اعتبارسنجی مدل تأثیر برنامه‌ریزی درسی مدرسه‌محور بر خودکارآمدی تحصیلی با میانجی‌گری تمرکززدایی

Aboutalebi, N., Saffarian Hamedani, S., Taghvaee Yazdi, m., & Tajari, T. (2023). Presenting the Workplace Curriculum Model with a Futurology Approach in the Iran's Higher Education System. Iranian Journal of Educational Society, 8(2), 296-310. https://doi.org/10.22034/ijes.2023.708216

Dadkani, M. Y., Saadatmand, Z., & Rahmani, J. (2021). Designing a Decentralized Primary Education Curriculum in Iran [Applicable Artice]. Iranian Journal of Educational Sociology, 4(3), 61-67. https://doi.org/10.52547/ijes.4.3.61

Eslamiharandi, F., Karimi, F., & Nadi, M. (2018). Presenting an Educational Justice Model to Iran’s Education System. Journal of Applied Issues in Islamic Education, 3(8), 7-28. https://www.magiran.com/paper/1959614

Foret, M., Scult, M. A., Wilcher, M., Chudnofsky, R., Malloy, L., Hasheminejad, N., & Park, E. R. (2011). Integrating a Relaxation Response‐based Curriculum Into a Public High School in Massachusetts. Journal of adolescence, 35(2), 325-332. https://doi.org/10.1016/j.adolescence.2011.08.008

Hoover, E. B., Butaney, B., & Stoehr, J. D. (2020). Exploring the Effectiveness of Mindfulness and Decentering Training in a Physician Assistant Curriculum. The Journal of Physician Assistant Education, 31(1), 19-22. https://doi.org/10.1097/jpa.0000000000000288

Kafshchian Moghadam, A., Maleki, H., & Sadeghi, A. (2024). Designing a Citizenship Rights Curriculum Model for the Second Period of Elementary Education [Research Article]. Iranian Journal of Educational Sociology, 7(2), 1-7. https://doi.org/10.61838/kman.ijes.7.2.1

Kang, S. M., & Lim, H. K. (2021). The Effect of Past Peer Victimization on Satisfaction of Life in Early Adulthood: Mediating Effects of Intrusive Rumination and Decentering. Korean Association for Learner-Centered Curriculum and Instruction, 21(17), 653-666. https://doi.org/10.22251/jlcci.2021.21.17.653

Khondaqi Amin, M., & Dehghani, M. (2010). A Reflection on Centralization, Decentralization, and the Return to Centralization: Implications for Iran's Curriculum System - A New Perspective. Journal of Educational and Psychological Studies(11(2)), 165-184. https://fedu.um.ac.ir/article_33559.html?lang=en

Khosravi, R. A., & Mehrmohammadi, M. (2023). Design and Validation of Decentering Schemes for Decision-Making about Curriculum Based on Schwab’s Theory and Features of the Curriculum Development System in Iran [Research Article]. Iranian Journal of Educational Sociology, 6(1), 12-30. https://doi.org/10.61186/ijes.6.1.12

Kim, S., & Kim, E. K. (2024). Effects of Curriculum-Linked Social Story Intervention With Video Self-Modeling on Academic Engagement Behaviors of a High School Student With Autism Spectrum Disorders. Korean Journal of Special Education, 59(2), 121-152. https://doi.org/10.15861/kjse.2024.59.2.121

Martin, I., Cunningham, P. D., Zyromski, B., Núñez, M., Romero, S. D., & Choi, J. (2022). Small-Group Investigation of the True Goals Curriculum With High School Students: A Randomized Control Study. Professional School Counseling, 26(1). https://doi.org/10.1177/2156759x221137312

Mehr Mohammadi, M. (2018). An Analysis of the Policy of Decentralization in Curriculum Planning in Iranian Higher Education: Necessities and Opportunities. Iranian Higher Education, 1, 3-18. https://www.sid.ir/paper/135908/en

Mitchell, D., Martin, L., Ebersole, D., & Sperlich, E. (2024). BREAK FREE and Fly: A CBT School Counseling Group Curriculum for Anxiety. Professional School Counseling, 28(1). https://doi.org/10.1177/2156759x241293636

Nirmalasari, N., Wahyudin, D., & Darmawan, D. (2024). Development of Alternative Thinking Strategy Curriculum Design to Improve Academic, Social and Emotional Competence. International Journal of Learning Teaching and Educational Research, 23(3), 48-66. https://doi.org/10.26803/ijlter.23.3.3