اثربخشی آموزش شادی‌بخشی لیوبومیرسکی بر هیجان مثبت یادگیری و خودتنظیمی تحصیلی در بین دانشجویان دختر دانشگاه اصفهان

References

Alam, A. (2022). Positive psychology goes to school: conceptualizing students’ happiness in 21st century schools while ‘minding the mind!’are we there yet? Evidence-backed, school-based positive psychology interventions. ECS Transactions, 107(1), 11199.‏

Armenta, C. N., Fritz, M. M., & Lyubomirsky, S. (2017). Functions of positive emotions: Gratitude as a motivator of self-improvement and positive change. Emotion Review, 9(3), 183-190.

Bağçeci, B., & Kanadli, S. (2014). The study of adapting self-regulation questionnaire into Turkish. Journal of Education and Human Development, 3(3), 271-281.

Bao, L., & Xu, T. (2021). Management path of health education in colleges and universities based on positive psychology theory. Psychiatria Danubina, 33(suppl 5), 118-0.

Brakus, J. J., Chen, W., Schmitt, B., & Zarantonello, L. (2022). Experiences and happiness: The role of gender. Psychology & Marketing, 39(8), 1646-1659.‏

Dörrenbächer-Ulrich, L., Weißenfels, M., Russer, L., & Perels, F. (2021). Multimethod assessment of self-regulated learning in college students: different methods for different components? Instructional Science, 49(1), 137-163.

Edossa, A. K., Schroeders, U., Weinert, S., Artelt, C. (2018). The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood. International Journal of Behavioral Development, 42(2), 192-202.

Hayat, A. A., Salehi, A., & Kojuri, J. (2018). Medical student’s academic performance: The role of academic emotions and motivation. Journal of Advances in Medical Education & Professionalism, 6(4), 168.

Iri, Y., Fakhri, M. K., & Hassanzadeh, R. (2019). Modeling the Structural Relationship of Happiness Based on Psychological Well-Being with Self-efficacy Intermediation and Academic Self-regulation in University Students. International Clinical Neuroscience Journal, 6(3), 104.

Kaiser, V., Reppold, C. T., Hutz, C. S., & Almeida, L. S. (2020). Contributions of positive psychology in self-regulated learning: A study with brazilian undergraduate students. Frontiers in Psychology, 2980.

Kryza-Lacombe, M., Tanzini, E., & O’Neill, S. (2019). Hedonic and eudaimonic motives: Associations with academic achievement and negative emotional states among urban college students. Journal of Happiness studies, 20(5), 1323-1341.

Lyubomirsky, S. (2008). The how of happiness: A scientific approach to getting the life you want. Penguin.

McConnell, M., & Eva, K. W. (2022). Emotions and learning: cognitive theoretical and methodological approaches to studying the influence of emotions on learning. Researching medical education, 279-290.‏

Miller, M., Kiverstein, J., & Rietveld, E. (2022). The predictive dynamics of happiness and well-being. Emotion Review, 14(1), 15-30.‏

Montgomery, M. (2022). Reversing the gender gap in happiness. Journal of Economic Behavior & Organization, 196, 65-78.‏

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.

Pressman, S. D., Jenkins, B. N., & Moskowitz, J. T. (2019). Positive affect and health: what do we know and where next should we go? Annual Review of Psychology, 70, 627-650.

Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: examining reasons for acting in two domains. Journal of personality and social psychology, 57(5), 749.

Schunk, D. H., & Zimmerman, B. J. (Eds.). (2023). Self-regulation of learning and performance: Issues and educational applications. Taylor & Francis.‏

Seligman, M. E. (2019). Positive psychology: A personal history. Annual review of clinical psychology, 15, 1-23.

Seligman, M. E. P., & Adler, A. (2018). Positive education. Global happiness policy report, 52-73.

Shamir-Inbal, T., & Blau, I. (2022). Micro-learning in designing professional development for ICT teacher leaders: The role of self-regulation and perceived learning. Professional Development in Education, 48(5), 734-750.

Sheldon, K. M., & Lyubomirsky, S. (2021). Revisiting the sustainable happiness model and pie chart: can happiness be successfully pursued? The journal of positive psychology, 16(2), 145-154.

Spice, L. M. (2021). The effect of induced happiness levels on academic performance.‏

Walsh, L. C., Boehm, J. K., & Lyubomirsky, S. (2018). Does happiness promote career success? Revisiting the evidence. Journal of Career Assessment, 26(2), 199-219.

Wang, Y., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: the past, current status and future directions. Frontiers in Psychology, 12.

Yan, Z. (2020). Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assessment & Evaluation in Higher Education, 45(2), 224-238.

Zheng, J., Huang, L., Li, S., Lajoie, S. P., Chen, Y., & Hmelo-Silver, C. E. (2021). Self-regulation and emotion matter: A case study of instructor interactions with a learning analytics dashboard. Computers & Education, 161, 104061.

Zimmerman, B. J. (2023). Dimensions of academic self-regulation: A conceptual framework for education. In Self-regulation of learning and performance (pp. 3-21). Routledge.‏