تاثیر برنامه‌ی آموزشی خود تنظیمی هیجانی بر هیجان‌های مثبت یادگیری و جدیت تحصیلی دانش‌آموزان

ابوطالبی، حمید. (1399). تأثیر اشتیاق تحصیلی و جدیت تحصیلی در پیشرفت تحصیلی دانش آموزان دختر دوره ابتدایی منطقه 7 شهر کرج. مدیریت و چشم­انداز آموزش، 2(4)، 119-134. https://doi.org/10.22034/jmep.2021.267311.1047

حیدری، زهرا. گراوند، هوشنگ. (1404). تبیین مدل ساختاری فرسودگی تحصیلی براساس شفقت‌به‌خود با نقش میانجی‌گری جدیت تحصیلی در دانشجویان. مطالعات روان­شناسی تربیتی، انتشار آنلاین، 6 خرداد 1404.  https://doi.ord 10.22111/jeps.2025.49787.5820

رشید زاده، عبداله. فتحی آذر، اسکندر.  بدری، رحیم. و هاشمی، تورج. (1398). اثربخشی آموزش راهبردهای خودگردان فراشناختی بر مؤلفه‌های تعلل ورزی تحصیلی و  هیجانات منفی تحصیلی. پژوهش­های نوین روان‌شناختی، 14(53)، 131-153. https://dor.isc.ac/dor/20.1001.1.27173852.1398.14.53.7.0

سرداری، باقر. (1400). اثربخشی آموزش خودتنظیمی هیجانی بر سطح همدلی و اشتیاق به مدرسه  در دانش­آموزان مقطع تحصیلی ابتدایی با مشکلات هیجانی- رفتاری. تعلیم و تربیت استثنایی،162(2)، 87-97. http://exceptionaleducation.ir/article-1-2326 fa.html

شیخ‌الاسلامی، علی. (1401). پیش‏‌بینی سرزندگی تحصیلی دانش‌‏آموزان بر اساس حمایت تحصیلی و خود پنداره‌ی تحصیلی. پژوهش در نظام‌های آموزشی، 16(57)، 51-61. https://dor.isc.ac/dor/20.1001.1.23831324.1401.16.57.4.3

شیخ‌الاسلامی، علی. و محمدی، نسیم. (1401). مروری بر روان‌درمانی‌های موج سوم. انتشارات نایاب.

شیخ‌الاسلامی، علی. رضایی شریف، علی. و ترابی، سیده نغمه. (1400). نقش ادراک از محیط کلاس، خوش‌بینی تحصیلی و هیجان‌های تحصیلی در پیش‌بینی پیوند با مدرسۀ دانش‌آموزان دختر. پژوهش در نظام‌های آموزشی، 15(52)، 57-46. https://dor.isc.ac/dor/20.1001.1.23831324.1400.15.52.3.5    

نعمتی، شهروز. بدری گر گری، رحیم. و محمدی، رضا.(1402). نقش سامانه­های بازداری و فعال­سازی رفتاری، تیپ­های صبحی و عصری در پیش­بینی هیجان­های تحصیلی مثبت دانش­آموزان. روان­شناسی مدرسه و آموزشگاه، 12(3)، 126.136. https://doi.org/10.22098/jsp.2023.9499.4973

Alarcón-Espinoza, M., Sanduvete-Chaves, S., Anguera, M. T., Samper Garcia, P., & Chacón-Moscoso, S. (2022). Emotional self-regulation in everyday life: A system-atic review. Frontiers in psychology, 13, 884756.

Austermann, Q., Reis, S. M., & Delgado, J. (2025). Evidence-based instructional practices for twice-exceptional students with autism. Gifted Child Quarterly, 69(1), 34-48.

Berkman, E. T. (2016). Self-regulation training. Handbook of self-regulation: Research, theory, and applications, 440-457.

Berking, M., Ebert, D., Cuijpers, P., & Hofmann, S. G. (2013). Emotion regulation skills training enhances the efficacy of inpatient cognitive behavioral therapy for major depressive disorder: a randomized controlled trial. Psychotherapy and psychoso-matics, 82(4), 234-245.

Calkins, S. D. (2007). The emergence of self-regulation: Biological and behavioral control mechanisms supporting toddler competencies. In C. A. Brownell & C. B. Kopp (Eds.), Socioemotional development in the toddler years: Transitions and transformations (pp. 261–284). The Guilford Press.

Carver, C. S., & Scheier, M. F. (2017). Self-regulatory functions supporting motivated action. In Advances in motivation science (Vol. 4, pp. 1-37). Elsevier.

Clark, C. A., Pritchard, V. E., & Woodward, L. J. (2010). Preschool executive functioning abilities predict early mathematics achievement. Developmental psychology, 46(5), 1176.

Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early education and development, 17(1), 57-89.

Denham, S. A., Bassett, H. H., Way, E., Mincic, M., Zinsser, K., & Graling, K. (2012). Preschoolers’ emotion knowledge: Self-regulatory foundations, and predictions of early school success. Cognition & emotion, 26(4), 667-679.

Eldesouky, L., & English, T. (2019). Individual differences in emotion regulation goals: Does personality predict the reasons why people regulate their emotions? Journal of personality, 87(4), 750-766.

Ernst, J., & Stelley, H. (2024). Supporting Young Children’s Self-Regulation Through Nature-Based Practices in Preschool. Behavioral Sciences, 14(11), 1013.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109.

Graziano, P. A., & Hart, K. (2016). Beyond behavior modification: Benefits of social–emotional/self-regulation training for preschoolers with behavior problems. Journal of school psychology, 58, 91-111.

Guo, J., Zou, T., & Peng, D. (2018). Dynamic influence of emotional states on novel word learning. Frontiers in psychology, 9, 537.

Ilgar, S. M., & Karakurt, C. (2018). Importance of promoting self-regulatory abilities in early childhood period. Journal of Education and Practice, 9(12), 30-36.

Law, M., & MacDermid, J. (2024). Evidence-based rehabilitation: A guide to practice. Taylor & Francis.

Moore, D. S., McCabe, G. P., & Craig, B. A. (2009). Introduction to the Practice of Statistics (Vol. 4, p. 641). New York: WH Freeman.

Niu, Z., Wang, Y., Yang, K., Zuo, B., & Wen, F. (2025). Understanding academic expectations: the influence of students’ academic emotions on academic expectations and the mediational role of perceived teacher competence and warmth. Social Psychology of Education, 28(1), 79.

O'Bryon, M. C. (2025). Short-Term Effects of Social-Emotional Learning on High School Students’ Social-Emotional Competencies (Doctoral dissertation, The College of William and Mary). https://scholarworks.wm.edu/etd/

Pekrun, R. (1992). The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators. Applied psychology, 41(4), 359-376.

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational psychology review, 18, 315-341.

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational psychology review, 18, 315-341.

Pekrun, R. (2016). Academic emotions. In Handbook of motivation at school (pp. 120-144). Routledge.

Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In Handbook of research on student engagement (pp. 259-282). Boston, MA: Springer US

Pekrun, R., & Stephens, E. J. (2010). Achievement emotions: A control‐value approach. Social and Personality Psychology Compass, 4(4), 238-255.

Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: exploring control–value antecedents and performance outcomes of a neglected emotion. Journal of educational psychology, 102(3), 531.

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist, 37(2), 91-105.

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist, 37(2), 91-105.

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist, 37(2), 91-105.

Portilla XA, Ballard P J, Adler NE, Boyce WT, Obradović J. An integrative view of school   functioning: transactions between self. Regulation, school engagement, and teacher. Child relationship quality. Child development. 2014; 85(5) ، 1915–1931.

Rad, H. F., Bordbar, S., Bahmaei, J., Vejdani, M., & Yusefi, A. R. (2025). Predicting academic procrastination of students based on academic self-efficacy and emotional regulation difficulties. Scientific Reports, 15(1), 3003.

Sainio, P. J., Eklund, K. M., Ahonen, T. P., & Kiuru, N. H. (2019). The role of learning difficulties in adolescents’ academic emotions and academic achievement. Journal of learning disabilities, 52(4), 287-298.

Savina, E., Fulton, C., & Beaton, C. (2025). Teacher Emotional Competence: A Conceptual Model. Educational Psychology Review, 37(2), 1-34.

Scherer, K. R. (2009). The dynamic architecture of emotion: Evidence for the component process model. Cognition and emotion, 23(7), 1307-1351.

Schmeichel, B. J., & Demaree, H. A. (2010). Working memory capacity and spontaneous emotion regulation: high capacity predicts self-enhancement in response to negative feedback. Emotion, 10(5), 739.

Soleimanpouromran, M. (2022). The relationship between school environment perceptions and self‑regulated learning strategies with academic seriousness and mediating role of school enthusiasm. Journal of Education Experiences, 5(2), 53–68

Sonnentag, T. L., Barnett, M. A. Emotional Self. Regulation. In: Goldstein S., Naglieri J.A. (eds) Encyclopedia of Child Behavior and Development. Springer, Boston, MA. (2011). https://doi.org/10.1007/978-0-387-79061-9_989

Tan, J., Mao, J., Jiang, Y., & Gao, M. (2021). The influence of academic emotions on learning effects: A systematic review. International journal of environmental research and public health, 18(18), 9678.

Ursache, A., Blair, C., & Raver, C. C. (2012). The promotion of self‐regulation as a means of enhancing school readiness and early achievement in children at risk for school failure. Child development perspectives, 6(2), 122-128.

van Lissa, C. J. (2022). Mapping phenomena relevant to adolescent emotion regulation: A text-mining systematic review. Adolescent Research Review, 7(1), 127-139.

Van Lissa, C. J., Keizer, R., Van Lier, P. A., Meeus, W. H., & Branje, S. (2019). The role of fathers versus mothers’ parenting in emotion-regulation development from mid–late adolescence: Disentangling between-family differences from within-family effects. Developmental psychology, 55(2), 377.

Wang MT, Willett JB, Eccles JS. The assessment of school engagement: Examining dimensionality and measurement invariance by gender and race/ethnicity. Journal of School Psychology. 2011: 49: 465.480.

Yang, C., Wei, M., & Liu, Q. (2025). Intersections between cognitive‐emotion regulation, critical thinking and academic resilience with academic motivation and autonomy in EFL learners: Contributions of AI‐mediated learning environments. British Educational Research Journal.