ملاک‌ها و نشانگرهای سنجش شایستگی‌های اجتماعی-هیجانی دانش‌آموزان دوره اول متوسطه: مطالعه کیفی داده‌بنیاد

Barrientos, P. L. M. (2025). Socio-Emotional Competence and Academic Grit Among Grade Ten Students of the Largest Comprehensive High School. International Journal of Research and Innovation in Social Science, IX(V), 4947-4957. https://doi.org/10.47772/ijriss.2025.905000382

Chelouche-Dwek, Y., & Fonagy, P. (2025). Mentalization-Based Interventions in Schools for Enhancing Socio-Emotional Competencies and Positive Behaviour: A Systematic Review. European Child & Adolescent Psychiatry, 34, 1295-1315. https://doi.org/10.1007/s00787-024-02578-5

Cipriano, C., Strambler, M. J., Naples, L. H., Ha, C., Kirk, M. A., Wood, M., Farley, K., McCarthy, M., & Sehgal, K. (2023). The State of Evidence for Social and Emotional Learning: A Contemporary Meta-Analysis of Universal School-Based Interventions. Child development, 94(5), 1181-1204. https://doi.org/10.1111/cdev.13968

Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social-Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children. Child development, 88(2), 408-416. https://doi.org/10.1111/cdev.12739

Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence. Educational Psychologist, 54(3), 162-184. https://doi.org/10.1080/00461520.2019.1623032

Kauffman, J. M., Hallahan, D. P., Pullen, P. C., & Badar, J. (2021). Special Education: What It Is and Why We Need It (3rd ed.). Routledge. https://doi.org/10.4324/9781003043874

Lerner, R. M., Lerner, J. V., Lewin-Bizan, S., Bowers, E. P., Boyd, M. J., Mueller, M. K., Schmid, K. L., & Napolitano, C. M. (2011). Positive Youth Development: Processes, Programs, and Problematics. Journal of Youth Development, 6(3), 38-62. https://doi.org/10.5195/jyd.2011.174

Marín-González, F. H., Gómez-Balbuena, L., & Ortiz, A. (2024). Analysis of Socio-Emotional Competencies as a Key Dimension for Sustainability in Colombian Elite Athletes. Sustainability, 16(5), 2066. https://doi.org/10.3390/su16052066

McDonnell, M., Yang, Y., & Zadhasn, Z. (2024). Linking Emotional and Social Competencies to Career Readiness Among Senior Undergraduates [Research Article]. Iranian Journal of Educational Sociology, 7(1), 198-204. https://doi.org/10.61838/kman.ijes.7.1.19

McKown, C. (2014). Challenges and Opportunities in the Direct Assessment of Children's Social-Emotional Comprehension. In M. J. Furlong, R. Gilman, & E. S. Huebner (Eds.), Handbook of Positive Psychology in Schools (2nd ed., pp. 320-335). Routledge. https://doi.org/10.4324/9780203106525

McKown, C. (2017). Social-Emotional Assessment, Performance, and Policy. In C. A. Maher & S. G. Forman (Eds.), Handbook of Social and Emotional Learning: Research and Practice (pp. 324-341). Guilford Press.

Nevado-Luna, J. M., Del Valle Díaz, S., Sánchez Sánchez, F., & Hernandez Molano, A. (2025). Development of Socioemotional Competencies to Work on Democracy and Peace. International Journal of Education for Social Justice, 14(1). https://doi.org/10.15366/riejs2025.14.1.013

Organization for Economic, C.-o., & Development. (2021). Beyond Academic Learning: First Results from the Survey on Social and Emotional Skills.

Petty, N. J., Thomson, O. P., & Stew, G. (2012). Ready for a Paradigm Shift? Part 2: Introducing Qualitative Research Methodologies and Methods. Manual Therapy, 17(5), 378-384. https://doi.org/10.1016/j.math.2012.03.004

Rashidi, Z., & Ferasatkhah, M. (2018). Learning Process in Doctoral Education: A Grounded Theory. Research in Medical Education, 10(1), 53-64. http://rme.gums.ac.ir/article-1-628-en.html

Rodrigo, J. L. S. (2024). Cognitive flexibility and socioemotional competences as a modulating factor of psychopathological symptoms in adolescence. Journal of Affective Disorders Reports, 16, 1-10. https://doi.org/10.1016/j.jadr.2024.100752

Saunders, B., Sim, J., Kingstone, T., Baker, S., Waterfield, J., Bartlam, B., Burroughs, H., & Jinks, C. (2018). Saturation in Qualitative Research: Exploring Its Conceptualization and Operationalization. Quality & Quantity, 52(4), 1893-1907. https://doi.org/10.1007/s11135-017-0574-8

Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting Positive Youth Development through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects. Child development, 88(4), 1156-1171. https://doi.org/10.1111/cdev.12864

Tirgari, A., Ahmadi, F., & Farahmand, F. (2023). Explaining Social-Emotional Competencies in the Cultural-Educational Context of Iranian Adolescents. Quarterly Journal of Educational Psychology, 19(68), 45-62. https://doi.org/10.22054/jep.2023.69541.3698

Zarafshani, K., & Khaledi, K. (2021). Grounded Theory in Behavioral Studies: Methodological Considerations. Qualitative Research in Behavioral Sciences, 1(1), 15-28. https://qrbs.birjand.ac.ir/article_2969.html?lang=en