Academic Medicine, 74(9), 992-5.
Wong, C. H., Tan, G. W. H., Loke, S. P., & Ooi, K. B. (2015). Adoption of mobile social networking sites for learning?. Online Information Review, 39(6), 762-778.
Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers & Education, 55(1), 155-164.
Wu, T. T. (2014). Using smart mobile devices in social-network-based health education practice: A learning behavior analysis. Nurse education today, 34(6), 958-963.
Yang, H. J. (2004). Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical–vocational colleges. International Journal of Educational Development, 24(3), 283-301.
Yang, X., Li, X., & Lu, T. (2015). Using mobile phones in college classroom settings: Effects of presentation mode and interest on concentration and achievement. Computers & Education, 88, 292-302.
Zhu, C. (2012). Student Satisfaction, Performance, and Knowledge Construction in Online Collaborative Learning. Educational Technology & Society, 15(1), 127-136.
Zimmerman, B. J., & Kitsantas, A. (2014). Comparing students’ self-discipline and self-regulation measures and their prediction of academic achievement.Contemporary Educational Psychology, 39(2), 145-155.