تدوین مدل علی سازگاری تحصیلی دانش‌آموزان با ناتوانی یادگیری براساس خودکارآمدی تحصیلی و اشتیاق تحصیلی: نقش میانجی تاب‌آوری تحصیلی

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حسینقلی، ف.، کوشکی، ش.، فرزاد، و.ا و افتخارزاده، ف. (1397). الگوی ساختاری سازگاری تحصیلی در دانش ­آموزان نوجوان پسر براساس ویژگی­ های شخصیتی و حمایت  اجتماعی ادراک ­­شده: نقش واسطه ­ای راهبردهای خودتنظیمی. شناخت اجتماعی، 7(2)، 50-27.  [10.30473/sc.2018.40066.2192DOI:]

دلاور، ع. (1396). روش تحقیق در روان‌شناسی و علوم تربیتی. تهران: نشر ویرایش.

سلطانی ­نژاد، م.، آسیابی، م.، ادهمی، ب و توانایی یوسفیان، س. (1393). بررسی شاخص ­های روان­سنجی پرسشنامه تاب­ آوری تحصیلی ARI. فصلنامه اندازه­گیری تربیتی، 4(15)، 35-17. https://jem.atu.ac.ir/article_267.html] URL:]

صبا، ب و ایمان ­پرور، س. (1399). نقش تنظیم هیجان و تاب‌آوری تحصیلی در پیش‌بینی فرسودگی تحصیلی دانش‌آموزان. مجله روانشناسی مدرسه و آموزشگاه، 9(4)، 62-73. https://jsp.uma.ac.ir/article_1292.html

عصاره، ن.، پیرانی، ذ و زنگنه، ف. (1401). هم‌سنجی اثربخشی آموزش خود دلسوزی شناختی و تنظیم هیجان بر سرمایه‌ روانشناختی و اشتیاق تحصیلی دانش‌آموزان دختر مبتلا به اضطراب. مجله روانشناسی مدرسه و آموزشگاه، 11(2)، 96-110. https://jsp.uma.ac.ir/article_1702.html

غلامعلی لواسانی، م.، خضری­آذر، ه.، امانی، ج و مال­احمدی، ا. (1389). نقش خودکارآمدی تحصیلی و اهداف پیشرفت در تنیدگی، اضطراب و افسردگی دانشجویان. مجله روان‌شناسی، 14 (4)، 417-432.

محمدامین ­زاده، ل و محمد امین زاده، ح. (1397). مقایسه سازگاری تحصیلی و رشد اجتماعی دانش‌آموزان دختر پایه هشتم دارای مشکلات یادگیری و بدون مشکلات یادگیری شهرستان مهاباد. فصلنامه رهبری و مدیریت آموزشی، 12(4)، 230-215. https://edu.garmsar.iau.ir/article_664463.html

همتی، ب. (1399). نقش هیجانات تحصیلی، حمایت از خودمختاری ادراک شده و احساس تعلق به مدرسه در پیش ­بینی سازگاری تحصیلی– اجتماعی دانش آموزان بی ­سرپرست. مجله روانشناسی مدرسه و آموزشگاه، 9(1)، 207-228. https://jsp.uma.ac.ir/article_912.html

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