مدل‌یابی سازگاری تحصیلی براساس خودتفسیری با نقش میانجی هیجانات پیشرفت در دانشجویان

 

References

 

Akkaya, M., & Dost, M. T. (2021). An examination of university students’ level of assertiveness according to self-construal and five-factor personality Traits. Kastamonu Eğitim Dergisi, 29(2), 480-489. https://doi.org/10.24106/kefdergi.721000.

Al-Shehri, A. M., Al-Qahtani, F. S., & Ibrahim, M. A. (2024). Cognitive-social predictors of university adjustment: The role of self-construal and academic self-efficacy. Journal of Educational Psychology, 116(2), 245-260. https://doi.org/10.1037/edu0000852.

Baker RW, Siryk B. (1984) Measuring Adjustment to College. Journal of Counseling Psychology; 31(2): 179-189. https://doi.org/10.1037/0022-0167.31.2.179.

Baker, R. W., & Siryk, B. (1984). Measuring adjustment to college. Journal of Counseling Psychology, 31(2), 179–189. https://doi.org/10.1037/0022-0167.31.2.179.

Baltar F., Gorjup M. T.(2212). Muestreo Mixto on line: Una aplicación en poblaciones ocultas. Intang. Cap. 2 123–143. 1243326/ic.234

Cassidy, S. (2015). Resilience building in students: the role of academic self-efficacy. Frontiers in Psychology, 6, 1781.

Chen, L., & Zhao, H. (2023). Revisiting Baker and Siryk’s model: A meta-analysis of academic adjustment dimensions in the digital age. Educational Research Review, 40, 100543. https://doi.org/10.1016/j.edurev.2023.100543.

Chen, x & Lu, L. (2022). How classroom management and instructional clarity relate to students'  academic emotions in Hong Kong and England: A multi-group analysis based on the control value theory.Learning and individual Differences,98.

Damaianti, L. Awaliya, A. & Misbach, I. (2019). Relationship between the perception of classroom learning environment and student academic emotions. Jurnal Konseling dan Pendidikan,7(3), 104-112. https://doi.org/10.29210/135900.  

Fairlamb, S (2020). TEACHER-READY RESEARCH REVIEW We Need to Talk About Self-Esteem: The Effect of Contingent Self-Worth on Student Achievement and Well-Being. Scholarship of Teaching and Learning in Psychology. Advance online publication.

Fiedler, K., & Beier, S. (2024). Achievement emotions as drivers and outcomes of learning processes: An integrative model. Learning and Instruction, 89, 101843. https://doi.org/10.1016/j.learninstruc.2023.101843.

Gonzalez, J. E., Ruiz, M. A., & Martinez, R. S. (2024). Designing emotion-aware learning environments: Implications from self-construal and achievement emotion research. Computers & Education, 210, 104960. https://doi.org/10.1016/j.compedu.2023.104960.

Harley, J. M., & Pekrun, R. (2023). Emotion and achievement in the classroom: A multilevel integration of emotion, motivation, and cognition. In Handbook of educational psychology (4th ed., pp. 172-191). Routledge. https://doi.org/10.1080/00461520.2019.1587297.

Harley, J.M., Pekrun, R., Taxer, J.L., Gross, J.J. (2019). Emotion regulation in achievement situations: an integrated model. Educational Psychologist, 52(2): 106 -126.

Kim, Y., & Park, S. (2023). Self-construal and academic engagement: Mediating roles of achievement goals and perceived social support. Higher Education, 85(4), 789-808. https://doi.org/10.1007/s10734-022-00870-4

Kwon, K., Kim, E. M., & Sheridan, S. M. (2023). The role of achievement emotions in the relationship between self-regulated learning strategies and academic achievement. Learning and Instruction, 88, 101808. https://doi.org/10.1016/j.learninstruc.2023.101808.

Lee, J., & Zhang, Y. (2023). Independent vs. interdependent self-construal and coping strategies among international students: Implications for academic and social adjustment. Journal of Diversity in Higher Education, 16(1), 1-15. https://doi.org/10.1037/dhe0000387.

Lian, P., Li, R., & Wang, J. (2023). Academic adjustment and its predictors among first-year university students: A latent profile analysis. Current Psychology, 42(15), 12435-12448. https://doi.org/10.1007/s12144-021-02542-5.

Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98(2), 224–253. https://doi.org/10.1037/0033-295X.98.2.224.

Molu, N. G., Korkutan, M., Ceylan, B. & Aslan, T. K. (2022). The Relationship Between Family Communications and School Adjustment Levels of Male Adolescents Aged 14-19. Journal of Teacher Education and Lifelong Learning, 4(2). 289-299. http://dx.doi.org/10.51535/tell.1190836

Oyserman, D., Coon, H. M., & Kemmelmeier, M. (2002). Rethinking individualism and collectivism: Evaluation of theoretical assumptions and meta-analyses. Psychological Bulletin, 128(1), 3–72. https://doi.org/10.1037/0033-2909.128.1.3.

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9.

Pekrun, R., & Marsh, H. W. (2023). The control-value theory of achievement emotions: Twenty years of progress, challenges, and opportunities. Educational Psychologist, 58(4), 207-219. https://doi.org/10.1080/00461520.2023.2252661.

Pekrun, R., Goetz, T., Titz, W., and Perry, R. P. (2002). Academic emotions in students self-regulated learning and achievement: a program of qualitative and quantitative research. Educ. Psychol. 37, 91–105. https://doi.org/10.1207/S15326985EP3702_4

Quílez-Robres, A., Usán, P., Lozano-Blasco, R., & Salavera, C. (2023). Emotional intelligence and academic performance: A systematic review and meta-analysis. Thinking Skills and Creativity.49(9):17-2. https://doi.org/10.1016/j.tsc.2023.101335.

Rodríguez, A., González, M., & Fernández, C. (2024). Early predictors of academic dropout: A longitudinal study on the role of academic, social, and emotional adjustment. Studies in Higher Education, 49(1), 45-62. https://doi.org/10.1080/03075079.2022.2155841.

Santana, L. E., & Gómez, A. R. (2023). Defining success beyond grades: A multidimensional model of student thriving in higher education. Journal of College Student Development, 64(3), 275-291. https://doi.org/10.1353/csd.2023.0018.

Sato, T., & Matsumoto, D. (2022). The role of independent and interdependent self-construals in predicting academic engagement among university students. International Journal of Psychology, 57(3), 369-377. https://doi.org/10.1002/ijop.12822.

Shahhoseini ,F & Yaghoubi, H(2022). Investigating The Role Of Academic Emotions And Time Perception Perspective In Predicting Academic Adjustment With The Mediating Role Of Mind Wandering In Female High School Students. IntJ Med Invest.11 (3):216-225. https://intjmi.com/index.php/IntJMedInvest/issue/view/15

Tze, V. M. C., & King, R. B. (2024). Culture and achievement emotions: A meta-analysis. Journal of Cross-Cultural Psychology, 55 (2–3), 252 268.

Villavicencio, F. Bernardo, A. (2014). Positive academic emotions moderate the relationship between self-regulation and academic achievement. British Journal of Educational Psychology. 83(2): 329–340. https://doi.org/10.1111/bjep.12011.

Vogl, E., Pekrun, R., & Lichtenfeld, S. (2023). Within-person dynamics of achievement emotions and their antecedents: An experience sampling study. Journal of Educational Psychology, 115(3), 387-403. https://doi.org/10.1037/edu0000791

Wang, Q., & Liu, Y. (2024). Digital learning environments and academic adjustment: The moderating role of self-regulated learning. The Internet and Higher Education, 60, 100925. https://doi.org/10.1016/j.iheduc.2023.100925

Xu, K. M., Cunha-Harvey, A. R., King, R. B., de Koning, B. B., Paas, F., Baars, M., & Zhang, J. (2023). A cross-cultural investigation on perseverance, self-regulated learning, motivation, and achievement. Compare: A Journal of Comparative and International Education, 53(3), 361-379. https://doi.org/10.1080/03057925.2021.1922270.

Yu, J., Huang, C., Han Z, He, T., & Li, M. (2020). Investigating the influence of interaction on learning persistence in online settings: Moderation or mediation of academic emotions? International Journal of Environmental Research and Public Health, 17(7), 1-21. https://doi.org/10.3390/ijerph17072320.

Zaccoletti, S., Camacho, A., Correia, N., Aguiar, C., Mason, L., Alves, R. A., & Daniel, J. R. (2024). Anxiety and boredom in achievement contexts: A mediation model linking self-construal to academic performance. Anxiety, Stress, & Coping, 37(1), 1–16. https://doi.org/10.1080/10615806.2023.2262245.

Zhang, Y. (2020). The relationship between self-construal and academic adjustment among Chinese international students: The mediating role of social support. Journal of International Students, 10(3), 638–657. https://doi.org/10.32674/jis.v10i3.1094.