نقش میانجی‌گری خودکارآمدی یادگیری خودتنظیمی در رابطه بین حمایت خودمختاری والدین و ادراک شایستگی تحصیلی با تعلل‌ورزی تحصیلی دانش‌آموزان

چاری، محمدعلی، سلیمی، سمانه و علی‌صوفی، اله‌نظر. (1404). اثربخشی آموزش مداخله شناختی-هیجانی-اجتماعی حافظه فعال بر بهبود خلاقیت کلامی، خودکارآمدی تحصیلی و خودآگاهی شناختی دانش‌آموزان دارای ناتوانی‌های یادگیری. ناتوانی‌های یادگیری، 14(3), 16-29. [DOI: 10.22098/jld.2025.16664.2232]

رضائی، بهاره، عینی، ساناز و زمستانی، مهدی. (1403). نقش میانجی خودکارآمدی در رابطه بین هوش هیجانی با مشکلات رفتاری–عاطفی دانش‌آموزان با ناتوانی یادگیری. روان‌شناسی افراد استثنایی، 14(56)، 303-332. [DOI: 10.22054/jpe.2025.84141.2787]

عینی، س.، رستم‌اوغلی، ز.، صالحی، م.، مهدی‌خانی، ا. و حسینی‌پور دیزگاه، ش. (1404). تبیین رابطه اضطراب و درگیری تحصیلی در دانش‌آموزان دارای اختلال یادگیری خاص: آزمون یک مدل میانجی‌گری تعدیل‌شده با خودکارآمدی تحصیلی و حمایت والدین. ناتوانی‌های یادگیری، 15(1)، 38-28. [DOI: 10.22098/jld.2025.18661.2293]

گریباوی، ح.، و منصوری، ا. (1404). اثربخشی آموزش سبک اسناد بر خودکارآمدی تحصیلی و راهبردهای خودتنظیمی در یادگیری دانش‌آموزان با ناتوانی یادگیری خاص. ناتوانی‌های یادگیری، 15(1)، 53-39. [DOI: 10.22098/jld.2025.17867.2264]

نعمتی، ش.، بدری گرگری، ر.، و جعفری، م. (1404). اثربخشی برنامه مداخله روان‌شناسی مثبت‌گرا بر خودکارآمدی و هیجان‌های مثبت و منفی تحصیلی دانش‌آموزان دارای اختلال یادگیری ویژه. ناتوانی‌های یادگیری، 15(2)، 76-65. [DOI: 10.22098/jld.2026.17094.2246]

 

Alipour, F., Farid, A. and Mosleh, S. Q. (2024). The model of academic procrastination based on academic self-handicapping and perfectionism with the mediating role of students' sense of competence. Research in Cognitive and Behavioral Sciences, 13(2), 1-20. [DOI: 10.22108/cbs.2023.136419.1719]

Anthony, C. J., & DiPerna, J. C. (2018). Piloting a short form of the Academic Competence Evaluation Scales (ACES-SF). School Mental Health, 10(4), 392–402. [DOI: 10.1007/s12310-018-9254-7]

Çelik, O. (2024). Academic motivation in adolescents: the role of parental autonomy support, psychological needs satisfaction and self-control. Frontiers in Psychology, 15, 1384695. [DOI: 10.3389/fpsyg.2024.1384695]

Chari, M. A., Salimi, S., & Ali Sofi, A. N. (2025). The effectiveness of cognitive-emotional-social working memory intervention training on improving verbal creativity, academic self-efficacy, and cognitive self-awareness of students with learning disabilities. Journal of Learning Disabilities, 14(3), 16–29. [Persian]  [DOI: 10.22098/jld.2025.16664.2232]

Chen, S., Jiang, Y., Qiu, S. et al. (2025). Distinct roles of parental autonomy Support and psychological Control in Chinese Elementary School Students’ Intelligence Mindsets and Academic Outcomes. Asia-Pacific Edu Res, 34, 133–146. [DOI: 10.1007/s40299-024-00842-5 ]

Codina, N., Valenzuela, R., Pestana, J. V., & Gonzalez-Conde, J. (2018). Relations Between Student Procrastination and Teaching Styles: Autonomy-Supportive and Controlling. Frontiers in Psychology, 9, 809. [DOI: 3389/fpsyg.2018.00809]

Corbita, D. P. (2024). Direct and indirect effects of academic procrastination, academic emotions and use of Smartphone on EFL writing Competency among Arabic speakers. In Studies in Systems, Decision and Control (Vol. 564, pp. 207–215). [DOI: 10.1007/978-3-031-70399-7_15]

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. [DOI:10.1207/S15327965PLI1104_01]

Ehlers, U.-D. (2020). Future skills: Lernen der Zukunft - Hochschule der Zukunft. Springer VS. https://doi.org/10.1007/978-3-658-29297-3

Eyni, S., Rostamoghli, Z., Salehi, M., Mahdikhani, E., & Hosseinipour Dizgah, S. (2025). Explaining the link between academic anxiety and engagement in students with SLD: A test of a moderated mediation model with academic self-efficacy and parental support. Journal of Learning Disabilities, 15(1), 28–38. [Persian]  [DOI: 10.22098/jld.2025.18661.2293]

Garibavi, H., & Mansouri, A. (2025). The effectiveness of attribution style training on academic self-efficacy and self-regulation strategies in learning among students with specific learning disabilities. Journal of Learning Disabilities, 15(1), 39–53. [Persian]  [DOI: 10.22098/jld.2025.17867.2264]

González-Brignardello, M. P., Sánchez-Elvira Paniagua, A., & López-González, M. Á. (2023). Academic Procrastination in Children and Adolescents: A Scoping Review. Children, 10(6), 1016. [DOI: 10.3390/children10061016]

Grolnick, W., & Lerner, R. (2023). How Parental Autonomy Support, Structure, and Involvement Help Children Flourish: Considering Interactions, Context, and Diversity. In (pp. 491–C424P107). [DOI: 10.1093/oxfordhb/9780197600047.013.26]

Guo, Z., Chen, C., & Guo, R. (2025). The impact of parental involvement, social support, and peer relationships on L2 learning motivation: A mixed-methods study of Chinese university EFL students. Acta Psychologica, 254. [DOI: 10.1016/j.actpsy.2025.104804]

Gustavson, D. E., & Miyake, A. (2017). Academic procrastination and goal accomplishment: A combined experimental and individual differences investigation. Learning and Individual Differences, 54, 160-172.  [DOI: 10.1016/j.lindif.2017.01.010]

Mageau, G. A., Ranger, F., Joussemet, M., Koestner, R., Moreau, E., & Forest, J. (2015). Perceived Parental Autonomy Support Scale (P-PASS) [Database record]. APA PsycTests.

Nemati, S., Badri Gargari, R., & Jafari, M. (2026). Effectiveness of positive psychology intervention program on self-efficacy and positive and negative academic achievement of students with specific learning disorder. Journal of Learning Disabilities, 15(2), 65–76. [Persian]  [DOI: 10.22098/jld.2026.17094.2246]

Özbay, Ö., Doğan, U., Adıgüzel, O., & Cinar Özbay, S. (2025). Modeling factors associated with academic procrastination in university students. Psychological Reports, 332941251335573. [DOI: 10.1177/00332941251335573]

Putarek, V.; Pavlin-Bernardic, Brando‑Garrido, C., Montes‑Hidalgo, J., Limonero, J. T., Gómez‑Romero, M. J., & Tomás‑Sábado, J. (2020). Relationship of academic procrastination with perceived competence, coping, self‑esteem and self‑efficacy in Nursing students. Enfermería Clínica (English Edition), 30(6), 398–403. [DOI: 10.1016/j.enfcle.2019.07.013 ]

Rad, H.F., Bordbar, S., Bahmaei, J. et al. (2025). Predicting academic procrastination of students based on academic self-efficacy and emotional regulation difficulties. Sci Rep, 15, 3003. [DOI:10.1038/s41598-025-87664-7]

Raimondi, G., Manganelli, S., Cavicchiolo, E., Zacchilli, M., Palombi, T., Chirico, A., Lucidi, F. and Alivernini, F. (2025), Exploring academic self-efficacy for self-regulated learning: The role of socioeconomic status, immigrant background, and biological sex. Psychology in the Schools, 62, 1862-1871. [DOI:10.1002/pits.23439]

Rezaie, B., Eyni, S., & Zemestani, M. (2024). The mediating role of self-efficacy in the relationship between emotional intelligence and emotional-behavioral problems in students with learning disabilities. Psychology of Exceptional Individuals, 14(56), 303–332. [Persian] [DOI: 10.22054/jpe.2025.84141.2787]

Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral  correlates. Journal of Counseling Psychology, 31(4), 503-509. [DOI:10.1037/00220167.31.4.503]

Tian, Q., Mustapha, S. M., & Min, J. (2024). The mediation effect of academic self-efficacy on academic procrastination, performance, and satisfaction of Chinese local technology university undergraduates. Psychology Research and Behavior Management, 17, 3779–3798. [DOI:10.2147/PRBM.S479189]

Usher, E.L. (2012). Self-Efficacy for Self-Regulated Learning. In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. [DOI:10.1007/978-1-4419-1428-6_835 ]

Wang, L., & Wang, G. (2024). Perceived Supervisor Support and Academic Procrastination in Postgraduate Students: Roles of Basic Psychological Needs Satisfaction and Learning Engagement. Behavioral Sciences, 14(11), 1005. [DOI:10.3390/bs14111005]

Yang, Y. (2025). The relationship between parental autonomy support and academic procrastination in junior high school students: The role of time management disposition. International Journal of Education and Humanities, Advance online publication. https://doi.org/10.54097/6xrf2k72

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press.

Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663–676. [DOI:10.3102/00028312029003663]