اثربخشی فرزند پروری مثبت به مادران بر خودکارآمدی و تاب آوری کودکان داری اختلال یادگیری خاص

افضل­خانی، م.، . قدوسی، س. (1402). اثربخشی راهبردهای فراشناختی بر خودکارآمدی و باورهای انگیزشی در دانش آموزان با اختلالات یادگیری. برنامه ریزی و آموزش یادگیرنده محور، 2(4)، 1-10. [DOI.org/10.22034/cipj.2023.57194.1090]

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جولائیها، ن.، جان بزرگی، م.، علیپور، ا.، پسندیده، ع. (1400). مقایسه میزان اثربخشی فرزندپروری چندبعدی معنوی خداسو و فرزندپروری مثبت بر حرمت خود، خودکارآمدی و خود مهارگری کودکان دارای والدین پراسترس.مجله تحقیقات رفتاری، 19(2)، 292-276. https://rbs.mui.ac.ir/article-1-1025-fa.pdf

سعدونی، ز.، کاظمی مقدم، و هارون الرشیدی. (1402). اثربخشی آموزش مبتنی بر شفقت بر تاب­ آوری، نارسایی هیجانی. فصلنامه ناتوانی­ های یادگیری. 12(3)، 50-6. [DOI.org/10.22098/jld.2023.12700.2086]

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عزیزی­نژاد، ب.، دیوبند، ا. (1401). الگوی علی نقش میانجی خالقیت در تأثیر سبک­ های فرزندپروری بر پیشرفت تحصیلی و همنوایی تحصیلی دانش ­آموزان. فصلنامه روان‌شناسی مدرسه و آموزشگاه، 11(4)، 106-118. https://jsp.uma.ac.ir/article_1608.html?lang=en

علی اکبری دهکردی، م.، کاکاجویباری، ع.ا.، محتشمی، ح.، و یکدله پور، ن. (1393). اثربخشی برنامه فرزندپروری مثبت بر تنیدگی والدینی در مادران کودکان با آسیب شنوایی. مجله شنوایی شناسی، 6(23)، 66-75. https://aud.tums.ac.ir/article-1-5167-fa.html

علی پور، ف.، نجاتی، و.، دهرویه، ش.، مرادعلیان، ف.، بداقی، ا. (1399). تنظیم شناختی هیجان و مشکلات رفتاری در کودکان 7 تا 12 سال با نارسایی ویژه در یادگیری ریاضی، خواندن و نوشتن. فصلنامه کودکان استثنایی، 20(1)، 98-87.http://joec.ir/article-1-1113-fa.html 

جرسوزه، غ.، یار احمدی، ی.، احمدیان، ح.، اکبری، م. (1402). تدوین مدل علی بهزیستی تحصیلی بر اساس خودتنظیمی انگیزشی و خودکارآمدی هیجانی با نقش واسطه‌ای سرسختی تحصیلی در دانش آموزان. فصلنامه روان‌شناسی مدرسه و آموزشگاه. 12(2)، 59-74. [DOI.org/10.22098/jsp.2023.6956.4131]

موسوی امیرآباد ز.، نظری مقدم پ. (1398). اثربخشی آموزش مهارت‌های فرزندپروری مثبت بر کفایت اجتماعی و تنظیم هیجان دانش آموزان. رویش روان شناسی، ۸ (۱۰)، ۳۹-۴۶ http://frooyesh.ir/article-1-1233-fa.html

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