اثر بخشی آموزش تنظیم هیجانی بر بهزیستی تحصیلی، هیجانات تحصیلی و سرزندگی تحصیلی دانش آموزان دوره اول متوسطه تبریز

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Cai, W., Pan, Y., Zhang, S., Wei, C., Dong, W., & Deng, G. (2017). Relationship between cognitive emotion regulation, social support, resilience and acute stress responses in Chinese soldiers: Exploring multiple mediation model. Psychiatry Res, 256(2), 71-78. https://doi.org/10.1016/j.psychres.2017.06.018

Cécillon, F. X., Mermillod, M., Leys, C., Lachaux, J. P., Le Vigouroux, S., & Shankland, R. (2024). Trait Anxiety, Emotion Regulation, and Metacognitive Beliefs: An Observational Study Incorporating Separate Network and Correlation Analyses to Examine Associations with Executive Functions and Academic Achievement. Children, 11(1), 123. https://doi.org/10.3390/children11010123

Extremera, N., Sánchez-Álvarez, N., & Rey, L. (2020). Pathways between ability emotional intelligence and subjective well-being: bridging links through cognitive emotion regulation strategies. Sustainability, 12, 2-11. https://doi.org/10.3390/su12052111

Fiorilli, C., De Stasio, S., Di Chiacchio, C., Pepe, A., & Salmela-Aro, K. (2017). School burnout, depressive symptoms and engagement: their combined effect on student achievement. International Journal of Educational Research, 84, 1-12. https://doi.org/10.1016/j.ijer.2017.04.001

Grecucci, A., Frederickson, J., & Job, R. (2017). Editorial: Advances in Emotion Regulation: From Neuroscience to Psychotherapy. Frontiers in psychology, 8, 985-983. https://doi.org/10.3389/fpsyg.2017.00985

Huang, J., Li, X., Zhao, J., & An, Y. (2023). Relations among resilience, emotion regulation strategies and academic self-concept among Chinese migrant children. Current Psychology, 42(10), 8019-8027. https://doi.org/10.1007/s12144-021-02086-8

Martin, A. J. (2014). Academic buoyancy and academic outcomes: Towards a further understanding of students with attention-deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself. British Journal of Educational Psychology, 24(1), 86-107. https://doi.org/10.1111/bjep.12007

Messina, I., Rossi, T., Bonaiuto, F., Granieri, G., Cardinali, P., Petruccelli, I., Maniglio, R., Loconsole, C., & Spataro, P. (2024). Group psychological counseling to contrast academic burnout: a researc h protocol for a randomized controlled trial. Frontiers in psychology, 15, 1400882. https://doi.org/10.3389/fpsyg.2024.1400882

Mikaeili, N., Narimani, M., & Marhamati, F. (2024). The Mediating Role of Cognitive Emotion Regulation in the Relationship between Experiential Avoidance and Social Anxiety Symptoms in College Students: A Descriptive Study. RUMS_JOURNAL, 22(10), 1037-1052. https://doi.org/10.61186/jrums.22.10.1037

Mohammadi, A., & Balagabri, Z. (2024). Investigating the Effectiveness of Emotion Regulation Training on Mental Health and Anxiety in Women Faced with Divorce or Emotional Betrayal. Women's Health Bulletin, 11(3), 203-212. https://womenshealthbulletin.sums.ac.ir/article_50231.html

Nadeem, A., Umer, F., & Anwar, M. J. (2023). Emotion Regulation as Predictor of Academic Performance in University Students. Journal of Professional & Applied Psychology, 4(1), 20-33. https://doi.org/10.52053/jpap.v4i1.157

Namaziandost, E., Heydarnejad, T., & Azizi, Z. (2023). To be a language learner or not to be? The interplay among academic resilience, critical thinking, academic emotion regulation, academic self-esteem, and academic demotivation. Current Psychology, 1-16. https://doi.org/10.1007/s12144-023-04676-0

Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects. Child development, 88(5), 1653-1670. https://doi.org/10.1111/cdev.12704

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Renna, M. E., Quintero, J. M., Fresco, D. M., & Mennin, D. S. (2017). Emotion Regulation Therapy: A Mechanism-Targeted Treatment for Disorders of Distress. Frontiers in psychology, 8, 98. https://doi.org/10.3389/fpsyg.2017.00098

Rezagholiyan, M., Nemati, F., & Hashemi, T. (2025). Development of a Model of Students' Subjective Well-Being Based on Attachment Styles, Self-Compassion, and Emotion Regulation Styles with the Mediating Role of Quality of Life. Journal of Adolescent and Youth Psychological Studies (JAYPS), 6(1), 21-33. https://doi.org/10.61838/

Saleem, F., Legette, K. B., & Byrd, C. M. (2022). Examining school ethnic-racial socialization in the link between race-related stress and academic well-being among African American and Latinx adolescents. Journal of School Psychology, 91, 97-111. https://doi.org/10.1016/j.jsp.2022.01.001

Salmela-Aro, K., & Read, S. (2017). Study engagement and burnout Profiles among Finnish higher education students. Burnout Research, 7, 21-28. https://doi.org/10.1016/j.burn.2017.11.001

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Smith, K., Mason, T., Anderson, N. L., & Lavender, J. M. (2019). Unpacking cognitive emotion regulation in eating disorder psychopathology: The differential relationships between rumination, thought suppression, and eating disorder symptoms among men and women. Eating behaviors, 32, 95-100. https://doi.org/10.1016/j.eatbeh.2019.01.003

Spear, L. P. (2000). The adolescent brain and age-related behavioral manifestations. Neuroscience Biobehavioral Reviews, 24(4), 417-463. https://doi.org/10.1016/S0149-7634(00)00014-2

Theiyab Alazemi, A. F., Heydarnejad, T., Ismail, S. M., & Gheisari, A. (2023). A model of academic buoyancy, L2 grit, academic emotion regulation, and personal best: An evidence from EFL context. Heliyon, 9(2). https://doi.org/10.1016/j.heliyon.2023.e13149

Widlund, A., Tuminen, H., & Korhonen, J. (2018). Academic well-being, mathematics performance and educational aspiration in lower secondary education: Changes within a school year. Frontiers in psychology, 9, 297. https://doi.org/10.3389/fpsyg.2018.00297

Xu, M., Jaffri, H., & Yang, X. (2024). A Systematic Review On The Relationship Between Emotional Regulation And Psychological Well-Being In Higher Education. Quantum Journal of Social Sciences and Humanities, 5(SI1), 93-109. https://doi.org/10.55197/qjssh.v5iSI1.568

Yazdizadeh, P., Hafezi, F., Ehteshamzadeh, P., Heidari, A., & Eftekhar Saadi, Z. (2023). Effectiveness of Reality Therapy on Emotion Regulation Difficulty and Academic Self-Handicapping of Students: A Pilot Study [Original Contributions]. Journal title, 8(3), 163-170. https://doi.org/10.32598/CJHR.8.3.446.2

Zarei, L., & Khoshouei, M. S. (2023). Relationship of academic procrastination with metacognitive beliefs, emotion regulation and tolerance of ambiguity in university students. Quarterly Journal of Research and Planning in Higher Education, 22(3), 113-130. https://journal.irphe.ac.ir/article_702906_en.html